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Moh’s Scale of Hardness Lesson Plan

by on April 23, 2010 in Fifth Grade, Fourth Grade, Lesson Plans, Science

Goal(s): This lesson will teach students how to use the Moh’s Scale of Mineral Hardness to determine the hardness of various minerals.

Grade level(s): 4-5

Objective(s):

Students will be able to use the Moh’s Scale of Mineral Hardness to determine the hardness of various minerals.

Prerequisite(s): Knowledge of what a mineral is.

Standard(s): Earth, Space, and Science (3-5) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties.

Time Allotment: 1 class period

Focusing Question(s):

What do the numbers mean on the scale?

Material(s): (1 per pair of students)

minerals from previous lesson

wet rag

penny

dull butter knife

steel file

small piece of porcelain (with edges taped for protection)

Vocabulary: Mineralogist, Mohs Scale of Hardness

Procedure:

1) Students will be seated with their science buddy and told the objective. Students will be asked to recall the previous lesson on how to identify a mineral. Students will be asked to state some of the characteristics we look for when we are trying to identify a mineral. Students will be asked to recall that there is a sixth way to identify a mineral. Students will be given a brief history with visuals on the German mineralogist Friedrich Mohs and the Moh’s Scale of Mineral Hardness.

2) Students will be provided with the same group of minerals from the previous lesson. Students will be asked to recall that in the previous lesson, we talked about how we would be able to tell which of our rocks were the hardest. Students will be told that they will use some of those ways to actually test the hardness of their rocks. Students will be asked to develop a hypothesis that states which rock in their collection is going to be the hardest and why. Students will be given instruction on how to begin testing their hypothesis.

3) Students will be given 10-15 minutes to place their rocks in order from softest to hardest. Students will be asked to provide reasoning for their ordering as they work. Students will have the opportunity to walk around the room to investigate how each group of minerals were ordered by other students.

4) Each pair of students will then receive a set of supplies for testing, written directions paired with visuals, and a Moh’s Scale identification chart. Students that may have fine motor impairments will receive individualized assistance. ELL students and those that have difficulty comprehending written directions will receive an adapted version of the written instructions as well as verbal instruction. The chart and its numbers will be explained. Safety precautions will be reviewed. Students will be told that as they test each rock, they are to place the rock on the number that matches the tool marked by the rock. Each rock should then be cleaned with the wet rag to remove any small particles that may be hiding in the mark. A brief demonstration will be given on an overhead projector.

5) Students will be given 30 minutes to test their rocks. The class will then gather for whole group discussion to talk about their findings. The focusing questions will lead the discussion. The students will be asked:

 

a) Were you able to test your hypothesis? What were your conclusions?

b) Do you think your rock is really a mineral? How do you know it is?

c) Did you find out the name of your mineral? How do you know this?

e) What did the numbers on the scale help you do in this experiment?

f) Why did we not have na minerals in the class to test number 10 on the scale?

g) Where would chalk fall on the scale?

Assessment:

Students will be assessed according tho their participation in the experiment and the group discussions.

Students will be assessed according to their ability to use the Moh’s Scale of Mineral Hardness to determine the hardness of various minerals.

Extension(s):

1) Students could gather rocks from home or from the school grounds to test.

2) As a science center, students could participate in an on-going investigation of classifying rocks and minerals.

Minerals Lesson Plan

by on April 20, 2010 in Fifth Grade, Fourth Grade, Lesson Plans, Science, Special Education

Goal(s): Students will make the connection between rocks and minerals and commonly used items.

Grade level(s): 4-5

Objective(s):

Students will be able to state what a mineral is.

Students will be able to explain at least two reasons why minerals are important to daily life.

Prerequisites: Knowledge of what a rock is and what makes up a rock.

Focusing Question(s):

Are all rocks made up of minerals?

What are some examples of minerals?

What are some ways we use minerals?

Why are minerals important to daily life?

Time Allotment: 2 class periods

Materials:

chicken bones, a drill bit, a filled saltshaker, a light bulb, a can of white paint, a container of bath powder, a glass, a piece of chalk, and a roll of film (all items in 1 box for a total of four boxes)

chart paper with marker

research materials and computers (1 computer per student, set of encyclopedias)

graphic organizers (available for each student)

list of guiding questions (written on board)

index cards with one of the following minerals written on each: diamond, halite, quartz, silver, chalk, titanium, and tungsten (3 of each)

Vocabulary: Mineral, diamond, halite, quartz, silver, chalk, titanium, and tungsten

Anticipatory Set:

A group of items will be passed around the classroom for the children to explore (a few small chicken bones, a drill bit, a filled saltshaker, a light bulb, a can of white paint, a container of bath powder, a glass, a piece of chalk, and a roll of film). Students will be asked to recall what they have learned about rocks. Next, they will be asked to open their science journals and record their observations of the items and what they think they all have in common.  Students will be asked to recall what element makes up rocks (by forming in the gaps, cavities, and fractures within rocks where crystals have been unobstructed during their growth). The students will be further introduced to the term “mineral”.

Direct Instruction/Guided Practice:

Students will be told that nearly all rocks are composed of minerals. Rocks can be formed from a combination of several different minerals or a single mineral can make up the bulk of a rock. For example, limestone (or marble) is mainly composed of the mineral calcite. Minerals are important because they provide the elements essential to life, the metals of industry and the materials for building. Another example is the calcium and phosphorus in bones and the iron in blood. They are made available to the body through plants which extract these elements from minerals in the soil. Labeled visuals will be provided.

