Download all about rocks and minerals

ALL ABOUT ROCKS AND MINERALS
from the
Basics of Geology Series
Teacher's Guide
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All About Rock & Minerals
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THE BASICS OF GEOLOGY SERIES
A Unit of Study
Grades 5-9
A NOTE TO THE TEACHER
During a human lifetime, the land appears to be stable and permanent. However, in the media we are
constantly reminded of the dynamic natural processes that are affecting the land: volcanoes erupting in
Indonesia, earthquakes trembling in Japan, and hurricanes striking the United States mainland. By
studying the basics of geology, it is anticipated that one will have a better understanding of and respect
for these and the other forces that are found within and around our beautiful planet, Earth.
GENERAL DESCRIPTION OF THE PROGRAM
THE BASICS OF GEOLOGY SERIES is intended for use in grades five through nine (5-9). Each
video and accompanying lesson activities may also be appropriate for older students.
The full-motion videos and accompanying student activities have been prepared to help students to
become more familiar and aware of their home, planet Earth.
THE BASICS OF GEOLOGY SERIES is designed to be used in two ways–as a complete selfcontained Unit of Study or as stand-alone video lessons.
The Unit of Study consists of four videos, three lessons, four sets of blackline master activities, and this
accompanying Teacher’s Guide containing Suggested Instructional Procedures for each of the three
lessons, Answer Keys, scripts, Geologic Time Line of the Earth Activity, and a Unit Test.
Each stand-alone lesson consists of one or two videos, one set of blackline master activities, and a
Teacher’s Guide. An envelope containing the blackline master activities for the appropriate lesson is
enclosed.
This unit of study has been divided into three lessons:
1. FORMATIONS OF CONTINENTS AND MOUNTAINS: Introduction to Geology and Mountains,
Volcanoes, and Earthquakes (two videos)
2. EROSION AND WEATHERING (one video)
3. ALL ABOUT ROCKS AND MINERALS (one video)
It is highly recommended that your students each have his or her own portfolio for the blackline master
activity sheets, his or her own writings, and other information he or she finds interesting or important to
keep for his or her study of THE BASICS OF GEOLOGY SERIES.
UNIT GOALS
After viewing the four videos and participating in the respective follow-up activities in this Unit of
Study, students will be able to:
• Define that time is an important component of every geological process, and demonstrate understanding of the scope of the time line of geologic development.
• Identify the natural processes that help change the earth.
• Identify the internal structure of the planet earth.
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• Describe the constructive and destructive forces that shape the land.
• Describe the importance of minerals.
• Describe the processes which act to transform one rock into another.
• Describe the formation and composition of soil.
• Identify how fossils provide evidence about how life and the environment have changed on the earth
over time.
These Unit Goals comply directly with the National Science Education Standards for grades 5-9 in
Earth and Space Science:
Formations of Continents and Mountains
• The solid earth is layered with a lithosphere: hot, convecting mantle; and a dense, metallic core.
• Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per
year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic
eruptions, and mountain building result from these plate movements.
• Land forms are the result of a combination of constructive and destructive forces. Constructive forces
include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces
include weathering and erosion.
• The earth processes we see today, including erosion, movement of lithospheric plates, and changes in
atmospheric composition, are similar to those that occurred in the past.
• The outward transfer of earth’s internal heat drives convection in the mantle that propels the plates
comprising earth’s surface across the face of the globe.
Erosion and Weathering
• Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and
bacteria.
• Land forms are the result of a combination of constructive and destructive forces. Constructive forces
include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces
include weathering and erosion.
• Living organisms have played many roles in the earth system, including affecting the composition of
the atmosphere, producing some types of rocks, and contributing to the weathering of rocks.
• The earth processes we see today, including erosion, movement of lithospheric plates, and changes in
atmospheric composition, are similar to those that occurred in the past.
All About Rocks and Minerals
• Some changes in the solid earth can be described as the “rock cycle.” Old rocks at the earth’s surface
weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new
rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions,
and the rock cycle continues.
• Living organisms have played many roles in the earth system, including affecting the composition of
the atmosphere, producing some types of rocks, and contributing to the weathering of rocks.
• Fossils provide important evidence of how life and environmental conditions have changed.
• Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.
Specific Student Objectives are given for each video lesson in the Suggested Instructional Procedures
section.
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MATERIALS IN THE UNIT
Videos
This Unit of Study contains four videos. The program highlighted in bold type is the subject of this
guide. The video titles and themes are as follows:
1. FORMATIONS OF CONTINENTS AND MOUNTAINS: INTRODUCTION TO GEOLOGY
The science of geology studies the dynamics of the earth’s past and its present structures, and seeks to
predict its changes in the future. The internal structure of the earth is composed of several zones of
solid, liquid, and soft rock. For the almost five billion years, the earth has transformed itself from a
fiery ball to a sphere whose surface is covered by land and water. The internal dynamics within the
earth affect its surface. Plate tectonics is a theory that explains the movement of the earth’s plates.
2. FORMATIONS OF CONTINENTS AND MOUNTAINS: MOUNTAINS, VOLCANOES, AND
EARTHQUAKES
The forces of heat and pressure play a major role in causing the land to rise. When molten rock within
the earth breaks through the crust, a volcano is formed. Volcanic activity is often found along the
broken sections of the earth’s crust. These sections move very slowly, pressing against one another in
some places, and pulling apart in other places. The spreading apart of oceanic plates is called sea floor
spreading and the collision of two plates is called subduction . When layers of land within a plate are
under extreme pressure to move, the stress causes the layers to fold and rise into mountains. Mountain
formation can also occur when the land is forced to break. The vibrations from the release of this
pressure is called an earthquake.
3. EROSION AND WEATHERING
The forces of nature not only build up the land, but they break it down as well. Physical weathering is
the breaking down of rock by the action of water, wind, plants, and animals. Chemical weathering
deteriorates rocks by the reaction of different chemicals on the surface of the rocks. Examples of
chemical weathering are: the formation of rust due to oxidation, the lichen plant’s ability to secrete
acid into rock, and the formation of caves due to the presence of carbonic acid. When plants and
animals help break down rock, they often add organic matter to it. The combination of disintegrated
rock, organic matter, and a community of plants and animals make up soil . If soil is poorly maintained,
it and other weathered rock could be easily washed, blown, or carried away. This process is known as
erosion . Running water is the most dominant cause for changing the landscape. Glaciation, mass
wasting, and wind are also agents of erosion. Acid rain, along with human activities such as mining,
farming, and dune buggying, also contributes to the erosion of the earth.
