Download Rocks and Minerals

Rocks and Minerals
Teaching Toolbox
Information,
Activities, and Resources
for Utah Classrooms
1390 E. Presidents Circle
Salt Lake City, UT 84112
801-581-5567
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Rocks and Minerals Teaching Toolbox
Teaching Toolboxes
The Utah Museum of Natural History has created Teaching Toolboxes
designed to help teachers or group leaders introduce, teach, and reinforce
science topics. Each toolbox is filled with museum specimens, activities, and
content information to help excite students about natural history. Check out
is for one week at a time, with pick up and drop off at UMNH.
Funding for this program was provided by the Institute of Museum and
Library Services (IMLS).
This Teacher Toolbox contains rock and mineral specimens that can be
handled and touched by
Curriculum Correlation
teachers and students.
You will see this

Utah State Office of Education
Elementary Science Core
Kindergarten
Standard III Objectives 3 a,c
1st grade
Standard III Objective 3c
2nd grade
Standard III Objective 3 a, b, c
3rd grade
Standard V Objectives 3 a
4th Grade
Standard III Objectives 1 a, b, c, d; 2 a,b
Standard V Objective 3a
Social Studies Standard VI Objective 4
5th Grade
Standard II Objective 1 a
Standard IV Objectives 2 c, d, e
symbol
when there
is information or an
activity that uses the
Teacher Toolbox.
Curriculum
Correlation
The adjacent box shows
how the material in this
packet correlates with
the Utah Science Core
Curriculum. Although
not listed, materials may
also be used for other
curricula such as art,
reading, and math.
Other Teaching
Toolboxes offered
include: Box of Bats,
6th Grade
Math standard III Objective 1d
2
Rocks, Early Tools, Plants, Insects, Bones, Fossils, DNA, Traits, and Genes.
For more information on toolboxes and programs go to the museum website:
www.umnh.utah.edu.
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Rocks and Minerals (general information)
Geology
The study of rocks and minerals is part of the science called geology (“geo”
= earth, “logos” = to know). By studying rocks and minerals, geologists
infer what the earth was like millions of years ago, and predict what the
earth will be like in the future.
The earth is composed of several layers. The most inner part of the earth,
the core, is 5200 km thick and composed of a dense iron inner core and a
liquid outer core. The semi-solid layer surrounding the core, the mantle, is
filled with melted minerals called magma. The mantle is 2900 km thick and
the temperature of magma exceeds 2,000 degrees Fahrenheit. The mantle is
where volcanoes have their origins. The outermost
layer of the earth, where all the oceans, mountains,
Crust
and deepest trenches are found, is called the crust.
Mantle
The crust is the thinnest layer of the earth (averaging
about 30 km thick) and is made up of tectonic
Core
plates, which act to continually change the features
of the crust. Thus, the rocks and minerals of the
earth’s crust undergo change as a part of the
Earth’s Interior
geologic cycle (or rock cycle). One part of this
cycle involves volcanic activity.
Rocks are naturally formed and are made up of one or more minerals.
Geologist group rocks into three categories based upon how they form. The
three types of rock are Igneous, Sedimentary, and Metamorphic. Igneous
rocks are volcanic in origin. When magma rises through fissures in the
Earth’s crust, it cools as it moves away from the heat of the mantle and
forms an igneous rock. If cooling occurs rapidly on the Earth’s surface,
mineral crystallization cannot take place and a very fine-grained rock is
created (obsidian is a good example of this type of igneous rock). If cooling
occurs slowly within the crust, larger minerals are able to form (granite is a
good example of this type of rock). When magma cools in a hot water
environment, such as a hot spring or sea floor fissure, the gas bubbles in the
water may push through as it cools creating holes in the rock. Pumice is an
example of this type of igneous rock. Holes may also be created when
magma traps pockets of gas during rapid cooling. When rocks are exposed
to the elements, they may undergo another part of the rock cycle.
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Sedimentary rock is formed when fragments of pre-existing rocks
accumulate and are cemented together. Weathering agents (like wind,
flowing water, ice, and living organisms) break large rocks into small pieces
known as sediment. Sediment is then transported (by water, wind, etc.) and
deposited in layers. These layers of sediment are eventually pressed
together and cemented to form a new rock. Banded sandstone and limestone
are examples of sedimentary rock. Fossils are often found in sedimentary
rocks.
Metamorphic rocks form when exposed to extreme heat or pressure.
Movement of the tectonic plates creates pressure on rocks. Subduction pulls
rock deep into the earth where they are exposed to extreme heat.
Metamorphic rocks often are smooth because of the heating and recooling of
rock. Minerals may align during cooling and can later be seen as wavy
bands. Under these conditions gritty limestone can become smooth,
crystalline marble with bands of colorful minerals.
MINERALS
Minerals are naturally occurring, inorganic, crystalline solids, that have a
definite chemical and physical composition. Most of the minerals are made
of crystals that take on several different shapes. These shapes are helpful
when identifying a mineral sample. There are several other ways to identify
minerals.
Luster is a term used to describe the way a mineral reflects light. Scientists
usually describe minerals as metallic, pearly, glassy, earthy, silky, glassy,
brilliant, or dull. For example: galena is metallic, a
diamond is brilliant, graphite is greasy, and quartz is
glassy.
Color is another way to identify a mineral, but it is not
always the best. For example, two minerals might have
the same color (like gold and pyrite) or one mineral might
be found in more than one color (like quartz). Also,
weathering can alter the coloration of the mineral.
Streak is the color of a mineral’s powder when rubbed against a hard
surface. The streak may be different in color from the mineral sample as a
whole.
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Cleavage is the way some minerals break. This type of break leaves a
smooth surface. Other minerals may fracture leaving a rough, uneven break.
Specific gravity is comparing the density of a mineral to an equal amount of
water.
Mineral hardness is a mineral’s resistance to being scratched. Moh’s
hardness scale is used to rate mineral hardness and ranges from 1 to 10.
Talc, which is relatively soft, is rated as a 1 and a diamond, which is
extremely hard, is rated as a 10 on Moh’s hardness scale.
Moh’s Hardness Scale
Hardness
1
2
3
4
5
6
7
8
9
10
Mineral
Talc
Gypsum
Calcite
Fluorite
Apatite
Orthoclase
Quartz
Topaz
Corundum
Diamond
Features
Soft, flaky, slightly greasy
Can be scratched by a fingernail
Can be scratched by a penny
Can be scratched by a knife
Barely scratched by a knife
Can scratch glass easily
Can scratch a steel file
Can scratch quartz
Can scratch topaz
Cannot be scratched
Other mineral properties are used to identify minerals. These can include
magnetism, feel, taste, and reaction with hydrochloric acid.
USES
People have used rocks and minerals through the ages for many reasons.
Rocks and minerals have been utilized for everything from nutrition to
building materials to jewelry and money. It is worthwhile to recognize the
importance of rocks and minerals in our everyday lives.
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Create Your Own Mineral!
UTAH CORE CURRICULUM
Grade 2 Standard III Objectives 3 a
Grade 4 Standard III Objective 1 a
BACKGROUND
Minerals are naturally occurring, non-living, crystalline, and have a
definite composition. All minerals are made up of elements, and the type
and number of each element determines which mineral is
formed. For example, the mineral pyrite (“fool’s gold”) is
made from one atom of the element iron (Fe) and two
atoms of the element sulfur (S). So, combining these
elements, pyrite’s composition is represented by the symbol
FeS2.
Create an imaginary mineral using scraps of colored paper to represent
the elements that combine to form a mineral. Follow the directions and
then make up a name for the mineral created.
MATERIALS
• Examples of Minerals
• Small pieces of colored paper (scraps are okay)
• Scissors
• Glue
• Copies of Mineral Sheet (page 6)
PROCEDURE
1. Explain that a mineral is made up of elements. Show an example of
pyrite and explain that it is made of iron and sulfur.
2. Using scrap paper, cut out different shapes (these represent elements).
Make sure you have more than one type of element and that each type
of element is the same shape, size, and color (e.g. one element may be
represented by blue squares, another by orange rectangles, etc.)
3. Arrange the papers into any combination in the first box of the
mineral sheet (this represents a molecule of your mineral).
• They must not overlap or have gaps!
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• Different shapes (elements) must touch the other shapes in the
space.
4. Repeat the arrangement of shapes (elements) in each of the other three
spaces (molecules). For the mineral to grow, the element
arrangement must be repeated exactly in each space!
