Topic: Rocks, Minerals, and Soil

Transcription

1 6 th Grade Science Unit: Minerals Unit Snapshot Grade Level: 6 Topic: Rocks, Minerals, and Soil Duration: 8 days Summary The following activities engage students in exploring how minerals have specific, quantifiable properties that form in specific environments. Students will perform tests to investigate various mineral properties and use the results to identify the minerals. CLEAR LEARNING TARGETS I can statements identify minerals by testing their properties use mineral properties to identify minerals. Activity Highlights and Suggested Timeframe Days 1 Engagement: Review common items found in a home and identify the minerals in some of these items. Day 2 Exploration: Students will read about the properties of mineral and create a foldable to record details about each property. Day 3-4 Explanation: Students will investigate properties of minerals by performing various tests and identify the minerals based on their properties. Days 5-6 Day 7 and on-going Day 8 Elaboration: Research a mineral and a rock to give details about each and their uses. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to mineral. A teacher-created short cycle assessment is recommended at the end of the unit to assess all clear learning targets (Day 7). Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. 1

2 LESSON PLANS NEW LEARNING STANDARDS: 6.ES.1 Minerals have specific, quantifiable properties Minerals are naturally occurring, inorganic solids that have a defined chemical composition. Minerals have properties that can be observed and measured. Minerals form in specific environments. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering) that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. CCSS.ELA-Literacy.RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. *For more information: STUDENT KNOWLEDGE: Prior Concepts PreK-2: Objects have physical properties, properties of objects can change, and Earth s nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, and objects are composed of matter and may exhibit electrical conductivity and magnetism. Future Application of Concepts Grades 7-8: Biogeochemical cycles, igneous environments and the history of Earth (including the changing environments) from the interpretation of the rock record are studied. High School: The formation of elements, chemical bonding and crystal structure are found in the Physical Sciences. In grades Physical Geology, mineralogy is explored at depth. 2

3 MATERIALS: Engage Mineral Minerals Everywhere Handout Internet access Mineral Anticipation Guide handout Explore Properties of Mineral Foldable Textbook Internet optional Explain There are 5 steps to take in mineral identification and Mineral Identification Lab Handout. Minerals: talc, calcite, pyrite, magnetite, quartz, mica Mineral identification kit (streak plate, iron nail, copper penny, glass plate, lemon juice or vinegar, magnet, hand lens) Properties of Common Minerals Chart from les/esrt/esrt-2010.pdf DICHOTOMOUS KEY: MINERALS Handout Properties of Common Mineral Handout Elaborate Prentice Hall Earth Science Textbook Internet access Rock and Mineral News Template SAFETY ADVANCED PREPARATION VOCABULARY: Primary Cleavage Density Fracture Hardness Inorganic Luster Mineral Streak All lab safety rules, procedures, and precautions should be taken into consideration, especially when working with hotplates, candles, or other heat related tools. Have fire extinguisher available, and understand how to use it properly. Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available Gather Minerals talc, calcite, pyrite, magnetite, quartz, mica Prepare Mineral Kits (streak plate, iron nail, copper penny, glass plate, lemon juice or vinegar, magnet, hand lens) Objective: The objective of this activity is to engage students and formatively assess their knowledge related to common minerals found at home. ENGAGE (1 day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?) What is the teacher doing? Minerals Minerals Everywhere (Day 1) Minerals Minerals Everywhere handout Internet access or present information on SMARTBoard or print out pages with from uses/uses.html Have students complete chart. Distribute Anticipation Guide Handout Collect Anticipation Guide for formative assessment. What are the students doing? Minerals Minerals Everywhere (Day 1) 1. Students will use the Internet to discover some common minerals found in their home. 2. Student will complete the graphic organizer. 3. Complete Anticipation Guide Handout. 3