4. ROCKS AND MINERALS
There are over 2,000 types of minerals in the world, but only twenty minerals are common. Of all
the mineral characteristics, the crystal structure is perhaps the most important clue to mineral
identification. A rock is composed of different combinations of minerals. Most geologists refer to
the rock cycle to explain rock types. Minerals, temperature, and forces all play a part in the
making of a rock. For example, as the sediment of sand and smaller particles are gradually
buried and later cemented together by dissolved minerals, they become sedimentary rock. Fossils are often found in sedimentary rock and provide evidence of how life and environmental
conditions have changed on the earth over time. Since the arrival of early humans, rocks and
minerals have played a vital role in the development of the human race. Today, a staggering
amount of the earth’s natural resources is consumed. As people become better-educated about
our earth, the more aware we become about the health of our home, planet Earth.
Video Quizzes
Each of the videos Formations of Continents and Mountains: Mountains, Volcanoes, and Earthquakes;
Erosion and Weathering; and Rocks and Minerals includes a Video Quiz, which immediately follows
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the closing credits after the video presentation. A short period of time is provided for each question;
you may wish to pause the videotape to allow more time between questions.
Teacher’s Guide
This Teacher’s Guide has been prepared to aid you in utilizing materials contained within the Unit of
Study. In addition to this introductory material, the guide contains the following:
• Culminating activities for the unit, including The Geologic Time Line of the Earth and a Unit Test,
designed to assess student comprehension of the Unit Goals.
• Suggested Instructional Procedures for each lesson.
• Follow-up activities and projects for each lesson.
• An Answer Key for the activity sheets for each lesson.
• The script of the recorded narration for each lesson.
Blackline Master Activities
Included in this Unit of Study are three envelopes containing blackline master activities for each video
lesson. These blackline masters are provided as follow-up activities for each lesson.
A fourth envelope of the blackline master activities is provided which contains the Culminating Activities for the Unit of Study, which include The Geologic Time Line of the Earth and a Unit Test.
These blackline masters are provided as the follow-up activities for each lesson.
They will help you determine focal points for class discussions based on the objectives for the lesson.
The activity sheets have a three-fold purpose:
• To reinforce the information presented in the video.
• To provide an opportunity for the students to apply what they have learned from the video.
• To be used as diagnostic tools for assessing areas in which individual students need help.
INSTRUCTIONAL NOTES
It is suggested that you preview each video and read the related Suggested Instructional Procedures
before involving your students in the lesson activities. In this way, you will become familiar with the
materials and be better prepared to adapt the program to the needs of your class.
If used as a Unit of Study, you may find it helpful to follow the videos and lesson activities in the order
in which they are presented in the Teacher’s Guide.
It is also suggested that the video presentation take place before the entire class and under your direction. The lesson activities grow out of the context of the videos, therefore the presentations should be
a common experience for all students. Arrange later viewing of the videos in small or in large groups
to aid in the completion of some of the activities.
As you review the instructional program outlined in this Teacher’s Guide, you may find it necessary to
make some changes, deletions, or additions to fit the specific needs of your students. We encourage
you to do so, for only by tailoring this program to your students will they obtain the instructional
benefits afforded by the materials.
If you are using THE BASICS OF GEOLOGY SERIES as a Unit of Study, a Unit Test Answer Key/,
designed to assess student comprehension of the Unit Goals, is included on page 7 of the Teacher’s
Guide. You may find it necessary to alter some of the questions to make them developmentally appropriate for your students. This Unit Test is an optional activity. If you are using a grading system based
on percentages, you may want to give additional credit for the short-answer questions. Please duplicate as many copies of the unit test as you need.
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The following unit activities are not included in the envelopes containing blackline masters which
accompany this video lesson.
UNIT OF STUDY CULMINATING ACTIVITIES
1. Unit Blackline Masters 1-8, The Geologic Time Line of the Earth. Directions and activity sheets
are found at the end of this unit. The geological events are dated and should be placed in chronological
order. Suggestion: This long-term project could be assigned during the same time period the other
lesson activities are assigned. The following information and the blackline master activity are supplied
for the use in creating a thirty-nine foot time line of the earth’s 4.6 billion years, along with the demarcation of the earth’s eons, eras, and tectonic events.
Materials Needed for Time Line
• 39' x 1' roll of white butcher paper per student or team
• Pen and pencil
• Rulers
• Scissors
• Glue sticks or paste
• Colored markers, pencils, or crayons: red, brown, grey, green, and yellow
• Large space to work
Time Line Preparation and Execution
1. To help students become familiar with time lines, have them make time lines of their own lives.
2. In the beginning and end of the activity, it is best to set up a space where the time lines can be laid out
so the students can get familiar with the earth’s extensive history.
3. Talk to the students about time and how it is measured. Next, have the students read page one:
“Introduction.” Using this worksheet, familiarize the students of the earth’s past and its division of
time.
4. Pass out butcher paper, materials, and pages two through eight. Explain to the students that most
time lines of the earth are rarely to scale or are so small, it is hard to grasp the earth’s long history.
Therefore, THE GEOLOGIC TIME LINE OF THE EARTH activity will help them achieve a better
understanding and sense of geologic time.
5. Help the students to read page two, Directions. A teacher-made example of this activity would be
helpful to show what the final project will look like. Have students follow the directions from this
sheet.
6. As students lay down the dates at each increment, encourage them to say the date aloud. Constantly
remind them that each time increment equals ten million years. Check for errors in counting. The
exact length of the time line may need adjustment. Correct any errors during the process since the
focus of this activity is an accurate time line of the geological history of the earth.
7. Assessment of this project could be based on neatness, cooperation, accuracy, the ability to complete
project on time, and the knowledge and skill to read the time line.
8. Display time lines around the school, administration offices, government buildings, and business
offices where appropriate.
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2. Unit Blackline Master 9, Unit Vocabulary. This list of vocabulary words is crucial to the comprehension of this Unit of Study.
3. Bulletin Boards: As the Unit of Study progresses, it is recommended you assign various groups of
students to make bulletin board displays centered around specific topics contained in each of the four
videos.
4. A Mural of the Earth’s Surface: A mural is an excellent way to show the variety of formations
found on the earth’s surface. Collect magazine pictures of the various geological structures and environments found on the earth. Arrange these smaller visuals on large butcher paper to create a larger
picture that looks like a landscape. For example, in the background group sky scenes, on the horizon
display mountain and volcano pictures, in the foreground arrange lowland and water pictures. The
bigger the mural, the better. Make sure all areas of the mural are covered either with pictures or with
the appropriate colored paper so that the total area of the mural looks complete. Take a picture or
videotape your mural with your class.
5. Television Interview/Report: Prepare a television news report about a fictional or past geological
event such as a volcanic eruption, hurricane, or earthquake. Include factual information and opinions.
Shoot the interview or report with a video camera. Take into consideration during the shooting that
lighting and sound are appropriate, that the people on camera are appropriately dressed, and that your
background enhances and does not distract from the presentation.