Name ________________________
This mineral is called:
_____________________________________
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Mineral Crystals
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3a
Grade 4 Standard III Objectives 1a
Grade 6 Standard III Objective 1d
BACKGROUND
A mineral is a solid material, composed of elements occurring naturally on Earth. The
crystal shapes of minerals form by atoms or ions repeating in a 3-dimensional pattern.
Crystal shape is an important characteristic for identifying minerals.
MATERIALS
• Minerals from toolbox (calcite, geode, malachite)
• Copies of Crystal Forms (page 9-14) on colored paper
• Scissors
PROCEDURE
1. Review what a mineral is.
2. Show different minerals from the toolbox that demonstrate crystal habit. Crystal
Habit describes the way in which crystals “grow” and is helpful in identifying
different minerals. Some crystal habits include the following:
Crystal habit
Foliated
Fibrous
Columnar
Nodular
Mammillary
Massive
Description
Crystals appear to be layered or folded sheets.
Crystals appear as thin fibers tightly packed.
Long, slender prisms often with parallel growth
(similar to fibrous).
Roughly spherical form with irregular bulges or
knobs.
Intersecting large rounded contours.
Meaning a mass of small poorly formed crystals.
Example
Mica
Gypsum
Calcite
Geodes
Malachite
Turquoise
3. Have students cut and paste together each of the crystal forms. Have the students
count the number of faces, vertices, and edges of each crystal. Remind students
that not all minerals have visibly recognizable crystal shapes.
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Crystal Forms
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CUBIC
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TETRAGONAL
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HEXAGONAL
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MONOCLINIC
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TRICLINIC
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ORTHORHOMBIC
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Mineral Properties
UTAH CORE CURRICULUM
Grade 2 Standard III Objectives 3 a
Grade 4 Standard III Objective 1 a
PROCEDURE
1. Review what a mineral is and the characteristics that scientists use to group them.
2. Examine the numbered specimens in the Teaching Toolbox. Use the “Mineral
Crystals” and your own observations to fill out the table below (use your own
descriptive words if you need to).
USE TOOLBOX SPECIMENS
Crystal Habit
Crystal
M#
Color
Luster (shine)
Other
Characteristics
1
2
3
5
6
7
8
9
10
11
12
13
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Making a Mineral Identifier
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3a
Grade 4 Standard III Objective 1a; Standard V Objective 3a
BACKGROUND
Classification is a way of putting objects into groups based upon their similar
characteristics. It can be helpful in identifying and studying minerals in the field or in a
collection. Making a mineral identifier will help students learn to make observations and
classify minerals into groups.
MATERIALS
• Package of 3 x 5 inch file cards
• Small hole-punch
• Rocks, Minerals, and Fossils (collector’s guide book)
PROCEDURE
Look at several mineral identification books to see how scientists have classified minerals.
This can act as a guide to know what methods the students want to use to create their own
mineral identifier.
1.
2.
3.
4.
5.
To Make the Mineral Identifier:
Use one file card to make the master card identifier.
You will need to make 4 holes along one end of the card for the four divisions
of hardness.
Another side of the card needs two holes for metallic and nonmetallic luster,
and two holes for colored or non-colored streak.
At the bottom, make 10 holes for the major minerals colors.
This leaves one end of the card. You could punch two sets of two holes for
extra use (e.g. good or poor cleavage and fracture).
Here's what the master card should look like:
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Making the identifier card for mineral specimens:
1. Copy the basic mineral information onto the cards. Use one card for each
mineral. Sixty sets of data would cover the minerals you are most likely
to come across in the field.
2. Cut each card so that the appropriate hole is an open slot.
Here's what an identifier card for hematite would look like:
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How to use the identifier:
1. Test a mineral to find the hardness. For example, you might find a mineral with a
hardness between 5.5 – 7. Refer to Moh’s Hardness scale in the Background
Information.
2. Insert a nail or wire into the hole in the stack of cards that corresponds to the
mineral’s hardness. Only the cards for minerals of that hardness will fall to the table
when you shake the pack.
3. Do the same for the other characteristics – luster, color, streak. By the time you test
three or four characteristics, you should only have a few cards to look at to help you
to identify your specimen. This is a punch card system and works well for many
different things. It was one of the first "computer" systems used.
Marilyn Fraser
Cab & Crystal Magazine
The Canadian Magazine for the Rockhound
www.canadianrockhound.com
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Create Your Own Rock!
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3a
Grade 4 Standard III Objective 1a
BACKGROUND
A rock is a combination of one or more minerals. For example, granite is a rock made up of the
minerals quartz, feldspar, and mica.
