Rocks and Minerals
Lesson 13
Comparing Samples of the Same Mineral
Students review all their test results and identify the information that helped them learn the most about each mineral sample. They also revisit the concept that mineral samples can vary for the same kind of mineral.
3. Lesson set up and Management
INQD: Simple instruments, such as magnifiers, thermometers, and rulers provide more information than scientists can obtain using only their unaided senses.
PS2A: Objects have properties, including size, weight, hardness, color, shape, texture, and magnetism. Unknown substances can sometimes be identified by their properties.
PS2B: An object may be made from different materials. These materials give the object certain properties.
- Students will review and summarize what they have learned about the twelve mineral samples.
- Students will identify distinctive properties for each mineral sample.
- Students will compare and contrast the samples.
3. Lesson set up and Management
Student Management:
- Assign one partner to be the materials manager and have that student pick up the materials from the materials center after you model how to do it.
- Use your flip chart for teacher generated charts instead of newsprint or use newsprint and laminate them before adding student generated information so they can be used year after year.
- ASSESSMENT
- There are so many assessment ideas this lesson asks you to focus on. Narrow your focus down to two or three specific concepts.
- Have students write in their science notebooks as an assessment (see writing support idea below) and use the following assessment questions:
- When students are comparing samples of the same mineral, do they refer to the Mineral Profile sheet?
- Do students propose testing again to clarify or resolve disagreements?
- Do students independently carry out the proposed tests?
- Do students summarize or generalize observations?
- Are students able to describe similarities that support their conclusion that two or more minerals are in fact the same mineral?
Writing Support:
- Sample format for writing: I know all the mineral samples of A are the same. When we did the ____________ test the results for all the samples showed ___________________. When I observed all the samples I saw ___________________ for all of them. That is why I think they are all the same.
- Have students revisit their "What I Know About Minerals and What I Want to Know About Minerals" and update their thinking.
Reading Support:
- At the end of the lesson introduce kids to all the field guides available for identifying mineral and rock samples and how to read them. National Geographic and My First Pocket Guide to Rocks and Minerals is a good model to use "partner reading" and have each partner record information in their science notebooks as they read to help them identify these minerals.
Math Support:
- Complete the mineral portion of the Venn Diagram.