It is suggested that written, oral, or computer multimedia reports be assigned during the course of the
Unit of Study. You may wish to give your students opportunities to select topics prior to or during the
individual lessons.
Suggested Topics:
Rocks and Minerals
Igneous Rocks
Volcanic Activity
Weathering and Soil
Sedimentary Rocks
Geologic Time
Glaciers and Glaciation
Shorelines
The Earth’s Interior
Plate Tectonics
The Ocean Floor
Mountain Building
Metamorphic Rocks
Mass Wasting
Deserts and Winds
Earthquakes
6. Blackline Masters 10-12, Unit Test. This assessment tool may be used as a pre-test to gauge student
comprehension prior to the presentation of the Unit of Study and/or as a post-test to evaluate student
comprehension after completion of the Unit. Answers appear in the Unit Answer Key on the following
page.
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INTERNET RESOURCES
1. Check out the American Geological Institute’s homepage at
http://jei.umd.edu/agi/agi.html
This site contains helpful links to many aspects of geology, from online databases to government affairs to education.
American Geological Institute
4220 King Street
Alexandria, Virginia 22302-1502
2. The Geological Society of America has a homepage at
http://www.geosociety.org
which contains links to a variety of publications and educational information.
Geological Society of America
3300 Penrose Place
Boulder, Colorado 80301
(303) 447-2020
(303) 447-1133 fax
3. Visit The Paleontological Society Homepage at
http://www.uic.edu/orgs/paleo/homepage.html
for information on all things paleontological.
Geological Sciences
University of Illinois at Chicago
845 West Taylor Street
Chicago, Illinois 60607
UNIT ANSWER KEY
Unit Blackline Masters 10-12, Unit Test
Part One: Fill-In-The-Blank
1. geology
2. continents
3. soft or liquid rock
4. plates
5. plate tectonics
6. One of the following: oxidation, lichen’s secretion of acid, formation of caves due to carbonic acid.
7. mass wasting
8. sea floor spreading
9. physical weathering
Part Two: True or False.
1. T
6. T
2. F
7. F
3. F
8. F
4. F
9. T
5. T
10. T
Part Three: Multiple Choice
1. a
6. c
2. d
7. d
3. b
8. c
4. d
9. a
5. b
10. d
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Part Four: Long Questions
1.
outermost layer: lithosphere
second layer: asthenosphere
third layer: mantle
fourth layer: outer core
innermost layer: inner core
2. The three processes which cause the earth to wear down are physical weathering, chemical weathering, and erosion. Physical weathering is the actual breakdown of rock by the action of natural forces
such as water, wind, plants, and animals. Examples would be water turning to ice in the cracks of rocks
which causes them to breakdown, the growth of plant roots through rocks, the wearing down of rocks
due to animal foraging, and the breakdown of rock due to wind. Chemical weathering causes changes
in the rocks from the reactions of different chemicals on the surface of rocks. Examples are oxidation,
such as rust, that deteriorates any surface on which it acts, the acidic secretions of lichen plants growing in rock, and the effects of carbonic acid, which can cause caves and caverns to form over time.
Erosion is the washing, blowing, or carrying away of weathered rock material. Forces of erosion are
wind, water, ice, and gravity. Running water is a good example of erosion, as are glaciers and mass
wasting.
3. Subduction is the result of a collision of two land plates; one plate is pushed under the other, causing
the land to build up on the edge of the continent. Because of this plate movement, the land is slowly
squeezed and crumpled over millions of years until, finally, mountain ranges are formed.
4. Minerals are important in many ways. First, many minerals are useful. Salt is used to flavor food,
graphite is used in pencils, and gemstones and precious metals are used to make jewelry and other
pleasing items. Minerals also combine as the basic building blocks of all common rocks.
5. The three types of rock are igneous, sedimentary, and metamorphic. Igneous rocks are formed by the
molten material, or magma, deep below the earth’s crust. Sedimentary rocks is formed by weathering
and erosion forces, which break down and transport rock fragments. When a pile of fragments accumulates, the particles near the base become compacted by the weight of the overlying layers and become
cemented together by dissolved minerals (called lithification). Metamorphic rock is created when either sedimentary or igneous rock undergoes transformation involving heat and/or pressure. The “rock
cycle” is the cycle by which igneous rock is broken down and becomes sedimentary rock; igneous or
sedimentary rock can turn into metamorphic rock through heating or pressure. Metamorphic rock can
become sedimentary rock through erosion and/or weathering or igneous rock through heating.
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ALL ABOUT ROCKS AND MINERALS
Grades 5-9
Running Time: 23:00
GENERAL DESCRIPTION OF THE PROGRAM
All About Rocks and Minerals is designed to provide intermediate grade students (5-9) with an indepth look at the formation and importance of rocks and minerals. It is divided into two sections:
Formation, which covers the formation of the three types of rock (igneous, sedimentary, and metamorphic), the rock cycle, and fossils; and Importance to Humans, which covers the study and the various
uses of rocks and minerals. Both parts appear on one videotape.
MATERIALS IN THE UNIT
Video
ALL ABOUT ROCKS AND MINERALS
The video focuses on the formation and uses of rocks and minerals, and their importance in helping
scientists determine historical information about the earth. Immediately following the closing credits
is a Video Quiz, the questions to which appear on Blackline Master 2, Quiz, and the answer to which
appear in the Answer Key on page 14 of this Guide.
Blackline Masters
Included in this program are ten blackline masters for duplication and distribution. They consist of
vocabulary worksheets, take-home activities, classroom activities, information sheets, and a quiz.
These blackline masters are provided as the follow-up activities for the lesson. They will help you
determine focal points for class discussions based on the objectives for the lesson. The blackline
masters have a three-fold purpose:
• To reinforce the video.
• To provide an opportunity for the students to apply what they have learned from the video.
• To be used as diagnostic tools for assessing areas in which individual students need help.
Teacher’s Guide
This Teacher’s Guide has been prepared to aid the teacher in utilizing materials contained within this
program. In addition to this introductory material, the guide contains the following:
• Suggested instructional procedures for each lesson
• Answer Keys for activity sheets
• Follow-up activities and projects for each lesson
INSTRUCTIONAL NOTES
It is suggested that you preview each video and read the related Suggested Instructional Procedures
before involving your students in the lesson activities. In this way, you will become familiar with the
materials and be better prepared to adapt the program to the needs of your class.
You will probably find it helpful to follow the videos and lesson activities in the order in which they are
presented in this Teacher’s Guide, but this is not necessary.
It is also suggested that the video presentation take place before the entire class and under your direction. The lesson activities grow out of the content of the videos; therefore, the presentations should be
a common experience for all students.