4 EXPLORE (1 day) (How will the concept be developed? How is this relevant to students lives? What can be done at this point to identify and address misconceptions?) Objective: The objective of the following activities is to give students the opportunity to work with and begin to learn about the properties of mineral and record their information in a foldable What is the teacher doing? Properties of Minerals (Day 2) Have students read pp on Properties of Mineral from Prentice Hall Earth Science Textbook. Have students create a foldable with each mineral property, a summary of the property and an illustration. What are the students doing? Properties of Minerals (Day 2) 1. Students will read and complete their foldable on the five properties of mineral. 2. Each title will have a summary and an illustration of each property. Objective: The objective of the following activities is to give students the opportunity to identify minerals based on their properties and be given the opportunity to use a dichotomous key to identify minerals. EXPLAIN (2 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What is the teacher doing? Mineral Identification Lab Review the properties of minerals and how to use the mineral kit. (Day 3) Review the steps to identifying a mineral. Assign students to a station to test and identify their mineral. They may not go to the next mineral until the teacher gives permission. Use proximity while students complete their identification of their mineral. Demonstrate how to use a dichotomous key. Have students try to identify their mineral with the Dichotomous Key Page. Optional: GIZMO: Mineral Lab (Day 4) Give each student page 16 from the ESRT found attached below. A clearer copy can be printed from the website listed ( uploads/5/0/1/3/ /mine ral_chart.pdf). Give each student Properties of Common Mineral Questions to complete. What are the students doing? Mineral Identification Lab Background Reading and Graphic Organizer (Day 3) 1. Students will use the mineral test kit to identify the properties of unknown mineral. 2. After the properties are identified have students use their Dichotomous key to identify their minerals. (Day 4) 1. Use the Properties of Common Mineral to compete questions. 4

5 ELABORATE (1 2 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) EVALUATE (1 day and on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) Objective: The objective of the following activity is to give students the opportunity to gain deeper understanding of a mineral and an introduction to rocks by pursuing research about a mineral and a rock. What is the teacher doing? Using technology to understand research a mineral and a rock (Day 5-6) Common Minerals and Rocks page can be used to assign students rocks and minerals. Give students their Rock and Minerals News Packet. Review the requirements of each page Answer any questions students may have. Assigning Rocks and Minerals: Consider having a note card with a rock and a mineral for each student to research or allow them to choose their mineral and rock. Students can be given the opportunity to share something interesting they discovered during their research. What are the students doing? Using technology to understand research a mineral and a rock (Day 5-6) 1. Students will complete their Rock and Mineral News Report. 2. Student should follow the template provided and complete each section. 3. Students will share an interesting fact they discovered during their research. Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to minerals. Give the Anticipation Guide to see if misconceptions still exist. Formative How will you measure learning as it occurs? Consider developing a teacher-created formative assessment. 1. The Anticipation Guide can be used as a formative assessment related to minerals. 2. Textbook Review pp. 88. Prentice Hall Earth Science Textbook can assess student knowledge progression related to properties of minerals. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Mineral Identification Lab will assess students ability to test various properties of minerals and identify the mineral based on its properties. 2. Textbook assessment pp Prentice Hall Earth Science Textbook. 3. Teacher-created short-cycle assessment will assess all clear learning targets. 5

6 EXTENSION/ INTERVENTION (1 day or as needed) COMMON MISCONCEPTIONS DIFFERENTIATION EXTENSION 1. Have students create a dichotomous key on identifying minerals 2. Mineral Enrich Teacher Resource Crystal Shape - Prentice Hall Earth Science Textbook. 3. Mineral Enrich Teacher Resource: Diamond studded pipes in the crust Prentice Hall Earth Science Textbook. INTERVENTION 1. How to identify Minerals [09:08] 2. Teacher Resource: Consumer Lab a Mouthful of Minerals p Prentice Hall Earth Science Textbook. 3. Adapted Reading Study Guide from Teacher Resource Disk Prentice Hall Earth Science Textbook. Rocks are the same, and it s hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. Rocks are hard. Strategies to address misconceptions: 1. Provide students with real igneous rocks and have them observe their properties. 2. Provide students with a rock kit and have students discuss what similarities and differences are between the rocks. 3. Reinforce the differences between minerals and rocks. 4. Minerals have different hardness. Performa scratch test using Mohs Hardness Scale. Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Higher-Level: Consider having students create their own investigations related to mineral formation and use.. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: = Gifted Learners: = Students with Disabilities: ntid=

