Rocks Rock!
and Minerals are Awesome!
Learning Module
- Creator(s):
Abstract
A unit designed for 8th grade level Earth Science students on Rocks and Minerals. Includes: *mineral characteristics *how to identify minerals *rock cycle *types of rocks
A unit designed for 8th grade level Earth Science students on Rocks and Minerals. Includes: *mineral characteristics *how to identify minerals *rock cycle *types of rocks
This unit is designed to be utilized in the Scholar Learning Management System. It can be used in other LMSs as well with some modification. If, as an instructor, you are unsure how to have your students comment or create updates please see the tutorital.
This 8th grade Earth Science unit will be focusing on the following concepts related to rocks and minerals.
Each state in the United States has their own science standards. There are also national science standards known formally as the Next Generation Science Standards. These standards are based on The Framework for K-12 Science Education.[1]
According to The Framework, students need to be able to answer the question "How and why is Earth constantly changing?"[2] To this end, in this learning module we will be focuing on ESS2.A Earth's Materials and Systems and ESS3.A Natural Resources. The focus grade level for this unit is 8th grade.
We will break down the question into the Framework components ESS2.A and ESS3.A, then into the NGSS performance expectations, and finally will look at the Three Dimensions associated with these standards.
ESS2.A: Earth Materials and Systems
How do Earth's major systems interact?
Grade Band End Point for Grade 8
All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the Sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future.[3]
ESS3.A Natural Resources
How do humans depend on Earth's resources?
Grade Band End Point for Grade 8
Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceableover human lifetimes. These resources are distributed unevenly around the planet as a result of past geological processes (link to ESS2.B). Renewable energy resources, and the technologies to exploit them, are being rapidly developed.[4]
Next Generation Science Standards
Performance Expectations for the Middle Grades
MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.[5]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.[5]
MS-ESS3-1. Construct a scientific explanantion based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.[6]
Clarification statements can be found at the NGSS website.
For those unfamiliar with the NGSS and the Three Dimensions, a brief overview can be found on the NGSS website.
The Science and Engineering Practices associated with this unit:
Developing and Using Models
Constructing Explanations and Designing Solutions[7]
The Disciplinary Core Ideas associated with this unit:
ESS2.A: Earth's Materials and Systems
ESS3.A: Natural Resources[7]
The Crosscutting Concepts associated with this unit:
Cause and Effect
Scale, Proportion, and Quantity
Stability and Change[7]
The New Learning Affordances that will be addressed in this unit are:
Look at the image above. The items that we see in this image are made from minerals! Where do you think minerals come from? What are minerals? Brainstorm with your group what you think a mineral is. Write your group answer as a comment.
Comment: What do you think a mineral is?
Update: Choose an item in this image and create an update about the minerals it is made out of. Comment on two of your peers posts about common minerals between their choosen item and yours.
Length of time: 1 class period
This lesson is the Engage lesson for the unit. It is designed to get students engaged in the lesson and to launch the overall unit.
Students are placed into groups of three or four based on teacher selected criteria. Students are expected to work cooperatively in their groups to complete a discussion about what they think a mineral is and where they think minerals come from. After the groups are completed with the discussion (15 minutes) have each group share out their responses to the question.
After the discussion ends, have students work independently to comment on the original post and to create the update.
What is a mineral?
With your elbow partner, discuss what you think a mineral is and what makes a mineral a mineral. Be prepared to share with the class.
Update: With your elbow partner, choose one of the minerals listed above. Research the mineral and create an update about your mineral. Comment on two of your peers updates, commenting about how their mineral is used in society.
Comment: Reflect on our class discussion. What makes a mineral a mineral?
Length of time: 1 to 2 class periods
This lesson is the Explore part of the lesson. Allowing students to conduct their own explorations into the learning and information.
Elbow partner is the person that they are sitting next to.
Follows up on the comments from the day before where students are attempting to determine what a mineral is. Students will discuss and research the characterstics of minerals. Then watch the video from Mr. Parr about what makes a mineral a mineral song.
Students will work in pairs to create an update about their choosen mineral. Attempt to not allow repeats, so that there is a variety of minerals represented. Drawing from a hat or random selection may work best.
Students should be getting to the point to recognize that minerals are:
If students are not getting all five, guide to find and apply to their mineral research.
How can we tell different minerals apart?
With your group look at the two images above. Do you think they are the same mineral?
How could we figure out if they are the same or different?
With your elbow partner complete the Mineral Identification Virtual Lab and fill out the accompaning lab sheet.
Comment: How do you think we could use Archimede's Principle to identify minerals?