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As you review the instructional program outlined in this Teacher’s Guide, you may find it necessary to
make some changes, deletions, or additions to fit the specific needs of your students. We encourage
you to do so, for only by tailoring this program to your students will they obtain the instructional
benefits afforded by the materials.
INTERNET RESOURCES
1. The U.S. Geological Survey, a bureau of the U.S. Department of the Interior, has a wonderful
website, whose homepage is
http://www.usgs.gov
This site is crammed full of information, including fact sheets, educational links and information, the
latest in geological news, and its own search engine. There are also ways for kids to contact geologists
directly.
2. The Smithsonian Gem & Mineral Collection at
http://galaxy.einet.net/images/gems/gems.html
contains lots of wonderful photographic and microscopic images of gems and minerals.
SUGGESTED INSTRUCTIONAL PROCEDURES
Teacher Preparation
• Preview the video ALL ABOUT ROCKS AND MINERALS.
• Duplicate Blackline Masters 1 through 10.
• Read the descriptions of the blackline masters.
Video Summary
Our knowledge of rocks and minerals has advanced our species to the present technological age. Wars
have been waged over minerals such as gold, or rocks such as oil shale. With proper understanding,
one can only appreciate the importance of rocks and minerals.
The atomic content and structure dictates crystal formation. A crystal forms a mineral, and a mixture
of two or more minerals forms a rock. Crystallization, lithification, and metamorphism are the names
of the processes that form the three rock types. The subtleties of minerals, such as color, luster, hardness, and cleavage, guide one when identifying these beautiful and useful specimens. Sedimentary
rocks offer rare opportunities to see into the past by preserving plants and animals between their beddings.
Several careers, as well as societies, profit by applying the benefits of rocks and minerals. Nevertheless, it is pivotal to our species to appreciate and recycle their limited quantities on which we depend.
Vocabulary
The following words are mentioned in the video. They are listed on Blackline Master 3, Vocabulary,
which may be distributed to students.
cleavage: how a mineral is able to break along planes of weak bonding
crystallization: the growth and formation of a crystal from liquid rock; the process that produces
igneous rocks
crystal structure: the bonding of atoms forming a structure belonging to a crystal system that exhibits a geometrical shape
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extrusive rock: igneous rock formed above the earth’s surface
fossils: plants and animals imprinted or preserved in rock from the geologic past
hardness: how one mineral is able or unable to scratch another mineral
igneous rock: rock formed from the crystallization of magma
intrusive rock: igneous rock formed below the earth’s surface
lithification: the process that compacts and/or cements sediments into solid rock
lapidarist: a person who cuts, polishes, and carves precious stones
luster: the way light reflects off a mineral
metamorphic rock: rock altered within the earth from heat and pressure (remaining in the solid state)
minerals: a naturally formed inorganic crystal
rock: the mixture of two or more minerals
sedimentary rock: solidified rock formed from rocks that have been weathered, eroded, and lithified
streak: the color of a mineral’s powder
vitreous: glass-like in appearance or texture
Student Preparation
Materials needed:
Pen and pencil and materials for activities as follows:
Blackline Master 4, Go Dig: A Game About Minerals: scissors
Blackline Master 5, Dancing Atoms: Learning About Crystal Geometry: gumdrops and toothpicks
Blackline Master 6, The Rock Cycle: scissors and glue
Blackline Master 7, Rocks and Minerals With Odor: two specimens of each: oil shale, pyrite,
kaolimite, and barite
Blackline Master 8, Color and Minerals: files or hammers with goggles, white paper, or
streak plates; a collection of minerals: fluorite, hematite, apatite, galena, and pyrite
Blackline Master 9, Fossil Fun: scissors, white sheet of paper, matte board for framing
Student Objectives
After viewing the videotape, ALL ABOUT ROCKS AND MINERALS, and participating in followup activities, students will be able to:
• Define a crystal, mineral, and rock.
• Describe that a rock is composed of different combinations of minerals.
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• Describe the processes crystallization, lithification, and metamorphism and how they form the three
rock types: igneous, sedimentary, and metamorphic.
• Describe that sediments of sand and smaller particles are gradually buried, cemented together by
dissolved minerals and eventually turn into rock again.
• Identify some of the rock identification tests: hardness, color, streak, luster, crystal structure, and
cleavage.
• Define fossilization.
• Describe that fossils provide important evidence of how life and environmental conditions have changed
on the earth over time.
• Describe the importance of rocks and minerals in our lives.
These Objectives comply directly with the National Science Education Standards for grades 5-9 in
Earth and Space Science:
All About Rocks and Minerals
• Some changes in the solid earth can be described as the “rock cycle.” Old rocks at the earth’s surface
weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new
rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions,
and the rock cycle continues.
• Living organisms have played many roles in the earth system, including affecting the composition of
the atmosphere, producing some types of rocks, and contributing to the weathering of rocks.
• Fossils provide important evidence of how life and environmental conditions have changed.
• Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.
Video Presentation
• Distribute Blackline Master 1, Know, Need, Learn. Cooperative groups may be used for this
activity. This part of the activity is designed to help the students identify what they already know and
to stimulate interest in the study of geology. Next, have them write what they need to know about the
basics of geology. Have the students brainstorm what they now know about the planet Earth on Blackline
Master 1. Explain to the students that they are about to see a video that will expand their knowledge of
rocks and minerals, how they form, and why they are important to us.
• Present the video. The viewing time is 23:00.
• After viewing the video, and as the students learn terms and definitions throughout the lesson, have
them record their findings on the “What I Know” side of Blackline Master 1, Know, Need, Learn. It
is important for the instructor to motivate the students to maintain a record keeping system. This sheet
may be duplicated and distributed as often as necessary based upon the students’ needs.
A Video Quiz immediately follows the closing credits of All About Rocks and Minerals. The questions
in the Video Quiz appear on Blackline Master 2, Quiz, and may be used as a pre-test to gauge student
comprehension before and after the video presentation. Answers to the Video Quiz appear in the Answer Key on page 14 of this guide.
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FOLLOW-UP ACTIVITIES
Blackline Masters
Blackline masters are provided as the follow-up activities for this lesson. They will help you determine
focal points for class discussions based on the objectives for the lesson. The activity sheets designed
for this lesson on rocks and minerals have a three-fold purpose:
• To reinforce the video lesson.
• To provide an opportunity for the students to apply what they have learned from the video.
• To be used as diagnostic tools for assessing areas in which individual students need help.
1. Administer the Video Quiz immediately following the closing credits of the video. Blackline Master 2, Quiz, lists the questions which appear in the Video Quiz and may be used as a pre-test to gauge
student comprehension before and after the video presentation.
2. Distribute Blackline Master 3, Vocabulary. This list of pertinent vocabulary words will provide
handy reference throughout the presentation of this lesson.