MATERIALS
• Granite
• Pieces of colored paper (scraps work)
• Scissors
• Glue
PROCEDURE
1. Review the definition of a rock. Show students the different minerals in granite. The
feldspar is pink, the muscavite mica is light, the biotite mica is dark, and quartz is clear.
2. Use colored scrap paper and cut out small pieces (these represent different minerals of a
rock).
3. Arrange the minerals and paste them in the square on the following page (the type of
minerals used and arrangement of those minerals determine the type of rock created).
4. Make up a name for the rock you just created!
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Name ________________________
This rock is called
________________________________
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Rock Characteristics
UTAH CORE CURRICULUM
Grade 2 Standard III Objectives 3 a, b
Grade 4 Standard III Objectives 1 a, b, c, d
BACKGROUND
Rocks are a combination of minerals. Each rock can be placed into one of three categories
depending upon how it is formed (igneous, sedimentary, and metamorphic). Igneous rocks
are “fire-formed” and created when hot magma cools. Sedimentary rocks are created
when sediment is deposited and cemented together to form a rock. Metamorphic rocks are
formed when rocks are exposed to heat and pressure (see Background Information). In
order to determine which category a rock belongs in, look carefully at the color, texture,
and mineral sizes. Look for some of these characteristics:
Igneous
Visible crystals
Glassy
Holes formed by gas
bubbles
Sedimentary
Layers
Fossils
Conglomeration of
sediments
Metamorphic
Crystalline
Dense
Wavy bands of
minerals
MATERIALS
• Rocks from the Teaching Toolbox
• Magnifying Lenses
PROCEDURE
1. Examine the numbered specimens in the Teaching Toolbox. Fill in the chart by
check-marking the characteristic(s) that apply. Complete the table by writing
additional characteristics (or sketching) a description of what you observe.
2. Ask the students if any of the rocks look familiar. Which ones might they see at the
school or in their neighborhoods?
3. Go over type and name of rock as a class (see toolbox key).
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Use the Toolbox!
Examine the numbered specimens in the toolbox. Fill in the chart by check-marking the
matching characteristic or writing a description of what you notice.
#
Glassy/
Pieces of
Wavy
Crystals
rock/
/
bands/
Fossils/
crystalline
Holes/
Layers
Bubbles
Other
Characteristics
Name of Rock
I1
I2
I3
S1
S2
S3
MM
1
MM
2
MM
3
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Rock Cycle
UTAH CORE CURRICULUM
Grade 3 Standard V Objective 3a
Grade 4 Standard III Objective 1d, 2a, b
Grade 5 Standard II Objective 1a
BACKGROUND
Rocks are categorized into three groups according to how they form. Igneous rocks are
formed when magma cools. The rate that the magma cools determines what type of
igneous rock is formed.
Metamorphic rocks are formed when rocks are exposed to heat and pressure. When the
Earth’s plates collide and rub against each other, the pressure creates heat and the rocks
can change. Rocks are also exposed to extreme heat when they are subducted deep in the
Earth or when they come in contact with hot molten material. The box below shows how a
few metamorphic rocks form.
Original Rock under heat and
Pressure becomes
Limestone
Sandstone
Granite
Metamorphic rock
Marble
Quartzite
Gneiss
Sedimentary rocks are formed when sediments are deposited and squeezed together.
Weathering from wind, ice, water, plants, and even pollution will break up rocks into small
pieces called sediment. This sediment is then eroded, transported, and deposited into
layers that are cemented together to form sedimentary rocks.
The processes that create the three different types of rocks make up what is called the rock
cycle. Although it takes an extremely long period of time, all rocks can change into
different types of rocks through this cycle.
PROCESS
Heat and pressure
Weathering, erosion, deposition and
cementation
Cooling of magma
ROCK FORMED
Metamorphic rocks
Sedimentary rocks
Igneous rocks
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MATERIALS
• One igneous, metamorphic, and sedimentary rock for each player
• Rock Cycle Game Board
• One number cube per game
• Small pebbles (or other game markers)
PROCEDURE
Game is for 1 to 3 players
1. Place all the rocks on the table. Group the rocks into 3 categories: Igneous,
Metamorphic, and Sedimentary. Keep them in these groups.