Update: Of the different methods to identify minerals, (streak, color, density, cleavage/fracture, chemical composition, cyrstal structure, and unique features) which do you believe is the most effective? Why? Comment on two of your peers' posts reflecting on how their method relates to your method.
Length of time: 1 to 2 class periods
This lesson is the Explain part, where students are getting instruction in the lesson.
Have students look at the two images, the top is gold, the bottom is iron pyrite. Have students discuss the physical features of the two minerals to see what appears to be the same and what appears to be different.
Discuss the differences between the two minerals. Have the students complete the virtural lab activity in pairs, taking turns to determine who gets to 'handle the materials' and who gets to record the information.
After completing the lab, and the accompanying Labsheet, watch the video about Archimede's Eureka moment as a class and allow students time in class to complete the upate and comments.
Now that we have learned what a mineral is, it is time to figure out what a rock is and why it is different from a mineral. With your elbow partner, discuss what you think a rock is and how you think it is different from a mineral. You will be working with another pair of students to create a comparison and contrast poster for minerals versus rocks.
Comment: What is a rock? What makes it different from a mineral?
Update: The above image is of granite, a rock, and the minerals that make it up. Choose a rock from the list below, find out what minerals it is made from, include images of the rock and the minerals in your update. Comment on two of your peers' posts focusing on the different minerals that are part of their rock.
Time Frame: 1 class period
This is Explore and Extension. Explore in that students are getting engaged in rocks, extenstion as they are extending their knowledge of minerals and applying that information.
After students have worked with their elbow partner on discussing what makes rocks and minerals different, have student pairs get together to share their ideas and create a poster to display in the classroom of their rock-to-mineral comparison poster.
Students should be able to determine by the end of the lesson that a rock is a mixture of minerals, organic matter, and other rocks.
There are three main types of rocks, sedimentary, metamorphic, and igneous. Complete the attached flow chart to help organize your information as you watch the videos below and read through the website links underneath each video.
Comment: Which type of rock do you think came first? Why?
Update: Pick one of the types of rocks. Create an update about how that type of rock forms. Comment on two of your peers' posts focusing on how their rock formation is similar to your rock formation.
Length of time:1 to 2 days
Exploration and explanation part of lesson on rocks.
Students can watch the videos and look through the websites independently, in pairs, or in groups. Make sure to have students complete the flow chart to help organize their information.
Encourage students to discuss outloud in class their information from their flowcharts and any other notes they may have taken from the videos and websites.
What is the rock cycle? In your groups discuss what you think the rock cycle is based on your prior knowledge, the diagram, and the song. Create a poster to display your ideas for the class discussion.
Comment: Which part of the rock cycle do you find most interesting? Why?
Update: Find a video that shows the rock cycle in detail. Post it as your update. Comment on two of your peers' updates focusing on the details that are missing in either their video or yours.
Length of Time: 1 class period, maybe 2
Enhance portion, as students are getting the opportunity to look for fun videos about the rock cycle.
Students should already be familar with the rock cycle from earlier grades. This is more of a review and the opportunity for them to find their own videos about the rock cycle. Encourage students not to copy their peers' videos.
We have learned that minerals are inorganic, naturally occuring, crystalline solids with a definite chemical composition. And that rocks are mixtures of these minerals, organic matter, and other materials. But why do we need them? Are all rocks and minerals useful?
Working with your new group discuss the various uses for minerals and rocks that you have learned. Create a poster to display in the classroom for the class discussion.
Comment: What use of minerals do you find the most interesting? Why?
Update: Choose one way that we use rocks and/or minerals. Create an update detailing that use and why you believe that it is important to keep using that mineral/rock. Comment on two of your peers' posts, reflecting on if you agree or disagree with their choice.
Length of time: 1 to 2 classes
Explain and enhance
Placing students in different groups for this activity will ensure that students have a variety of minerals to discuss. After students had time to discuss and create their posters, have the various groups do a 'walk about.'
Walk about: where groups create posters, have one student be the spokesperson for the group, place the poster on display in the classroom while the groups travel together to look at the various posters with the spokesperson there to 'curate' the poster for them (explain it). Once all groups have seen all posters (having groups rotate in certain time intervals helps with this) the students return to their poster and tell the spokesperson what they learned.
Examples of minerals/rocks and their uses is below for those students that may struggle with coming up with their own example.
We know that minerals come from the ground. We know that they are important. But how do we get these minerals out of the ground? In your groups discuss how you think we get the minerals out.
You will be conducting a mining exercise today. Listen for further instructions.
Comment: Why do you believe people think mining is bad?
Update: In your groups, choose a mining operation to research and create a post about. Be sure to include the location, identified mineral, and process they are using to remove the mineral from the ground. If you can find it, also include how they plan to clean up after the operation when they are done. Comment on two of your peers' post focusing on the process of removal.
Length of time: 3 or 4 days
Explanation and enhance
Students will be working in groups to determine how we get minerals out of the ground through research and discussion.
Conduct the 'Cookie Mining Lab' with students. See video below for explanation.
Having students research various mining operations is important for them to realize that mining is occuring all over the world. Placing map dots on a world map to represent each of the mining locations being researched would be a great visual at this time. In addition, looking at the reclamation plans for the various mining operations will help students to understand that even though mining can be disruptive to the environment in the short term, long term it can benefit the surrounding area economically and environmently.
Suggestion for further enhancement and enrichement: show students a map of the Wilmington, Coal City, and Braidwood area of Illinois on Google Maps. This area is riddled with ponds, lakes, and beaches. The topography is NOT flat. Have students invisitgate why. The area was once rich in coal that was mined for decades. When the coal ran out, they converted all of the open mines to ponds and lakes, the slack piles became grass and tree covered hills. The ecosystem of this area is rich with abundant wild life, on the air, in the water, and on the land. Would this have exisited without the mines?
In this project you will be creating a 'Facebook' profile for a mineral of your choosing. You will need to include where the mineral/rock is found around the world, the name of the mineral, what the mineral is used for, how the mineral is mined and processed, and how to identify the mineral. Images and media should add and enhance the project. All sources need to be cited in APA format (remember to use bibme.org if you are unfamilar or unsure of how to properly cite).
| 3 | 2 | 1 | |
|---|---|---|---|
| Mineral Name |
Mineral name is there and easy to identify |
Mineral name is there, but difficult to ascertain | No mention of mineral name |
| Characteristics |
Hardness, color, streak, luster, cleavage/fracture, density, chemical composition, crystal structure, and unique features are all included included in the project. |
Between 7 and 4 of the characteristics are included in the project, |
3 or fewer of the characteristics are included in the project. |
| Uses |
Project details multiple uses for the mineral. If there is only one use for the mineral, greatly details its uses. |
Lists the various uses for the mineral, with no descriptions | No mention of how the mineral is used |
| Mineral Locations |
Includes a map of where the mineral is mined/found |
Briefly mentions one location of where the mineral can be found | No mention of where the mineral is located |
| Mineral Process and Mining |
Describes how the mineral is mined and processed |
Mentions how the mineral is mined or how it is processed, but not both | No mention of mining or processing |
| Presentation |
Images and media embedded in the project add to the project and flow of the material. |
Images and media are related to the material, but are insufficient in nature. | Either there are no images or media or Images and media distract from the material or Images and media are NOT related to the material |
Your project will be anonymously peer reviewed, and you will also be conducting one or two anonymous peer reviews. Remember that your peers' feedback is critical to good science.
All students in class will complete the project with modifications as necessary.
Some students may need a template, while others may feel creative enough to complete their own. Examples of templates can be found at the links below. Utilize the option that is best for your students.
http://www.classtools.net/FB/home-page
http://www.teacherstechworkshop.com/2013/08/6-amazing-facebook-templates-to-use.html
https://docs.google.com/drawings/d/1O1G-R34zzpslQ7F2jBGUB0Ogqv80IoNLZMp3RntIoo0/edit?usp=sharing
Geodes begin as bubbles. (2015, May 21). Retrieved July 19, 2016, from http://artemis2apollo.tumblr.com/post/119550353761/geodes-begin-as-bubbles-in-volcanic-rock-or-as
Ground Rules. (n.d.). Retrieved July 20, 2016, from http://www.cat.com/en_US/products/new/by-industry/mining/SafetySustainability1/GroundRules.html
Next Generation Science Standards: For States, by States. Vol. 1. Washington, DC: National Academies, 2013. Print. page xiii
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academy of Sciences, 2012. Print. page 179
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academy of Sciences, 2012. Print. page 181
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academy of Sciences, 2012. Print. page 192
a, b Next Generation Science Standards: For States, by States. Vol. 1. Washington, DC: National Academies, 2013. Print. page 80
Next Generation Science Standards: For States, by States. Vol. 1. Washington, DC: National Academies, 2013. Print. page 83
a, b, c Next Generation Science Standards: For States, by States. Vol. 1. Washington, DC: National Academies, 2013. Print. page 81