3. Distribute Blackline Master 4, Go Dig: A Game About Minerals. This activity is designed to
inform students of the characteristics and economic use of minerals. Some of the criteria used in
mineral identification is explained.
4. Distribute Blackline Master 5: Dancing Atoms: Learning About Crystal Geometry. The six
basic crystal systems are represented along with some of their forms. This activity enables students to
study further some of the shapes in solid geometry.
5. Distribute Blackline Master 6, The Rock Cycle. The terms crystallization, lithification, and metamorphism are reinforced, along with the formations of the three rock types. The “cut and paste”
exercise is to help those students who are kinesthetic learners.
6. Distribute Blackline Master 7, Rocks and Minerals With Odors. Students discover an added
sensual experience with rocks and minerals. An explanation of what causes their distinctive smells is
given.
7. Distribute Blackline Master 8, Color and Minerals. Students are encouraged to explore the various methods to identify the color of a mineral’s powder. A brief description of the Native American use
of crushed minerals for paint is included.
8. Distribute Blackline Master 9, Fossil Fun. This creative activity exemplifies one form of fossilization.
9. Distribute Blackline Master 10, Crossword Puzzle. Students use the vocabulary words given in
the video, and fit them into the crossword puzzle.
Projects
1. In the past, Native Americans carved the mineral serpentine into tiny fetishes to help herdsman
protect their flock. Present day lapidarists carve precious stones into ornamental objects of art. An
excellent creative activity is rock carving, using the hardened medium plaster of Paris. First, pour
water mixed with plaster of Paris into small clean empty milk cartons. After the plaster has set, remove
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AGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084
the cartons. Next, have the students pencil a figure onto their plaster of Paris “rock.” Carefully
demonstrate how to carve the unwanted “stone” with a paring knife. Remind the students to carve
away from them. Have them shave the small quantities of the “stone” over newspaper. Display the
students’ works of art at school separately, or as part of a Native American unit.
2. Invite a geologist to speak about his or her work with rocks and minerals. As a resource, you may
consider the following companies or organizations: mining, oil, coal; engineering firms; colleges, universities; bureau of mines; environmental protection agencies; forestry, agriculture, highway, and park
services. Your students may want to consider geology as a profession since it offers numerous career
possibilities.
3. Discover the mysteries of our past at your nearby museums. Some offer special programs for
schools.
4. Consider the Jurupa Mountains Cultural Center as an excellent source for rocks, minerals, and
fossils. Their educational programs for enriching the young and old are superior as well. You may
contact them at 7621 Granite Hill Drive, Riverside, California, USA, 92509-1299. Their phone number is (909) 685-5818.
ANSWER KEY
Blackline Master 1, Know, Need, Learn
Based on the students’ background and needs.
Blackline Master 2, Quiz
1. mineral
2. rock
3. it becomes weakened, soft, and molten
4. sedimentary rock
5. rock that is transformed by heat and pressure, but did not become molten
6. Answers will vary but may include one of the following:
•People working for an oil company use their knowledge of shale and sandstone rocks to help them
locate and extract oil.
•People manufacturing sandpaper would use the hardness of garnet as an abrasive for their product.
7. Mineral and rock resources are not always prolific, therefore the adage to “reduce, reuse, and
recycle” should be followed.
8. True
9. True
10. False
Blackline Master 6, The Rock Cycle
Beginning with magma, the cycle follows in this order: igneous, sediment, sedimentary, metamorphic,
returning back to magma. Please refer to the two arrows that point out that igneous may change into
metamorphic rock and that metamorphic rock may also erode into sediment. The cycle may not necessarily follow only one direction.
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Blackline Master 7, Rocks and Minerals With Odor
1. A sufficient amount of algae (seaweed) and the fleshy parts of fish
2. Rotten eggs
3. Sedimentary
4. Hammering and rubbing
Blackline Master 10, Crossword Puzzle
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SCRIPT OF VIDEO NARRATION
All About Rocks and Minerals
An eerie calm rolls across some barren stretch of land...
But deep within the earth something strange and beautiful is happening. Within moments, rumblings
from below break the silence and in a tremendous explosion of fire and heat, molton lava spews forth
in all directions, bearing witness to the fury below.
Within the earth’s molten liquid rock, minute particles called atoms dance wildly in every direction.
As this molten mass cools, the movement of atoms slows down and similar atoms begin bonding
themselves together in an orderly fashion. This process is called crystallization and results in the
formation of solid minerals. If conditions are just right, atoms of the same minerals will contine to
bond together creating wondrous crystal shapes.
These crystaline forms represent an outward expression of the internal arrangement of atoms. But what
happens when two or more minerals of different types crystallize together?
We then have the birth of a common rock.
From great granite bolders to precious gems of every hue, rocks and minerals come in all sizes, shapes,
and colors.
All rocks are made up of small crystals called minerals.
There are over 2000 types of minerals in the world, but only about 20 minerals are common. They
make up over 95% of all the rocks in existence.
Some minerals contain metallic elements that can be extracted out and used to build many products
that we use everday.
Other minerals are useful for their chemical compounds in flavoring our food. Salt is a good example.
Graphite is used in a number of different products. We find it at the core of all pencils.
Still, other minerals are valued for their natural beauty and elegance. Gemstones and jewelry are just
a few of these treasures.
But how do geologists distinguish one mineral from another?
They use certain tests to identify and classify minerals.
We, too, can try some of these tests at home with a simple mineral kit. The true color of a specimen
can be determined by a streak test.
A luster test evaluates the shine or reflective characteristics of a mineral.
Mineral hardness tests determine how scratch-resistant or abrasive a mineral is.
Mineral cleavage is another test that determines how a mineral breaks apart. This can provide valuable information about its structure.
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Of all the mineral characteristics, the crystal structure is perhaps the most important clue to mineral
identification. The crystal form is a visible expression of the mineral’s invisible internal atomic structure.
Some crystals take years to form, while others can actually grow in a matter of days. When conditions
are just right, crystals can grow in beautiful and wondrous ways.
Precious gemstones are cut from these pure crystal forms. These rare stones are valued for their
elegance and beauty.
Minerals serve as the basic building blocks for all common rocks.
However, to further understand and classify rocks, we must know how they are formed and how they
change over time due to the powerful forces in nature.
Most geologists refer to the rock cycle to explain the rock types and how they are related.
Igneous, sedimentary, and metamorphic are the three rock types, and they are defined by how they
are created.
The first classification of rock is called igneous, which means fire-formed. Deep below the earth’s
crust, temperatures can get extremely hot. The molten material, or magma, which exists below the
crust is literally liquid rock.
This magma can eventually reach the earth’s surface through an erupting volcano in the form of lava.
The rock that is formed after the lava cools is classified as extrusive igneous rock.
