Rocks and Minerals
Lesson 8
Shining a Light on the Minerals
Students explore minerals to learn more about their properties by performing the light test and recording their results.
3. Lesson set up and Management
EALR 1.1 Understand how properties are used to identify, describe, and categorize substances, materials and objects and how characteristics are used to categorize living things.
GLE 2.1.1 Understand how to ask questions about objects, organisms and events in the environment.
(345) Identify the question being answered in an investigation.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(345) Follow all safety rules during investigations.
(345) Identify and use simple equipment and tools to gather data and extend the senses.
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems and processes.
(345) Report observations or data of simple investigations without making inferences.
Easily included:
GLE 2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.
(345) Explain why scientific observations are recorded accurately and honestly.
(345) Explain why scientific records of observation are not changed even when the records do not match initial expectations.
- Students will test, record and compare results of how much light shines through each mineral.
Light test - How much light goes
through each mineral sample?
3. Lesson set up and Management
Materials:
- Make sure the penlights are all working before you begin this lesson.
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.
- PROCEDURE #3
- Have students use the vocabulary "transparent," "translucent" and "opaque" on their Mineral Profile sheets. Put the adjectives next to the vocabulary on the board or in the WORD BANK to help the students remember the scientific words.
- PROCEDURE #5
- Use the Mineral Profile Transparency to mark a symbol on which area they should use. As the lessons progress, mark each new area with another symbol to help them keep track.
Writing Support:
- Students record their observations on their Mineral Profile sheets. Student will write in their science notebooks about the importance of a mineral’s ability to transmit light and how it relates to the use of minerals.
- Students record three important pieces of information about calcite and muscovite in their science notebooks.
- Students complete a prediction in their science notebooks about three mineral samples of their choice, sharing if they think the mineral sample in translucent, transparent or opaque and their reason why they think this.
Reading Support:
- There is information to read on page 30 of the student activity book about the minerals, muscovite and calcite. This is a great chance for students to partner read and record information in their science notebooks as they read to help them identify these minerals.
Math Support:
- Have students sort samples based on their light test results and create a pie chart showing their results.