2. Begin the game by placing the pebble markers on either one of the starred squares.
3. Roll to see who goes first (highest roll goes first).
4. To move on the rock cycle game board:
a. The number rolled on the number cube is the number of spaces you can move.
b. Follow the arrows.
c. If you land on square with words on it, follow the directions.
5. When you land on EXACTLY on the squares labeled “igneous, metamorphic, or
sedimentary” rock, pick up the appropriate rock from the piles you first created (you
only pick up ONE of each).
6. The first player to pick up all three types of rocks wins the rock cycle game.
*If only one player is playing, he or she will simply see how fast they can get through the
entire rock cycle.
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• ROCK CYCLE GAMEBOARD
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Rocks vs. Minerals
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3a
Grade 4 Standard III Objective 1a
MATERIALS
• Rocks and Minerals from the Teaching Toolbox
• Magnifying lenses
PROCEDURE
1. Determine what students have learned about rocks and minerals by asking a
few questions about each.
2. Place several of the specimens from the toolbox out and have the students try
to identify samples as either rocks (R) or minerals (M).
3. Have students record M for mineral or R for rock in the numbered spaces on
the based on what they have learned from the activities.
4. As a class, go over each specimen to see how many they got correct. Use the
Toolbox Specimen key to check your answers.
TEACHING TOOLBOX: Mineral or Rock? Mark each space with M or R.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
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This is Your Rock, This is My Rock
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3a
Grade 4 Standard III Objective 1a; Standard V Objective 3a
BACKGROUND
Correctly identifying rocks and minerals is an important skill for geologists. A geologist
needs background information about rocks and minerals, good observation skills, and a lot
of practice. See if you can identify different rocks and minerals in the following activity.
Rocks are made up of one or more minerals. The individual minerals that compose rocks
have specific identifying properties such as luster, crystal habit, color, streak, hardness,
cleavage & fracture. Some properties are more useful than others for identifying the
mineral, depending on the mineral. For example, the mineral quartz can be found in
several different colors (white, pink, purple, and gray). So, using an identifying property
besides color would be helpful in identifying quartz.
Types and relative proportion of minerals that occur together in a rock tell scientists how a
rock formed. Rocks are named based on how they formed, and by the types, amounts and
sizes of minerals in the rocks. A geologist needs to use good observation skills to identify
rocks as well.
MATERIALS
• Toolbox rocks and minerals
• Hand lenses
• Index cards and pencils
(at least one per student)
PROCEDURE
1. Give each student or pair of students a rock or mineral sample. Give the students 10
or 15 minutes to look at the samples with hand lenses. Have students describe their
sample, noting the colors, weight, size, and/or shape. Before beginning, the teacher
could model the procedure by holding up one large sample, and writing student
observations about the sample on the board.
2. Samples are then collected and put into a pile at the front of the room.
3. Students exchange their index card with another student or group for the detective
phase. Using the rock or mineral descriptions, the students will then try to find the
sample (5 minutes).
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4. The teacher then checks to see if each detective group has the correct sample for
their description sheet.
5. Detective groups should then expand the original description sheets with their own
observations of the sample. (5 - 10 minutes)
• (Optional) Have the students repeat steps 2 - 4, and see if the expanded descriptions
and additional observations have made this process easier.
• (Alternative) Instead of passing the samples around, the teacher may want to hold up
the samples and have students offer descriptive terms that can be written on the
blackboard. Students could then be handed samples to identify based on the written
descriptions on the blackboard.
Additional Activities
• The students can discuss the advantages of having more than one student add their
observations to the rock descriptions.
• Students can create a booklet of the samples and their descriptions for display in the
school library.
• Have students feel, smell, examine or even taste (if you have halite) their rock (use
hand lenses).
• Ask students how rocks feel and discuss all the different qualities that were
discovered by touching the rocks.
• Continue asking students about smell, taste, visible features, etc. and discuss
answers.
• Pass rocks to another classmate and have them add observations to the first
students’. Continue passing along until children are satisfied that they have
observed all they can about the rock samples.
• Sort rocks into groups based on the observations students made.
• For example – “Who is holding a rock with wavy lines in it? Let’s put them on this
table.” “Who has a rock that has specks of black in it?” etc.
• Discuss how the rocks were grouped and if there are any more ways to group or
regroup them.
Adapted from an activity by
Laure Wallace
U.S. Geological Survey
Educational Programs
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Rock and Mineral Uses
UTAH CORE CURRICULUM
Grade 2 Standard III Objective 3c
BACKGROUND
Rocks and Minerals are an important part of our daily lives. We use them for agriculture,
art, construction, communication, medicine, and so much more. In the United States, each
person uses more than one million pounds of rocks and minerals in a lifetime. Investigate
how rocks and minerals are used to maintain and improve our way of life.
MATERIALS
• Rocks and Minerals
• Copies “Mineral Uses” worksheet (page 33)
• Scissors
PROCEDURE
1. Divide students into groups of 3 or 4.
2. Cut out the words on the Mineral Uses worksheet.
3. Examine Rocks and Minerals from the Teaching Toolbox.
4. Discuss what you think each rock or mineral could be used for and place the usage
word next to the rock or mineral.
5. Check your answer on the chart (next page). Some minerals may be used for the
same thing.
ADDITIONAL ACTIVITIES
• Choose a rock or mineral to study. Go to the library or use the internet to
learn how it is used.
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Rock or Mineral
Hematite
Galena
Magnetite
Pyrite
Calcite
Sulfur
Quartz
Variscite
Obsidian
Granite
Pumice
Malachite
Wonderstone
Schist
Quartzite
Gneiss
Sandstone
Fossil Limestone
Use
Ore of Iron used to make steel (automobiles,
tools, bridges), jewlery
Ore of Lead used to make batteries,
radiation shields, fishing weights
Used to make magnets, printing ink,
cometics
Used to manufacture sulfur, inexpensive
jewelry
In toothpastes, cements, and mortars
Used to make fertilizer, film, tires, paint,
matches, and medicine
(silicon dioxide) very abundant mineral on
Earth used in glass, computers, sealants
Used in some jewelry
Ornamental stone, anciently used as a tool,
jewelry, brain surgery scalpel blade
Used in buildings
The pores make it light enough to float in
water. It is used as an abrasive in soaps and
in emery boards.
Ore of copper used in wires, pipes, and
paints, jewelry
Decorative pieces, bookends
Some have graphite and some are used as
building stone
Used in construction
Building stone
Used in construction (easy to work with and
decorative)
Limestone is used to manufacture cement,
paper, and the packaging of chewing gum.
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MINERAL USES
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Rocks, Minerals, and Electricity!
UTAH CORE CURRICULUM
Grade 5 Standard IV Objectives 2 c, d, e
BACKGROUND
One of the reasons rocks and minerals are important to us is because they can be used to
create and conduct electricity. A conductor is a substance that current (a flow of electric
charges) is able to easily flow through, and an insulator is a material that
current cannot flow through. In the following activity, students will
explore which rocks and minerals can be used as conductors in a simple
circuit.
MATERIALS
• 2 D sized batteries
• Insulated wire at least 12 inches long (there should be approximately 2” of
insulation already removed on the ends)
• Flashlight bulb
• Tape
• “Rocks, Minerals, and Electricity” box from the toolbox
o Graphite, chalcopyrite, penny, paper clip (conduct electricity)
o Pyrite, galena (do not conduct electricity)
• Any other materials students would like to test for conductivity
PROCEDURE
1. Create a simple circuit:
a. Tape the 2 D sized batteries together by stacking one on top of the other (the
negative side to the positive side).
b. Wrap one end of the wire around the base of the light bulb. Tape the other
end of the wire to the bottom of the lower battery (the negative side).
c. Touch the bottom of the bulb to the positive side of the top battery to
complete the circuit. The light bulb should go on.
2. Test items for conductivity:
a. Place several different minerals and objects between the positive side of the
top battery and the bulb to see if they complete the circuit.
b. Record your data in a table (see example on next page).
c. You can also test different objects or try different types of batteries.
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Name ________________________
Item tested
Graphite
Pyrite
Chalcopyrite
Galena
Paper clips
Penny
Other
Other
Observations (does it conduct electricity?)
Draw and label your circuit below.
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Rocks and Mineral Mapping
UTAH CORE CURRICULUM
Grade K Standard III Objectives 3 a, c
Grade 1 Standard III Objectives 3 c
Grade 4 Social Studies Standard VI Objective 4
BACKGROUND
Utah is a great place to find many different types of rocks and minerals. Find out which
rocks and minerals are found where you live. Collecting rocks and minerals is a lot of fun,
but remember that there are rules for collecting. Look on the Utah Geological Survey
website (http://geology.utah.gov) for specific rules of collecting.
MATERIALS
• Rocks and Minerals (obsidian, geode, wonderstone, sandstone, gneiss, etc.)
• Copies of Utah Map (provided on page 42)
• Colored pencils
• Book: Rocks, Minerals, and Fossil Localities of Utah
PROCEDURE
1. Pass around each rock or mineral specimen as the teacher reads about where it
might be found and any special information about it.
2. Have students draw a picture of the rock on the legend sheets (page 40-41).
3. Have students choose a color or pattern to represent the rock they have
colored. Color the county in the legend this color or pattern.
4. Using the same color or pattern, mark the same county on the map of Utah
(have students find the county by matching it to the shape on the legend).
5. Use the Rocks and Minerals Localities of Utah, A Collector’s Guide to Rocks,
Minerals and Fossils books, and the provided list to find other rocks and
minerals found in Utah. Add on to the legend with this information.
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ROCKS AND MINERALS FOUND IN UTAH
1. Obsidian is a dark, glassy rock that is formed when lava cools quickly. It is usually
black, but it can also be red, brown, and white specked (snowflake). Obsidian has
been used as an arrowhead, a cutting tool, and in jewelry. One of the places where
obsidian is found in is the Black Rock Desert of Millard County.
2. Geodes are usually hollow rocks filled with minerals like quartz (which can be
different colors). Geodes form when rocks have little holes or cavities that water is
able to get into. The water allows minerals to precipitate into the holes and create
crystals. A famous place in Utah to find geodes is known as the Dugway Geode
Bed in Juab County.
3. Wonderstone, also known as “picture stone,” is a volcanic rock with iron staining
that gives it banded colors and designs. Wonderstone can be found in Tooele
county.
4. Granite is speckled with white and black colors. The Temple Quarry Nature Trail
on the south side of Little Cottonwood canyon (Salt Lake County) is a great place to
see this rock.
5. Sandstone is a rock made of layers of sand and can be found many places in Utah.
Many of the features in Arches National Park (Grand County) are sandstone rock.
6. Gneiss is a rock with layers of minerals like mica, quartz and feldspar. A good
place to see gneiss is in Farmington Canyon in Davis County.
ADDITIONAL ROCKS AND MINERALS BY COUNTY
(For a more comprehensive list, refer to the Rock, Mineral, and Fossil Localities of Utah
book in teacher toolbox or other resource guides)
BEAVER
Quartz, malachite, magnetite, pyrite, galena, calcite
BOX ELDER
Gypsum, fossils
CACHE
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Fossils, quartz, malachite, galena
CARBON COUNTY
Coal, fossils
DAGGETT COUNTY
Garnet, staurolite, kyanite, tourmaline, anthopyllite, beryl
DAVIS
Migmatite, pegmatitie, gneiss
DUCHESNE
Gar fish fossils
EMERY COUNTY
Agate, petrified wood, jasper, quartz, calcite, geodes,
GARFIELD
Petrified wood, agate, stibnite, gypsum, hornblende, agate, jasper, sand calcite crystals,
GRAND
Agate, petrified wood,
IRON
Agate, topaz, quartz, fluorite, hematite, fluorite, chalcedony
JUAB
Agate, geodes, Calcite, Pyrite, Aragonite, Topaz, Red Beryl, Hematite, Chalcedony, Amethyst, Fluorite,
KANE
Petrified wood, Agate, Jasper
MILLARD
Fossils, Sunstone, aragonite, obsidian, quartz, chalcopyrite, garnet,
MORGAN
Pyrite, calcite
PIUTE
Alunite, fluorite, calcite, quartz, stilbite, Amethyst
RICH COUNTY
Fossils
SALT LAKE
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Pyrite, galena, hemimorphite, marble, magnetite, ludwigite, vesuvianite, garnet, serpentine, quartz,
SAN JUAN
Agate
SAN PETE
Quartz, aragonite, magnesite
SEVIER COUNTY
Gypsum, Anhydrite, Halite,
SUMMIT
Fossils
TOOELE
Agate, Gypsum, oolitic sand, cinnabar, gypsum sand, orthoclase feldspar, calcite, azurite, malachite,
hemimorphite, pyrite, galena, Wonderstone, Calcite, fluorite, Azurite
UINTAH
Hydrocabons (like oil shale), fossils, pyrite, quartz, marble, Limestone
WASATCH
Spinel, garnet, vesuvianite, titanite, hematitie, quartz,
WASHINGTON
Petrified wood, agate, Garnet
WAYNE
Agate, jasper, chert, petrified wood
WEBER
Calcite, fossils
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UTAH ROCKS AND MINERALS LEGEND:
Obsidian
Millard County
Drawing
GEODE
Juab County
Drawing
WONDERSTONE
Tooele County
Drawing
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GRANITE
Salt Lake County
Drawing
SANDSTONE
Grand County
Drawing
GNEISS
Davis County
Drawing
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ROCKS AND MINERALS MAP
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Toolbox Specimen Key
MINERALS
M1 – Hematite
M2 – Galena
M3 – Magnetite
M4 – Pyrite
M5 – Calcite
M6 – Ulexite
M7 – Sulfur
M8 – Malachite
M9 – Quartz
M10 – Amethyst
M11 – Geode
M12 – Dogtooth Calcite
M13 – Rose Quartz
M14 - Veriscite
Books
Everybody Needs a Rock
Geology (Golden Guide)
Geology Rocks!