Sometimes magma can cool and solidify below the crust, without ever reaching the earth’s surface.
This forms a rock we know as intrusive igneous rock.
Granite, which composes over 75% of the earth’s crust, is intrusive igneous rock. Yosemite National
Park in the United States, one of the world’s great wonders, has been carved out of a huge mass of
granite rock.
But if granite rock is formed underground, why does it cover so much area above the ground? The
answer to that is understood when we consider the great natural forces of the earth.
.
Over millions of years, the earth’s tectonic plates have been slowly uplifting and rearranging the land
on which we live. Combined with the destructive forces of weathering and erosion, new land can
become exposed as old land is broken down and transported away.
In fact, weathering and erosion are instrumental in forming the second type of rock. We call this type:
sedimentary rock.
Water, wind, and ice are constantly at work breaking down and transporting rock fragments. Oftentimes,
vast quantities of eroded rock materials settle at the bottoms of streams, lakes, and river deltas. When
a thick pile of fragments or sediment accumulates, the particles near the base of the pile become compacted by the weight of the overlying layers. Over long periods of time, these sediments are cemented
together by dissolved minerals to form a solid rock– a sedimentary rock . This process of compacting
and cementing is called lithification.
We can frequently classify the various sedimentary rocks according to the grain size of their sediment.
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For example, a conglomerate rock is made up of relatively large pebbles or gravel. While sandstone is
formed from extremely fine sand sediment.
Sedimentary rocks account for only a small percentage of the earth’s crustal rocks. However, over
70% of the rocks exposed at the surface of the earth - the top layer of the crust- are sedimentary.
This is extremely important to geologists as they can help answer many questions about our planet’s
past environment and its inhabitants.
Sometimes, remains of animals and plants that lived long ago can become trapped and are transformed
within the layers of sedimentary rock. These are known as fossils. Geologists can use these fossils to
determine what forms of life existed in the ancient past and reveal clues about their environment. They
also indicate ancient land and water areas and show the changing continents.
For example, this fossilized algae of the species is part of the sedimentary rock, shale. This fossil was
found in the state of California in the United States, and is dated to be 500 million years old. This
specimen indicates that this life form came from a time when the area we know today as California was
under the ocean waters.
This fossilized shell is an extinct relative of the chambered nautilus. This fossil is from the Sahara
Desert and is dated to be aproximately 350 million years old. This specimen indicates that a part of
northwestern Africa was covered by a warm shallow sea.
This specimen of the minnow fish family was found in the Greenriver shale cliffs of the state of Wyoming in the United States. Its complex internal skeleton is dated to be 50 million years old and belongs
to a time when much of the land we know as the North American continent was above sea level.
Over the millions of years of the history of life on this earth, very few organisms have been preserved
as fossils. Most of the fossils discovered are those of the hard parts of organisms. Shells, bones, and
teeth as well as similiar hard parts are the most common fossils found in sedimentary rock.
The third type of rock is called metamorphic rock. Metamorphic means to change form and this type
of rock is created when either igneous or sedimentary rocks undergo a transformation.
But what creates this change?
Heat and pressure are the main elements that effect change. As rock layers build up on one another, the
layers that are near the bottom become greatly heated and pressurized. This can transform the particles
in these rocks.
This sedimentary rock is called shale but when it is heated and pressurized to a certain point, it will
change to this metamorphic rock called slate.
If the heat and pressure exceed a critical point, then rock material can actually melt back to a molten or
liquid state. When it cools enough to crystallize or solidify, it then becomes a new igneous rock, thus
completing the rock cycle.
This illustrates the ongoing processes of rock formation and transformation.
Throughout the world, we can find museums that display all kinds of rocks and minerals.
They are also great places to study fossils and discover some of the mysteries of our past.
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Since the beginning of time, rocks and minerals have played a vital role in the development of the
human race. In the Stone Age, rocks were used as tools for food and shelter as well as for weapons.
Throughout the ages, wars have been fought and countless lives have been lost to gain other nation’s
precious mineral resources.
During the Industrial Revolution, people began to burn the earth’s fossil fuels, such as coal and oil to
power the machinery in their factories.
Even today, we are constantly finding new uses for the earth’s resources to expand our technology
further. Throughout the world, people use their knowledge of rocks and minerals as part of their
everyday work.
Each year, millions of tons of raw rocks are mined from the earth to obtain materials like limestone and
gypsum, the main ingredients which make up cement. The construction industry uses cement for our
freeways, streets, and sidewalks, as well as our buildings and bridges.
A typical cement yard can supply up 150,000 tons of cement each year. Throughout the United States,
there are thousands of cement yards similiar to this one.
At the other end of the spectrum, this specialist uses only about ten pounds of minerals from the earth
each year. But his end product has a more refined and artistic value. He is called a lapidarist and his
job is to cut, polish, and perfect these crystals to produce beautiful jewelry and gemstones. His work
and continued study have enabled him to not only produce but also collect some of the finest opal
specimens in the world.
These people are part of a team of geologists known as palentologists, who use their knowledge of
rocks to uncover, examine, and identify ancient fossil remains.
This ten thousand-year-old jawbone of a mastedon was recently found in Southern Nevada in the
United States of America.
It has been brought here to San Bernadino County Museum in California to be carefully studied and
preserved.
In laboratories around the world, scientists run tests to help determine clues about available earth
reserves.
This woman analyzes data received form rock samples. Her goal is to find new deposits of fossil fuels
that rest in hidden reservoirs underground. Oil is formed from the fossilized remains of tiny sea
animals millions of years ago. This oil is trapped in shale and sandstone rock, but through sophisticated procedures it can be pumped out, refined into gasoline, and eventually used to power our many
vehicles.
In the United States, people consume over three billion gallons–that’s eleven billion liters of oil every
year. However, the supply of this earth’s mineral resources is not endless. We consume more and
more each year and eventally the supply will run out. Oil is just one of the earth’s resources we
sometimes take for granted; it is a non-renewable resource, meaning we cannot replace what we use.
Today, we use an incredibly staggering amount of materials taken from the earth to supply our building
needs, energy needs, and common products that we use everyday.
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Continued study of alternative renewable energy resources and a greater emphasis on recycling, become increasingly important issues when we consider the population growth and the rapid consumption of the earth’s resources.
During the last several minutes, we have looked at a variety of rock and mineral samples. We’ve
learned how many of those samples are classified and how they are formed. We’ve also seen just a few
of the many people who use their knowledge of rocks and minerals in their everyday work.
As we continue to explore this field, we begin to understand the importance of conservation. We are
presented with new challenges as we deplete our valuable earth’s resources. With a greater appreciation of our living planet and an understanding of how it works, we can meet those challenges.
This is the domain of geology, the science of our planet earth.