As a group, categorize the items that were passed around the room according to their ability to provide: A) Elements essential to life B) Convenience items C) Metals of industry D) Materials for building. The categories will be defined to ensure understanding of them. Answers will be written on a pre-made table/chart on the board. Students will also be given a paper form of the table to complete at their desks. ELL’s and students that need accommodations with written language will be given an adapted worksheet that includes visuals. Throughout the discussion, students will be told what minerals make up the items being sorted. For example, ore minerals provide metal for the drill bit and household appliances, gypsum is used to make plasterboard and paint, chalk is a form of limestone made up of the mineral calcite, etc.

Independent Practice:

Students will be given an index card with one of the following minerals written on it: diamond, halite, quartz, silver, chalk, titanium, and tungsten. Students will use informational resources and the internet to research their mineral to find its common uses (at least two). Students will use a copy of the graphic organizer used in the whole group activity to gather their information. Once their research is complete, they will use a computer and their graphic organizer to type a summary of their mineral and its common uses. Students that have difficulty typing will write their summary or be paired with a buddy that they can dictate to. A list of “Guiding Questions” will also be made available (as needed) to assist students in organizing their information and in finding relevant information when conducting their research.

Closure:

Before students begin their independent research, reiterate the “Big Ideas” from the lesson. Revisit the “Focusing Questions” to help students solidify and generalize the information given. Allow students the remaining class time (30 minutes) to complete their research/summaries. Devote the next science block to completing the summaries and have each student present what their findings were. At that time, revisit the “Focusing Questions” again, while putting emphasis on how minerals are used to create many of our modern conveniences.

Assessment:

Students will be assessed according to their  ability to:

1. Participate in the group discussions.
2. Define what a mineral is.
3. Explain at least two reasons why minerals are important to daily life.

Alternative assessments may be given to students who would be better served explaining through a short verbal retelling or labeled drawing.

Extensions(s):

1) Students can take a copy of the Minerals Table home to find common household items and the minerals they contain.

2) Students could research to see what items (if any) contain more than one of the minerals from the list given in class (e.g. Is there an item that contains both chalk and titanium?).

Rocks and Minerals Unit Overview

by on April 19, 2010 in Fifth Grade, Fourth Grade, Lesson Plans, Science

Rocks and Minerals Unit

The overall goal of the unit is to expose students to the history of our planet and how rocks/minerals impact us present day. The sequence of lessons for this unit are as follows:

Lesson 1: What is a Rock?

Lesson 2: Rocks vs. Minerals

Lesson 3: Mineral Identification

Lesson 4: Moh’s Scale of Mineral Hardness

Lesson 5: Weathering on Rocks

Lesson 6: Sedimentary Rocks

Lesson 7: Igneous Rocks

Lesson 8: Metamorphic Rocks

Lesson 9: How Crystals Are Formed

Lesson 10: Rocks: Past, Present, and Future

Lesson 11: Field Trip

Lesson 12: Group Project & Presentations (Unit Assessment)

You will find the lessons for this unit on this website in the section titled “Science”.

The Very Hungry Caterpillar Art Activity

by on August 13, 2009 in Art, Art Projects, First Grade, Kindergarten, Pre-K

The Very Hungry Caterpillar:

This is a simple art project that uses multiple textures.

Recommended Grade Level: PreK-1

Materials:

  • Cardboard egg cartons (Take one egg carton and cut in half length-wise where the eggs would sit in to make two cardboard strips. Each rounded strip will be a caterpillar. Plan ahead and ask parents to donate.)
  • Green WASHABLE paint
  • Smocks
  • Paintbrushes
  • Red pipe cleaners
  • Small wiggly eyes  (2 per child)

Procedure:

The painting can be done in a small group setting. After each child has painted the outside of their egg carton, I have them stick on the eyes-the wet paint will act as glue. Once completely dry, each pipe cleaner is stuck into the top of the caterpillars head. The ends can then be rounded to look more like antennae. Also, the ends should be bent on the underside of the caterpillar so they don’t slip out. Students can then draw a small smiling mouth on their little friend.

Turtle Art Project

by on May 23, 2009 in Art, Art Projects, First Grade, Kindergarten, Pre-K

We are really going green with this cutie of a turtle. He is made with an apple sauce cup and a plastic spoon. The best thing about this project-no need for glue!

Supplies Needed:

  • apple sauce cups (emptied and cleaned), 1 per child
  • green paint, brushes and smocks, 1 per child
  • plastic spoon, 1 per child
  • green construction paper, 1 5X8 piece per child
  • pencil, 1 per child
  • markers, 1 per child
  • tape, 5 small pieces per child

Art Project of the Week-Turtle Allow each student to paint the outside of an apple sauce container. While the paint dries, demonstrate how to make the turtle’s body parts. Using a pencil, plastic spoon, and green construction paper, trace the top of the spoon for the turtle’s head one time and the end of the spoon (trace down until you reach the middle of the spoon handle) four times. Once traced, cut out the pieces. Tape the straight end of each piece to the inside of the dry apple sauce cup. Bend the ends of each leg to make the feet. Finally, use a marker to draw a face. Don’t forget to name the little cutie!