Download RM_LE_6_Acid Test - Lewiston School District

4th Grade
Rocks and Minerals Lesson 6
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
Rocks and minerals have properties that can be: observed, tested, described, identified and recorded.
Before starting the lesson do a KIT INVENTORY and record on chart paper the names of materials.
In addition create a science working word wall chart as the lesson progresses for students to use as reference .
Idaho Standard(s) addressed
LESSON CONTENT GOALS
1. Infer that the acid test is useful for
identifying certain minerals.
GUIDING QUESTIONS
( display after prediction)
1. How can an acid test be used to
identify minerals?
Record data to be used later in identifying
the minerals
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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IMPLEMENTED
CURRICULUM
Teacher’s Notes:
Estimated Instructional Time:
Two sessions depending on the amount of scaffolding needed with your students.
 Part I: Acid Test
 Part II: Mineral Identification, Analyze the data from our 4 tests.
Advanced Preparation
*Materials not found in the Kit:
 Newspaper to cover the desks for easy clean-up
 Safety Goggles
 Paper towels
MATERIALS FOR EACH STUDENT
 Activity Sheet #6 Copies for Notebook: If students don’t create their own
 Mineral Data Sheet: Copies for Notebook
 Safety Goggles
MATERIALS FOR A GROUP OF STUDENTS
 2 glass plates
 2 magnifiers
 Mineral Specimens #1-10
 Newspaper*
 2 steel nails
 Paper towels*
 1btl vinegar
MATERIALS FOR THE CLASS
 Rock Guide
New Vocabulary for this Lesson: Post on the Word Wall when discussed in the lesson
Word Wall: Acid
A substance with a pH less than 7 that commonly reacts with metals and calcium carbonate in rocks. Ex: Acetic Acid
(vinegar) and Sulfuric Acid (car batteries)
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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Part I: Acid Test
ENGAGING SCENARIO: Read engaging scenario and discuss clues to determine
the problem to solve in this lesson.
Today we are going to complete the last of 4 tests that our Geologist has suggested to help identify our
principal’s rock and mineral collection. The Geologist has asked us to use more of the information and
materials provided to conduct an acid test. The results of an acid test can provide useful data for
identifying and comparing minerals. I met with our principal this morning and he mentioned that he had
just received more information from his geologist friend that would help us identify the minerals once we
have completed this final test. Identifying the minerals will require us to use the data we collected from all
four of our tests.

What is the problem we need to solve?

What do we need to investigate?
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s notes:
Students should listen to the clues from the reading to help them write the focus question.




“What does the Principal and Geologist want us to do?”
“What else do they need us to do?”
“What did the Geologist give us to help?”
“What is the problem in this investigation?
 Allow students time to discuss a focus question. Walk around the room and listen to their ideas.
Have groups share their ideas with the class and post if necessary.
 If there are groups that are having difficulty writing their focus question have them use one of
the examples and record it as the CLASS FOCUS QUESTION in their notebooks.
 If this is an introductory experience with notebooks you may want to provide or scaffold the
focus question.
Teacher says: “Discuss with your group the problem that we need to investigate and solve.
Record the information as a focus question in your notebooks. Keep in mind the clues we
mentioned, work as a group, and be ready to share your group’s idea with the class.”
Suggested class focus question:
 “How can we use an acid test to determine the identity of a mineral?”
Check and provide feedback
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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Previous Knowledge and Prediction Preparation
Teacher’s Note:
Teacher says: “So far we have conducted 3 tests to identify the luster, hardness, and color of the
minerals in our principal’s collection. The final test that our geologist has asked us to complete is an
acid test. How many of you are familiar with the term acid? Allow students to share their ideas with
the class.
Add acid to your word wall and explain the meaning to your students, but don’t give away its purpose in
this test at this time.
Word Wall: Acid
A chemical substance with a pH less than 7 that commonly reacts with metals and calcium carbonate
in rocks. Ex: Acetic Acid (vinegar) and Sulfuric Acid (car batteries)
You or your students may want to know more about pH since it is part of the meaning of acid.  pH is a
scale that compares the measurement of hydrogen-ion concentrations in a solution. The middle of the
scale has been assigned a value of 7 meaning neutral. The lower the pH value, the more acidic the
solution is (vinegar, battery acid, orange or lemon juice). The higher the pH value, the more basic the
solution is (seawater, baking soda, or house hold ammonia).
Teacher says: “Through scientific investigation just like you are doing in this unit, scientists have
discovered that rocks and minerals may react to chemical solutions in different ways. When you are
writing your predictions I want you to think about and discuss what role acid may play in this final test.
PREDICTION (discuss in groups, record in notebooks)
Teacher’s Note: Display the collection of rocks and minerals for students in front of the class. Lead
the students to generate predictions for their focus question.
Teacher says: “Now that you have a FOCUS QUESTION/ OR PROBLEM TO SOLVE written in your
notebook you will have to discuss with your group what you might think is the answer to your question.
Write a prediction. Remember your prediction has to include a “because” statement. “
EXAMPLE Prediction:
I think that we can …..
because ……
I think we can use an acid test to indentify certain minerals. because some minerals may react with
acid in different ways. For example the acid might make the mineral change color, dissolve, smoke,
smell, etc. (This is their thinking based on what they know now, so it is OK if they don’t know the
correct outcomes for the test)
Check and provide feedback
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how to
record predictions in their notebooks. As students finish recording their predictions have them share
their ideas with the class. Help students see the relationship between the focus question and the
prediction. Guide and assist those groups that are still having difficulty writing a prediction.
Teacher’s Note
Teacher says: “In this investigation we are going to observe how minerals react to a common acid
that you probably have in your refrigerator at home… Vinegar.
Demonstrate how to conduct the test.