Video Quiz.
Please answer the following questions:
1. What is the general name for the material that forms a unique crystal shape?
2. A combination of different minerals forms what object?
3. Within the earth, what happens to the rock when it is exposed to very high temperatures of heat?
4. What type of rock is made up of slowly buried sediments that were later cemented together by
dissolved minerals?
5. How is a metamorphic rock formed?
6. How do people use rocks in their every day lives?
7. Why is recycling important?
Please answer the following true or false:
8. Salt is a mineral.
9. Fossils provide important evidence of how life existed in the past and reveal clues about their
environment.
10. The words, “igneous rock,” means “water-formed rock.”
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Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
ALL ABOUT ROCKS AND MINERALS
from the
The Basics of Geology Series
Cat. No. 2282
BLACKLINE MASTERS
Know, Need, Learn ......................................... 1
Quiz .................................................................. 2
Vocabulary....................................................... 3
Go Dig: A Game About Minerals .................. 4-4d
Dancing Atoms: Learning About
Crystal Geometry ....................................... 5
The Rock Cycle ............................................... 6
Rocks and Minerals with Odors .................... 7
Color and Minerals ......................................... 8
Fossil Fun......................................................... 9
Crossword Puzzle............................................ 10
AGC/United Learning • 1560 Sherman Av., Suite 100 • Evanston, IL 60201
©1998 Creative
Adventures
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800-323-9084
• 24-Hour Fax 847-328-6706 • Website http://www.agcunitedlearning.com
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1
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Know, Need, Learn
Directions: Use this sheet as you study All About Rocks and Minerals, to record what you already know,
what you need to know, and what you learned about geology.
WHAT I KNOW
WHAT I NEED TO KNOW
WHAT I LEARNED
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2
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Quiz
Directions: Answer the following questions which appear in the Video Quiz at the end of All About Rocks
and Minerals.
1. What is the general name for the material that forms a unique crystal shape?
2. A combination of different minerals forms what object?
3. Within the earth, what happens to the rock when it is exposed to very high temperatures?
4. What type of rock is made up of slowly buried sediments that were later cemented together by dissolved
minerals?
5. How is metamorphic rock formed?
6. How do people use rocks in their every day lives?
7. Why is recycling important?
True or False
Directions: Mark each of the following statements “T” if it is true, or “F” if it is false.
8. ____ Salt is a mineral.
9. ____ Fossils provide important evidence of how life existed in the past and reveal clues about their environment.
10, ____The words “igneous rock” mean “water-formed rock.”
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3
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Vocabulary
The following vocabulary words are important to the study rocks and minerals.
cleavage:
how a mineral is able to break along planes of weak bonding
crystallization:
the growth and formation of a crystal from liquid rock; the process that produces igneous
rocks
crystal structure:
the bonding of atoms forming a structure belonging to a crystal system that exhibits a
geometrical shape
extrusive rock:
igneous rock formed above the earth’s surface
fossils:
plants and animals imprinted or preserved in rock from the geologic past
hardness:
how one mineral is able or unable to scratch another mineral
igneous rock:
rock formed from the crystallization of magma
intrusive rock:
igneous rock formed below the earth’s surface
lithification:
the process that compacts and/or cements sediments into solid rock
lapidarist:
a person who cuts, polishes, and carves precious stones
luster:
the way light reflects off a mineral
metamorphic rock: rock altered within the earth from heat and pressure (remaining in the solid state)
minerals:
a naturally formed inorganic crystal
rock:
the mixture of two or more minerals
sedimentary rock:
solidified rock formed from rocks that have been weathered, eroded, and lithified
streak:
the color of a mineral’s powder
vitreous:
glass-like in appearance or texture
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4
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Go Dig: A Game About Minerals
The natural forces within the Earth’s crust arrange the chemical elements to form minerals. Minerals are inorganic; they were never alive. There are over 2,000 minerals known to exist. New minerals are still being
discovered even today. While playing the game, you will discover characteristics about minerals that make
each mineral unique. Following is the identification key used to describe minerals.
Name: A mineral may be named after its chemical composition, the place where it was first found, or after
someone important. Worlds from Greek or Latin sometimes name it.
Chemical Composition: Minerals are formed from the chemical elements. Most minerals are made up of
different combinations of eight elements. The elements are: oxygen (O), silicon (Si), aluminum (Al), iron (Fe),
calcium (Ca), sodium (Na), potassium (K), and magnesium (Mg).
Crystal Structure: As the chemicals bond together, they form a structure. This structure belongs to a crystal
system that exhibits a geometrical shape.
Color: Minerals come in a wide variety of colors, from multicolored to metallic (such as silver and gold).
Sometimes they are even colorless.
Luster: The way the light reflects off a mineral is called luster.
Hardness; How one mineral is able or unable to be scratched by another mineral. A number from 1 (softest) to
10 (hardest) is given to each mineral using the Mohs scale of hardness. When trying to identify the hardness of
minerals on your own, use this test to identify its hardness:
fingernail:
copper penny
steel nail
quartz
diamond
2.5
3
5.5
7
10
Cleavage: If a mineral breaks easily and cleanly in one or more directions, the mineral is described as having
perfect cleavage. If the break is less than clean, the cleavage is either described as good, poor, or none.
How to play the game (two players: Cut out the cards, (sheets 4a-4d). Shuffle together. Pass out four cards to
each player. Lay the rest in a pile. Player only asks for the mineral that he has a product for in his hands. If the
other player has that mineral, then he must give it to the opposing player. When a mineral is matched with its
product, its called a “pair” and is laid down. The player with the pair takes another turn. If the other player
does have the requested mineral, then he tells the first player to “Go Dig,” meaning to pick a card from the pile.
The other player now takes his turn to play. Continue play until all the cards are paired. The player with the
most pairs wins.
(Continued on Blackline Master 4a)
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4a
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Go Dig: A Game About Minerals (Continued)
(Continued on Blackline Master 4b)
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4b
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Go Dig: A Game About Minerals (Continued)
(Continued on Blackline Master 4c)
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4c
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Go Dig: A Game About Minerals (Continued)
©1998 Creative Adventures
(Continued on Blackline Master 4d)
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4d
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Go Dig: A Game About Minerals (Continued)
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5
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Dancing Atoms: Learning About Crystal Geometry
All minerals are made of crystals. As the minerals crystallize, a crystal structure is identified. This structure is
formed by atoms. Atoms, which make up all matter, are not motionless or rigidly fixed. Atoms are constantly in
motion. Their energy is revealed in their movements or dancing: the higher the temperature, the more the energy,
the greater the movement. When measured at the same temperature, all crystals of the same substance exhibit the
same geometrical shape. Even the smallest of crystal fragments have the same shape as the larger crystal pieces.