7 ADDITIONAL RESOURCES Textbook Resources: Prentice Hall Earth Science Textbook -Read pp in Earth Science Explorer (Red Book) -Section Summary: Properties of Minerals Lab Manual pp Guided Reading: Minerals Lab Manual pp Review and Reinforce: Properties of Minerals pp.169 -Enrich: Crystal Shapes pp Skill Lab: Finding the Densities of Minerals pp Section Summary: How Minerals Form pp Guided Reading: How Minerals Form pp Review and Reinforcement: How Minerals Form pp Enrich: Diamond-Studded Pipes in the Crust pp. 180 Websites: Rocks for Kids: Properties of Common Minerals: ODNR ROCK KITS: Mineral Education Coalition: usrocks.pdf Discovery Ed: Discovery Ed- video streaming clips of various topics including but not limited to rocks, minerals, and their importance. Introduction to Rocks and Minerals [3:18] Physical Properties for classifying Minerals [4:45] Mineral Types [1:52] Movies/Videos: Youtube.com: Youtube.com: Youtube.com: 7

8 Name: Date: Period: Minerals Minerals Everywhere Using the website: - Pick one item from each room and list the minerals used to make that item. Room Item Minerals/Uses Bedroom Bathroom Kitchen Living Room Liz LaRosa science

9 Name: Teacher Answer Key-Possible Answers Date: Period: Mineral Mineral Everywhere Using the website: - Pick one item from each room and list the minerals used to make that item. Room Item Mineral/Uses Bedroom Bathroom Kitchen Battery Bunk Bed Clock Radio Closet Tub Cosmetics Hair Spray Sunscreen Toilet Blender Can Opener Oven Refrigerator Glassware Graphite, Galena, Sphalerite Hematite: hinges, handles mattress springs Chromite: chrome plating Copper: wiring, Quartz: clock, Gold: connections, Cassiterite: solder Hematite: hinges, handles (steel) Chromite: chrome plating, Quartz: mirror on door Feldspar: porcelain, Pyrolusite: coloring, Chromite: plumbing fixtures, Copper: tubing Muscovite, Talc, Hematite: for coloring, Bismuth, Barite Cassiterite, Chromite Zinc Feldspar: porcelain Pyrolusite: coloring, Chromite: plumbing fixtures, Copper: tubing Hematite, Chromite: stainless steel, Galena, Copper, Quartz Cinnabar: thermometer Living Room Carpet Chair Clock Computer Sphalerite: dyes Chromite: dyes, Sulfur: foam padding/rubber Pentlandite: spring Quartz: glass, timekeeper Wolframite: monitor, Copper: wiring, Quartz: electronics, Silver Liz LaRosa science

10 Name: Period: Mineral Anticipation Guide Directions: Read the following statements about minerals. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about minerals. You will complete the AFTER part later. BEFORE AFTER Statement True False True False Coal is a mineral. A mineral is naturally occurring. All minerals react with acids. Minerals are inorganic. (not living) Salt is a mineral. All minerals are solids. All minerals have the same hardness. Minerals have a definite crystal structure. There are six properties that minerals have. Diamond is the hardest mineral and can scratch all other minerals. 10

11 Name: Period: Mineral Anticipation Guide ANSWERS Directions: Read the following statements about the moon. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about moon phases. You will complete the AFTER part later. BEFORE AFTER Statement True False True False Coal is a mineral. X A mineral is naturally occurring. X All minerals react with acids. X Minerals are inorganic. (not living) X Salt is a mineral. All minerals are solids X X All minerals have the same hardness. X Minerals have a definite crystal structure. There are six properties that minerals have. Diamond is the hardest mineral and can scratch all other minerals. X X X 11