Rocks, Gems, and Minerals
Rocks, Mineral, and Fossil Localities of
Utah
ROCKS
Igneous
I1 - Obsidian
I2 - Granite
I3 – Pumice
I4 – Wonderstone
Metamorphic
MM1 – Schist
MM2 – Quartzite
MM3 – Gneiss
Sedimentary
S1 – Sandstone
S2 – Conglomerate
S3 – Fossil Limestone
Other Resources
Rocks, Minerals and Electricity box
CleverCatch Inflatable Ball Rocks
CleverCatch Inflatable Ball Minerals
Teacher Resource Packet
20 Magnifying Glasses
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Geology Words To Know
Geology: The study of the origin, structure and history of the earth.
Rock: A natural, non-living mixture of one or more minerals
Mineral: A definite arrangement of elements that form crystals.
Igneous Rocks: Fire-made rocks (volcanic). Rocks made from hot, molten
material called magma.
Sedimentary Rocks: Rocks formed by the accumulation of sediment in
water or from air. They are layered and hardened.
Metamorphic Rocks: Igneous or sedimentary rocks, which have been
changed because of heat and pressure.
Deposit: Something that has been laid down by a natural process such as
wind, water or ice.
Sediment: Material (such as pebbles, sand, mud, shells) that has been
deposited by wind, water, or ice.
Erosion: The wearing away of the earth’s crust by natural forces.
Fossil: Any evidence of past life on earth.
Paleontology: The science of studying past life on earth.
Petrify: To change into stone.
Crust: The outermost section of the earth comprised of tectonic plates.
Mantle: The large middle section of the earth filled with magma.
Core: The innermost section of the earth divided into inner and outer layers.
Strata: A layer of rock or earth.
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Geology Resources
Agencies and Museums
US department of the Interior
http://www.doi.gov/
1849 C St., NW
Washington, DC 20246
Conservation agency is responsible for nationally owned public land and
natural resources.
United States Geological Survey (USGS)
http://www.usgs.gov
2329 W Orton Circle
West Valley City, UT 84119
801-908-5000
1-800-ASK-USGS
• USGS has offices in Logan, Salt Lake, Moab, Monticello, Cedar City
and St. George.
• Webstie features information on reports and products available from
USGS and other government agencies, links to Utah and includes
helpful components.
Other USGS Services and Extensions
Earth Science Information Center (USGS)
1-888-275-8747
• Distributes USGS maps, charts, earth science publications and reports.
• Geology Fact Sheets available at no cost!
• Information about USGS products and local programs.
USGS Information Services
Box 25286
Denver, CO 80225
• Geology Fact Sheets available at no cost!
Utah Geological Survey (UGS)
1594 W North Temple
SLC, UT 84114-6100
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Utah Museum of Natural History
1390 E. Presidents Circle
SLC, UT 84112
801-581-6927
Websites
www.enc.org
http://geology.utah.gov/index.htm
http://www.usoe.k12.ut.us/
Recommended Reading
Geologic History of Utah by Lehi F. Hintze (1988)
Geology Rocks by Cindy Blobaum (1999)
Geology of Utah by William Lee Stokes (1986)
Roadside Geology by Halka Chronic (1990)
Rock, Mineral, and Fossil Localities of Utah by James R. Wilson (1995)
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