Following are the six basic crystal systems with some of their basic forms.
Isometric
cube
octahedron
Tetragonal
four-sided prism
Hexagonal
six-sided prism
Orthorhombic
four-sided prism
Monoclinic
prism with distorted rectangles
Triclinic
sharp edges with no right angles
Activity:
After studying these forms of crystals, use gumdrops to represent the atoms, and use toothpicks to represent the
faces of the crystal. To make the crystal forms as shown above, position the atoms at the corners of the crystal
form and then connect them with the toothpicks. Test your friends to see if they remember the names of the
systems.
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6
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
The Rock Cycle
When two or more minerals are joined together, they form a rock. There are three types of rocks: igneous,
sedimentary, and metamorphic. The way they are classified is by the way they are formed. Study the picture
below which explains the three processes that form the three rock types: crystallization, lithification, and
metamorphism.
Extrusive igneous rock is cooled lava, formed on the earth.
Crystallization
Igneous rocks
Lithification
are formed
Weathered and eroded rocks are deposited as sediments.
from magma.
Later, the sediment is cemented together by dissolved
minerals and turns into sedimentary rock.
Intrusive igneous rock
is formed below the earth.
If enough heat and pressure melt the rock.
it returns to magma; later when it
solidifies, it becomes ingeous rock.
Metamorphism
If sedimentary rock is subjected to enough
heat and pressure, the changed rock is called
metamorphic.
Activity:
Below is the rock cycle diagram. Missing are the names of the rock types. Cut out the boxes with these names
and paste them into the appropriate spaces in the rock cycle.
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7
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Rocks and Minerals with Odors
Shale is a fine-grained rock. It is formed by particles which have settled quickly due to the action of soluble
salts in the water. If there was a sufficient amount of algae (seaweed) and the fleshy parts of fish, they may
contain bituminous material or oil. Rocks of this type are called oil shale and they are excellent for demonstrating rocks with odor. When two specimens are rubbed vigorously together, or struck with a hammer, they will
release the odor of petroleum.
Oil Shale
Other kinds of minerals have strong odors. Sulphur specimens, when displayed in a lighted showcase, naturally
release the odor of sulphur when the showcase is opened. Many of the sulphide minerals release a sulphurous
odor when heated, such as the mineral pyrite.
Kaolinite is a clay mineral that is formed as the result of alteration or weathering of aluminous minerals, especially feldspar. When you breath in kaolinite with force, you will be able to smell the special odor that is emitted.
Barite is interesting because when you rub two pieces together, hydrogen sulphide is released and the smell will
be like rotten eggs.
The fresh water nodules found near Barstow, California, in the United States of America, contain sufficient
petroleum to create a heavy odor of petroleum when they are rubbed vigorously together. This has conjured up
the title “stink stone” because people have such fun with something that looks so innocent. They casually rub
two of the little nodules together under the nose of a friend, and when the strong odor is released, they laugh at
the surprise of their friend learning that stones have odor.
Activity:
Answer the following questions.
1. What is hidden in a rock that contains bituminous material or oil?
2. What does hydrogen sulphide smell like?
3. Using the information given, is shale an igneous rock or sedimentary rock?
4. Name two ways to release the odor from the rocks described.
The above information was taken with permission from Magic of Minerals by Ruth A. Kirby, Jurupa Mountains Cultural Center
7621 Granite Hill Drive, Riverside, California, United States of America.
©1998 Creative Adventures
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201
1-800-323-9084
8
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Color and Minerals
The color you see when viewing a mineral specimen may fool you into thinking that this is the true color, but it
is important for proper identification to find our what the color actually is. There are several ways to test for
color. Be sure that you have a fresh surface of the mineral to test as an old one may be oxidized and will camouflage the true identify of the specimen.
1. You may use a file or knife to scratch the mineral and from the powder you see the true color.
2. You may take a chip and hammer it up and put it on a white sheet of paper to learn what the real color is.
3. The method most commonly used for many minerals is to take a fresh surface and scratch it across an unglazed tile (streak plate) so that the resultant color that shows up is your true color.
If the mineral is harder than the streak plate, it is necessary to use method #2 and crush a chip to determine what
the color of the mineral may be. You could be pleasantly surprised to learn about the colors of your minerals as
you check them out.
Minerals which are interesting for experimentation include fluorite, which may have exernal colors of purple,
green, or blue, but the streak will be white. Hematite is another fun mineral; it may look steel-gray in appearance, but the streak will be reddish-brown.
Native Americans used minerals for their paints by crushing minerals. Those most often used were red and
yellow ochre, which are the decomposition products of iron minerals.
Activity:
Under your instructor’s directions, perform your own true color tests or streak tests. Write the names of your
minerals. Next, record both the mineral’s external color as well as its streak color. Other fun minerals to test
are apatite, galena, and pyrite.
The above information was taken with permission from Magic of Minerals by Ruth A. Kirby, Jurupa Mountains Cultural Center
7621 Granite Hill Drive, Riverside, California, United States of America.
©1998 Creative Adventures
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201
1-800-323-9084
9
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Fossil Fun
Fossils can be of many types. One form of fossilization, especially for the preservation of delicate life forms, is
the organism’s impression on rock as a thin carbon film. Using the art technique called rubbing, this activity’s
final product represents this type of fossil.
Directions:
1. Use a No. 2 pencil to draw heavy, thick black lines on the lower half of the back of this sheet. Make sure the
back side of the paper is completely darkened.
2. Place this activity sheet front side up on top of a same size, clean sheet of paper.
3. With a blunt-tipped pencil, trace over the entire picture of the bee shown below. Make sure your strokes are
heavy and thoroughly cover only the black area of the bee.
4. Lift up this paper. The bottom sheet should show the form of the bee. Repeat steps one through three if the
formation of the bee is incomplete. Trim the bottom sheet around your “carbon impression,” frame, and display.
©1998 Creative Adventures
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201
1-800-323-9084
10
Name ____________________
Date _____________________
ALL ABOUT ROCKS AND MINERALS
Crossword Puzzle
1
1
3
2
4
2
3
4
5
5
6
6
7
Across
1. Rocks that are compacted and cemented
together to form a solid rock.
2. Rocks formed from magma.
3. A geometrical structure formed by atoms.
4. Animals or plants preserved or imprinted
in sedimentary rock.
5. What you find when you scratch a
mineral over an unglazed tile.
6. Rocks that have changed due to heat and pressure.
7. What makes up all matter?
©1998 Creative Adventures
Down:
1. Rocks and minerals are considered to be
among our greatest natural _____________.
2. The process that forms sedimentary rock.
3. Formed by crystals and is inorganic.
4. Formed by two or more minerals.
5. Not living.
6. What all igneous rocks come from.
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201
1-800-323-9084