12 Properties of Minerals NATURALLY OCCURING INORGANIC SOLID CRYSTAL STRUCTURE DEFINITE CHEMICAL COMPOSITION 12

13 Properties of Minerals Formed by processes in the natural world. Mineral Quartz formed when magma cooled deep and harden deep in the Earth. Teacher Answer Key NATURALLY OCCURING Never formed from materials that were once part of a living thing. Coal formed from remains of plants millions of years ago. Therefore it cannot be inorganic since it was once living. INORGANIC Has a definite volume and shape. Particles are packed so tightly that they cannot move like particles in a liquid. Salt is an example of a solid. SOLID Minerals are lined up in a pattern that repeats over and over, which is a crystal. Mineral quartz has flat sides, sharp edges and corners, in a repeating pattern. Coal lacks crystal structures. CRYSTAL STRUCTURE Minerals always contain certain elements in definite proportions. Quartz has one atom of silicon for every two atoms of oxygen. Some elements can be pure, like copper, silver, and gold. DEFINITE CHEMICAL COMPOSITION 13

14 There are 5 steps to mineral identification, they are: Step 1 Determine the luster (metallic or nonmetallic) of your mineral. Step 2 Determine the hardness of your mineral. Using a glass plate, see if the mineral scratches it. Be careful, make sure the glass is on a table, and do not hold it in your hand. Firmly grasp your mineral and draw it over the glass. If the mineral powders, use your fingernail to feel if the glass is scratched. Step 3 Determine if your mineral is light-colored or dark-colored (non-metallic only). Step 4 Determine whether your sample has cleavage. Step 5 Your choices have been narrowed down. Using the chart see which physical properties match up with your mineral. Activity Directions: 1. Choose a mineral sample and write the number in your data table. 2. Using your handout and mineral testing kit, perform each test and record your observations. 3. Once you have performed all the tests and recorded data, return the mineral sample and choose another one. 4. When you have tested all the mineral samples, determine which minerals you have by using the mineral identification chart and your mineral guidebook. 5. Record your findings in the first column of your data table, along with the Mineral identification number. MOHS HARDNESS SCALE Hardness Mineral Common Item 1 Talc 2 Gypsum Fingernail 3 Calcite 4 Fluorite Copper Coin 5 Apatite Knife / Glass 6 Feldspar 7 Quartz Steel 8 Topaz 9 Corundum 10 Diamond 14

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16 Name: Date: Period: Mineral 1 Mineral 2 Mineral 3 Mineral 4 Mineral 5 Mineral 6 Luster (metallic or nonmetallic) Mineral Identification Lab Color and Streak Hardness Magnetic Chemical Reaction 16

17 Name: TEACHER ANSWER KEY Date: Period: Mineral 1 Talc Mineral 2 Calcite Mineral 3 Pyrite Mineral 4 Magnetite Mineral 5 Quartz Mineral 6 Mica Luster (metallic or nonmetallic) Nonmetallic Nonmetallic Metallic Metallic Nonmetallic Nonmetallic Mineral Identification Lab Color and Streak White to pale green White Green-Black Black None None Hardness Magnetic NO NO NO YES NO NO Chemical Reaction NO YES NO NO NO NO 17

18 DICHOTOMOUS KEY: MINERALS 1. What is the luster of your mineral? a. metallic Go to 2 b. nonmetallic.. Go to 3 2. What is the hardness of the mineral? a. less than or equal to 5.. Go to 4 b. greater than 5. Go to 5 3. What is the hardness of the mineral? a. less than or equal to 3.. Go to 7 b. greater than 3. Go to 6 4. What is the color of streak that the mineral makes? a. black to gray.. Go to 9 b. white.. DIAMOND 5. What is the color of streak that the mineral makes? a. red or reddish brown... Go to 7 b. black. Go to Is the mineral brown? a. Yes. APATITE b. No Go to 8 7. Does the mineral have specks of gold in it? a. Yes.. PYRITE b. No... Go to Is the mineral green? a. Yes FLOURITE b. No. Go to Does the mineral have a greasy feel? a. Yes..GRAPHITE b. No. Go to 11 18