Show students the new materials that will be used in this investigation
o Safety goggles, bottle of vinegar, nail, glass plate

Wearing safety goggles use a nail to scratch a small amount of mineral poweder onto a glass
plate. Be sure to choose a specimen that is soft enough to scratch. Place a drop of vinegar on the
powder, and use a magnifier to observe any reaction that may occur.

Place drops of vinegar directly on minerals that are too hard to scratch with the nail

Wipe the mineral clean with a paper towel after each test.

Remind students to be careful not to damage the specimen. They should not strike the mineral
against the glass plate. The plate should be flat against a surface and not held in your hand
incase the glass were to break.

Wash hands after conducting the tests
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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Data Collection:
DO NOT GIVE THE STUDENTS THE SPECIMEN NAMES
Teacher’s Note: You can use Activity Sheet #6 for collecting observational data if you are pressed
for time or have students create their own. It is always good for students to learn how to create their
own devices for collecting data.
Acid Test: Specimens #1-10
Specimen
#
Predicted Reaction to Vinegar
Acid
Observed Reaction to Vinegar
Acid
#1
#2
Etc. #1-10
Today we are again only going to test the mineral specimens #1-10 from our principal’s collection.
Give each team a container of these minerals.
 Record a prediction before each test.
 Using their magnifiers and materials students should perform the acid test on each specimen
and record their observations in their scientist notebook.
After they have tested all 10 mineral specimens, teams should compare their results.
Allow time for discussion. Walk around and provide assistance if necessary. A thumbs-up from
everyone would indicate they have read their partners’ data and are ready to share out their results.
After groups have completed their observations bring the class back together and share observations as
a class.
Closing for Today: (Modified Making Meaning Conference, and Quick Write)
Guiding Questions:



How can an acid test be used to identify minerals?
Do you think this test alone will help us identify all of our minerals? Explain your thinking.
How could this test be used to test for the presence of certain minerals in rocks?
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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Part II: Mineral Identification
Teacher says: I called our principal’s geologist friend this morning and he explained how we
can use the data from our 4 tests along with some new information that I am going to give you,
to identify each of our 10 minerals. Using all of the data that you collected in your scientist
notebook, you should be able to name and identify the properties of each of the 10 minerals
today!
Why do you think the Geologist asked us to complete so many different observations/tests?
Guide students to the idea that in most tests more than one mineral had similar reactions or
characteristics. There was not enough evidence to distinguish one mineral from the other
minerals. If we look at our data from all 4 tests, each mineral should display properties that
will set it apart from the rest and make it unique. These properties are what a geologist can
use to identify the minerals.
Teacher says: “I have made a copy of the mineral data sheet that the geologist sent for each
of you to add to your scientist notebook. This is what a geologist may use as a reference to
identify minerals after conducting a series of tests. It is a guide that contains the unique
properties each of our minerals possess.”
Hand out Mineral Data Sheets and allow students to observe look them over. You may or may
not want them to be glued into the notebooks at this time.
Teacher says: “Using your notebooks and your Mineral Data Sheets I want you to try to
identify all 10 minerals in our principal’s collection. When you are confident you have correctly
identified a mineral, write the specimen number in the space provided next to each minerals
name.
Allow time for review and discussion. Walk around and provide assistance if necessary. A thumbs-up
from everyone would indicate they have read their partners’ data and are ready to share out their
results. After groups have completed their observations bring the class back together and share
observations as a class.
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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On chart paper create a class identification chart identifying the distinguishing properties for each
mineral. This would work best as a cooperative activity to ensure that students are correctly
identifying each of the materials. It is also a good opportunity to verify data and discuss discrepancies.
 For example: Many students may have a different Mohs Number than displayed on the Data Sheet.
Tell students that this is one reason why geologists will complete a variety of tests when
identifying minerals because sometimes the data they collect may vary slightly.
Minerals in our Principals Collection
Specimen
#
1
Distinguishing Properties
Nonmetallic luster
Not scratched by nail/scratches glass
Colorless streak
Mineral
Name
Quartz
2
3
4
5
6
7
8
9
10
1(quartz), 2 (feldspar), 3(mica), 4(calcite), 5(halite), 6(talc), 7(galena), 8(pyrite),
9(copper sulfide), 10(sulfur)
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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DAY FIVE
MAKING MEANING CONFERENCE (Teacher directed)
Since the first 6 lessons built up to identifying minerals, this conference will cover many concepts and
will require the students to really rely on their notebooks as a reference. As a teacher you don’t want to
be the keeper of all the knowledge. Put that responsibility on your students and make them refer to their
notebook as a resource.
1) Reviewing data.
This is the conferencing stage. It is preferable that students not take notes during this activity, but
contribute with their results. However, don’t discourage students who wish to add extra information
during the discussion. Ask students to use the information that was recorded from their science
notebook entries. You may want to establish a different routine/location in the room for having your
conferences so they truly are class sharing time.
2) Observing
and looking for patterns.
Teacher guides students to share - making claims supported by evidence. To initiate analyzing the
information observed the teacher can say:

What do we mean when we say what are the properties of rocks and minerals?

What is the difference between a rock and a mineral?

What are the natural processes involved in rock formation?

What are the different tests that we can conduct to identify the distinguishing properties of
minerals?
Guide students in writing CLAIMS based on the data charts. As they share information, assist students
in making associations with claims based on their evidence. Teacher should make the claim and
students should provide the evidence.
EXAMPLES
Claims
I claim that…………..
I know that ………….
Evidence
I claim this because………..
I know this because ………..
1. Rocks and minerals are not the same thing.
2. Rocks are formed from different natural
processes.
3. You can classify minerals according to luster
4. You can use a Mohs Scale to rank the
hardness of minerals.
5. You can determine the true color of a mineral
with a streak test.
6. You can tell if a mineral contains calcium
carbonate with an acid test
7. You can identify minerals based on their
distinguishing properties
Teacher decides to list as many claims and evidence needed for students to understand the process.
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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CLAIMS AND EVIDENCE: (record in notebooks) Teacher says:
“You need to write down at least 3 claims and evidence statements. Remember, these
claims must be based on your data.”
Teacher will see students individually as they write claims based on their observed
evidence.
Example sentence structures:
I claim that ____________ I claim this because ____________.
I know that_____________. I know this because _________.
Share and discuss claims and evidence.
CONCULSION: (record in notebook)
Students are then asked to revisit their original prediction and write a sentence that
states whether the evidence from their observations supported it or not. They are to
explain why and provide clear explanations regarding how their evidence supported,
or did not support, their predictions regarding pendulums. They are also to write a
conclusion using the following sentence stem: “Today I learned……”
REFLECTION: (record in notebook)
Students will revisit the “Big Idea” and their results. Ask them to respond to
one of the following stems:
“What really surprised me about the pendulum was …….”
“A new question that I have about the pendulum is ……..”
“I would really like to know more about ……”
Share these in class.
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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ACHIEVED
CURRICULUM
PROFICENCY FEEDBACK:
This guide is:
 To be posted for students to know what is expected in their notebook
 To be an evaluation tool for teachers as students work in their notebooks.
 To be converted into questions as a student self assessment piece
PROFICIENCY FEEDBACK GUIDE
Idaho Standard(s) addressed
S
T
Focus Question:


It is clear and grammatically correct.
It relates to the engaging scenario.
Prediction



It is grammatically correct.
It intends to solve the problem
Explains the reason for choosing this solution.
Data


Data chart is complete and accurate.
Labeled with title and subtitles
Claims & Evidence


2 complete statements showing clear
understanding of guided questions.
Conclusion

Accurately shows if prediction was supported or not and explains why.
Reflection:


one or two questions related to things they would like to know more
about minerals.
These have to be grammatically correct and use vocabulary learned
in the lesson.
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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ENGAGING SCENARIO
APPENDIX 1 A
Today we are going to complete the last of 4 tests that
our Geologist has suggested to help identify our
principal’s rock and mineral collection. The Geologist
has asked us to use more of the information and
materials provided to conduct an acid test. The results
of an acid test can provide useful data for identifying
and comparing minerals. I met with our principal this
morning and he mentioned that he had just received
more information from his geologist friend that would
help us identify the minerals once we have completed
this final test. Identifying the minerals will require us
to use the data we collected from all four of our tests.
 What is the problem we need to solve?
 What do we need to investigate?
TESLA Scaffolding Guided Inquiry Grade 4 Rocks and Minerals - Lesson 6, 6/24/2017
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