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Rocks and Minerals Teaching Toolbox Information, Activities, and Resources for Utah Classrooms 1390 E. Presidents Circle Salt Lake City, UT 84112 801-581-5567 1 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. 3 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. 4 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. 5 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. 6 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! 7 • 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: _____________________________________ 8 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. 9 Crystal Forms 10 CUBIC 11 TETRAGONAL 12 HEXAGONAL 13 MONOCLINIC 14 TRICLINIC 15 ORTHORHOMBIC 16 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 17 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: 18 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: 19 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 20 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! 21 Name ________________________ This rock is called ________________________________ 22 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). 23 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 24 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 25 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. 26 • ROCK CYCLE GAMEBOARD 27 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 28 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). 29 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 30 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. 31 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. 32 MINERAL USES 33 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. 34 Name ________________________ Item tested Graphite Pyrite Chalcopyrite Galena Paper clips Penny Other Other Observations (does it conduct electricity?) Draw and label your circuit below. 35 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. 36 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 37 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 38 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 39 UTAH ROCKS AND MINERALS LEGEND: Obsidian Millard County Drawing GEODE Juab County Drawing WONDERSTONE Tooele County Drawing 40 GRANITE Salt Lake County Drawing SANDSTONE Grand County Drawing GNEISS Davis County Drawing 41 ROCKS AND MINERALS MAP 42 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 43 44 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. 45 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 46 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) 47