Chapter 7 Introduction and Lesson 1, "Minerals"

(May take two days)

Materials:

• mineral specimens with just number labels. 4X6 note cards or scratch paper, 5 for each student or pair of students.
• Worksheet,
• Workbook crossword, "minerals"

Objective:

• Students will be introduced to Chapter 7.
• Students will explain what a mineral is.
• Students will explain how minerals are located and mined.

Anticipatory Set:* Students will view the picture on page 152 as the teacher reads the introduction to the chapter on Page 153. Students will then develop a KWL on the idea of minerals. Students will list what they know about minerals. Students will list what they think they know about minerals. Students will list what they want to know about minerals. Each student will list one of each on scrap paper then the teacher will write a variety down for the students. We will refer to this list as we cover the different sections of the chapter.

Teacher Input:* Teacher will go through the organize your thoughts picture on page 153. Teacher will go through the goals for learning on page 153. Show the students four pictures of salt from where it is found to microscopic images of salt. Salt 1, Salt 2, Salt 3, Salt 4. What makes salt a mineral? What is a mineral? Define mineral. (An element or compound found in the earth that has these five things:

1. It must be solid
2. It must be formed naturally in the earth
3. It must have the same chemical makeup throughout its structure.
4. It is not made of living things and is not alive.
5. It must have a definite atomic pattern.

List these characteristics and have students jot them in their notes.

About 3000 minerals are found in the earth only a small number are common. Here are some of the common ones: Aluminum, quartz, feldspar, mica, calcite, dolomite, halite, and gypsum. Name two minerals that are also pure elements? (gold, sulfur) Name another that is a pure element but comes in two different forms of molecular structure? (Graphite, Diamond / molecular form) Most minerals are like quartz and are made of compounds. Quartz is silicon and oxygen.

How do we find minerals? Testing water, near volcanoes ancient miners, observing rocks, observing plant life,

How do we get them out of the earth? strip mining, underground mine, large open pit mines The photo above showing the snow covered Kennecott Mine in Bingham Canyon, Utah was taken on April 1, 2005. This mine produces copper, molybdenum, gold, and silver. At one time this cavity was actually a substantial hill. Mining started here (northern Utah) in the 1860s, and in 1906 open pit mining began. Some 16 billion tons of rock and low-grade ore have been removed to create a pit 21⁄2 mile wide and 3⁄4 mile deep. It takes 410 tons of ore to yield approximately 1,600 lbs of copper and one ounce of gold., explosives, separating them from rocks by melting or chemicals.

Extra Pictures you may want to use with this lesson:

Salt, Solid Quartz Mineral, strip mine, sulfur, Underground Mine, Underground Mine 2.

Guided Practice:* Students will begin developing mineral cards they will pick the most interesting 5 minerals from the kit and develop a card with the following spaces. (they will only be able to fill in some of the properties to begin with.)

Mineral Name: ?

Principal uses:

Places commonly found:

Properties.

Independent Practice:* Optional activity: Provide students with poster paper, markers, and magazines to cut up. As students learn about the uses of minerals in their lives, they can draw pictures or cut pictures from magazines to show examples of minerals being used by people. Students can use the pictures to create a poster or other kind of display.

Students also have the workbook crossword puzzle titled "Minerals"

Check for Understanding:* Students must complete the quiz on Chapter 07, Lesson 1, "Minerals"

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-1 Students will understand models describing the nature of molecules, atoms, and sub-atomic particles and the relation of the models to the structure and behavior of matter (Structure of Matter);
• SCI A-7 Students will understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion and deposition, and living things (Processes that Shape the Earth);
• SCI A-8 Students will understand the scientific principles and models that
  describe the nature of physical, chemical, and nuclear reactions;
  state that whenever energy is reduced in one place, it is increased somewhere else by the same amount; and
  state that whenever there is a transformation of energy, some energy is spent in ways that make it unavailable for use (Energy Transformations);
• SCI A-9 Students will understand the transfers and transformations of matter and energy that link living things and their physical

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and: