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Learning Objective
Equipment
Skills
1. making diagnostic tests for mineral identification;
2. identifying minerals in rock;
LESSON PLAN
1. Introduction 5 min
- who I am
- what we will do together
- what the students will know at the end
2. What is a Geoscientist (geologist)?(15 min)
-What do geologists do?(large group discussion)
identify and find rocks, minerals and fossils
-Why is it important?(large group discussion)
Uses: finding mineral resources (both rocks and minerals) to use; mapping rocks; determining the age of rocks with fossils; describing the evolution of life; locating geohazards; and
Equipment that a geologist uses (demonstration; large group disc)
[use a volunteer from the class]
Dress the volunteer in the clothing and equipment that would be worn by a geoscientist. Identify equipment used for personal safety and that used for work. Talk about safety when geoscientists are out in the field.
3. Identifying Minerals and Rocks (15 min<)/P>
- Use hardness test as typical diagnostic test (demonstration
small group work and discussion)
Break the class into small groups of about 5 to 7 people. Test selenite with nail; test again with fingernail; Introduce quartz and feldspar; Test each against the other. Note differences in hardness. Introduce biotite mica.
-Discuss minerals and rocks (large group discussion)
Note that minerals make rocks. The variety of colours in a rock are the result of different minerals. Introduce granite without identifying it. Ask the groups to determine which samples are rocks and which are minerals. Ask the groups to decide how many minerals in are in the granite and how they chose the minerals.
4. Uses of Rocks and Minerals 10 min
- Ask the question: "How are minerals used in our lives?" Look around the room or think about your home. large group discussion
A broad question such as this allows a number of responses. With a little bit of prompting (perhaps), students will quickly remember that salt (halite) is used for food, ice removal and salting fish (if you are in the Maritimes). Other items are equally interesting: cooper for wire; iron in steel for nails; gypsum for wallboard and plaster; and many others.
- Ask the question (perhaps for older students): "How are the rocks and minerals at your table used in your daily lives?
The students may need some prompting or clues, but as soon as they begin to see what you are asking about, they will volunteer a lot of information.
Feldspar for ceramics (with kaolin clay); quartz for glass, bottles, and fibreglass insulation; selenite for Plaster of Paris, plaster products, wallboard, very fine abrasive in toothpaste, filter for beer, and filler in bread and crayons. [A filler displaces more costly ingredients and does not appreciably change the characteristics of the substance or product.] Salt is used in dairy products, baking products, at home for food, ice control, cow/cattle licks, etc. It is also the principal source of sodium metal and chlorine gas (Halite: NaCl). Granite is used for building stone, counter tops, etc.
5. Questions 5 min
- Encourage the students to ask questions about what they have learned.
If no questions, pose some for the class. Large group discussion
6. Wrap Up 5 min
1. Geoscientists search for rocks, minerals, and fossils.
2. Minerals have special properties that help to identify each.
3. Minerals make rocks.
4. All rocks and minerals are important in our daily lives.
General Comments
1. If the class has a short period (say 40 min), you may need to drop something. I suggest that you drop the large group discussion about uses of minerals.
2. Working in small groups at tables for part 2 above works well. The students may stay at tables when you do both small group and large group discussion.
Prepared by:
Howard Donohoe,
Nova Scotia Department of Natural Resources
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