Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
| Access Point Number |
Access Point Title |
| SC.4.E.6.In.2 | Identify physical properties (hardness, streak color, and luster) of common minerals, such as rock salt, talc, gold, and silver. |
| SC.4.E.6.Su.2 | Sort common minerals, such as rock salt, talc, gold, and silver, by their physical properties (luster and color). |
| SC.4.E.6.Pa.2 | Recognize common minerals, such as rock salt, talc, gold, and silver. |
| Name |
Description |
| Rocks | Students will use their knowledge of minerals and the rock cycle to analyze the rocks on three available sites for a new skate park. After analyzing each rock site, they will write a one page recommendation that will explain the classification of the rock and why it is the best for option for building. In addition, they will create a product plan that contains information on the rocks, their history and their uses. Student groups will present to fellow group members then each student will evaluate the products. |
| Physical Properties of Minerals Lab | The 5E Learning Cycle lesson introduces students to the concept of minerals and their physical properties of hardness, color, streak color, luster, and cleavage. Students will explore the properties of minerals and learn about and practice determining the specific properties of a mineral sample. |
| Physical Properties of Minerals Student Activity Lab | During this lab activity students will use their knowledge of the physical properties of minerals to investigate and describe seven common minerals including quartz, feldspar, biotite mica, calcite, pyrite, graphite, and talc. Students will determine hardness, color, luster, streak color, and cleavage using various hands-on testing methods. |
| Mastering Minerals! | In this Model-Eliciting Activity (MEA), students will review data and rank minerals from best to worst in terms of mineral properties, to help a mineral jeweler decide on the best mineral to use to make a necklace. Students will consider hardness, luster, color, cleavage and safety by analyzing the given charts which include these data by mineral. Students will work as a group and create a model for ranking the minerals.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Rocks, Rocks, Everywhere | The students will be able to sort rocks based upon color, hardness, texture, layering and particle size. |
| Properties of Matter: Color, Hardness, Texture, Odor, and Taste | In this lesson, students will use a compare and contrast chart (graphic organizer) to compare and contrast the different properties of matter – color, hardness, texture, odor, and taste. Students will also demonstrate the science concepts learned from reading informational text passages on the properties of matter. |