19 10. Does the mineral feel powder-like? a. Yes. Go to 13 b. No.. Go to Is your mineral attracted to a magnet? a. Yes. MAGNETITE b. No.. TOPAZ 12. Does the mineral show signs of cleavage? a. Yes.. FELDSPAR b. No... QUARTZ 13. Is your mineral mainly white? a. Yes GYPSUM b. No. TALC 14. Does your mineral show signs of cleavage? a. Yes GALENA 15. Does your mineral look transparent? a. Yes. MICA b. No. CALCITE 19

20 Name: Date: Period: Properties of Common Minerals Based on your knowledge of earth science and using page 16 of the Earth Science Textbook, answer the following questions. Go to website or print: 1. What are the two different types of luster? 2. What is the range of hardness found on the chart? How does this compare with Mohs hardness scale? 3. What type of breakage is more common: cleavage or fracture? 4. What is the most common element found in the composition of minerals? 5. For the mineral quartz, identity the following: Luster: Hardness: Breakage: Color: Composition: 6. For the mineral galena, identity the following: Luster: Hardness: Breakage: Color: Composition: 7. For the mineral olivine, identity the following: Luster: Hardness: Breakage: Color: Composition: 8. For the mineral fluorite, identity the following: Luster: Hardness: Breakage: Color: Composition: Sheehan Revised

21 Name: Date: Period: 9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark red color? 10. Which mineral can be easily scratched by a finger nail, has cleavage, a metallic luster and has a black streak? 11. What is the chemical composition of talc? 12. What is the dominant form of breakage for sulfur? 13. What is the dominant type of breakage for muscovite mica? 14. Which mineral tastes salty? 15. What is selenite gypsum used for? 16. Which mineral has a gray streak, a highly metallic luster and shows cleavage? 17. Which mineral is found in your pencil? 18. Which mineral might be found in your car battery? 19. Which mineral helps keeps schools open during snowy and icy weather by melting ice? 20. Does the ESRT chart give characteristics for every mineral found on earth? Sheehan Revised

22 Name: TEACHER ANSWER KEY Date: Period: Properties of Common Minerals Based on your knowledge of earth science and using page 16 of the Earth Science Textbook, answer the following questions. Go to website or print: 1. What are the two different types of luster? Metallic & Non-Metallic 2. What is the range of hardness found on the chart? How does this compare with Mohs hardness scale? Hardness range 1-7. The Mohs hardness scale goes from What type of breakage is more common: cleavage or fracture? Cleavage 4. What is the most common element found in the composition of minerals? Oxygen 5. For the mineral quartz, identity the following: Luster: Nonmetallic Hardness: 7 Breakage: Fracture Color: Colorless or variable Composition: SiO2 6. For the mineral galena, identity the following: Luster: Metallic Hardness: 2.5 Breakage: Cleavage Color: metallic silver Composition: PbS 7. For the mineral olivine, identity the following: Luster: Nonmetallic Hardness: 6.5 Breakage: Fracture Color: green to gray or brown Composition: (Fe,Me)2SiO4 8. For the mineral fluorite, identity the following: Luster: Nonmetallic Hardness: 4 Breakage: Cleavage Color: colorless or variable Composition: CaF2 Sheehan Revised

23 Name: TEACHER ANSWER KEY Date: Period: 9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark red color? Garnet 10. Which mineral can be easily scratched by a fingernail, has cleavage, a metallic luster and has a black streak? Graphite 11. What is the chemical composition of talc? Mg3Si4O10(OH)2 12. What is the dominant form of breakage for sulfur? Fracture 13. What is the dominant type of breakage for muscovite mica? Cleavage 14. Which mineral tastes salty? Halite 15. What is selenite gypsum used for? Plaster of Paris and drywall 16. Which mineral has a gray streak, a highly metallic luster and shows cleavage? Galena 17. Which mineral is found in your pencil? Graphite 18. Which mineral might be found in your car battery? Galena (PbS), Muscovite Mica (electrical insulator), Biotite Mica (electrical insulator), 19. Which mineral helps keeps schools open during snowy and icy weather by melting ice? Halite NO 20. Does the ESRT chart give characteristics for every mineral found on earth? 23

24 Common Minerals and Rocks Common Minerals 1. Aluminum 2. Antimony 3. Apatite 4. Augite 5. Barite 6. Barium 7. Bauxite 8. Beryllium 9. Calcite 10. Chalcopyrite 11. Cobalt 12. Copper (Copper ore) 13. Corundum 14. Diamond 15. Dolomite 16. Feldspar 17. Fluorite 18. Galena 19. Gold 20. Graphite (Fluorspar) 21. Gypsum 22. Halite 23. Hematite (iron 24. Lead (Selenite) ore) 25. Limonite (iron ore) 26. Magnetite 27. Malachite 28. Mica (Muscovite/Biotite 29. Nickel 30. Olivine 31. Pyrite 32. Quartz (Marcasite) 33. Serpentine 34. Silver 35. Sphalerite 36. Sulfur 37. Talc (Soapstone) 38. Tungsten 39. Turquoise 40. Zinc Common Igneous Rocks 1. obsidian 2. pumice 3. rhyolite 4.andesite 5. basalt 6. granite 7. diorite 8. gabbro 9. porphyry 10. pegmatite Common Sedimentary Rocks 1. conglomerate 2. breccia 3. sandstone 4. siltstone 5. shale 6. limestone 7. dolomite 8. gypsum 9. salt 10. chert 11. coal 12. amber Common Metamorphic Rocks 1. slate 2. phyllite 3. schist 4. gneiss 5. marble 6. quartzite 7. serpentine 8. hornfels 24

25 Rock and Mineral News Rock and Minerals Are All Around Us A special Report by Special Report: Rocks. Page 2 Special Report: Mineral Page 3 There are more than 3,000 different kinds of rocks and minerals. This special report is about: (Rock name) and (Mineral name) Remember The most important thing I want people to remember from my report is Everything We have Comes From Our Natural Resources In addition to air and water, we use natural resources every day. Here are 3 things I use that are made from our natural resources Below are pictures of the rock and mineral resources I studied for this report. On the left is the rock. On the right is the mineral. 25

26 Special Report About Rocks The rock I am writing about is. Identify the type of rock you have and how it is formed. Geology Interesting Facts I didn t know about my rock. Is your rock common and found in many places? Or is it rare, and found only in a few, special places? Where is found Found near Ohio YES or NO Rocks occur in all sizes, from smaller than sand to bigger than houses. Most rocks are used to build things you use every day. Is there a special for famous use for your rock? How is used 26

27 Special Report About Rocks The rock I am writing about is discovered in by. it was Geology I can identify my minerals by studying their special characteristics. This is what I found out by studying Weight is heavy for its size Yes No Magnetic is attract to a magnet Yes No Hardness can be scratched by a nail Yes No -can scratch other rocks and minerals? Yes No If so, which one? Luster is. Interesting Facts I didn t know about my mineral. (Mineral name) Found in Ohio: Yes or No Some minerals are rare and are not found in many places? Which U.S. states, Canadian provinces, and other countries have deposits of your mineral. Some minerals are rare and are not found in many places? Which U.S. states, Canadian provinces, and other countries have deposits of your mineral. Where State/Provinces is found Major Countries Where State/Provinces is found Major Countries I had a mineral sample to study to help research and write this report. I did not have a mineral sample to study. Most minerals have many uses. Is there a special or famous use for your mineral? Use of Paste or draw a picture of the most useful product you use that is many with your mineral. I didn t know was used to make. Is there a substitute material (a different mineral) that can be used if we run out of this mineral? Yes or No 27

28 Design a billboard advertisement for your rock or mineral. The Sources of Information for my report were People I spoke with: Books, Magazines, Newspapers: Internet Sites: www. www. www. Which was your most important source? Why: Modified From: 28