Changes in Materials for Rocks and Minerals

Since publication of Rocks and Minerals Teacher’s Guide, corrections have been made to information found in the unit’s Teacher’s Guide. Please replace the pages in your text with the pages provided. This errata set includes the following: • For Rocks and Minerals Teacher’s Guide Third Edition, Section 2: Unit Overview—revised page 12 • For Rocks and Minerals Teacher’s Guide Third Edition, Section 4: Unit Investigations and Blackline Masters—revised pages 106–108, 110, and 112 Photocopy and distribute these replacement pages as needed. If you have questions about these changes or about the module in general, call Carolina’s product information staff at 800-227-1150 (8 a.m.–5 p.m. ET, M–F), or email [email protected].

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Venn Diagrams

ELL and the Science Classroom

Venn diagrams are useful tools for recording information to be compared. Venn diagrams use two or more intersecting circles to represent different sets of information. Information that relates to one idea is written inside one of the circles. Information about a similar yet different idea is written inside another circle. Information common to both ideas is written in the area where the circles intersect.

English Language Learners are trying to develop a command of the English language while they are simultaneously trying to develop a grasp of knowledge, skills, and attitudes. Teachers are working at helping them develop an ability to interact with others and function within the social environment of the school. There are many possible ways in which teachers can adjust their instructional practices to help English Language Learners while enhancing the learning achievement of Englishspeaking students in their classes as well

Learning Centers You may want to give supplemental science materials a permanent home in the classroom in a spot designated as the learning center. Students can use the center in a number of ways: as an “on-your-own” project center, as an observation post, as a reading nook for trade books, or simply as a place to spend unscheduled time when assignments are done. To keep interest in the center high, change the learning center or add to it often. Here are a few suggestions of items to include: Science trade books and other books, such as biographies, covering topics that are relevant to the unit (for specific suggestions, see Section 7) Audiovisual materials on related subjects Additional hands-on activities for investigation Items contributed by students for sharing

Provide additional “wait time” for student responses to questions. English Language Learners typically translate a question into their first language, mentally compose an answer, and attempt to translate that answer into English, before giving their response. Therefore, they need more time to respond than do the other students. Simplify sentence structures and repeat sentences or questions exactly as they were stated the first time before trying to rephrase. Short sentences are easiest for new learners of English to understand. Complex sentences pose a greater challenge. Explanations can be useful, but it is often a good idea to repeat verbatim, sentences containing important information and ideas. This gives students a second chance to process the information. Presenting information in a rephrased version may be just as challenging as the original idea. Rephrase idioms or teach their meanings. Translations are often very literal. A teacher might say “Take a stab at it,” to encourage the student but the student would be very confused by the literal interpretation of this. Use directed reading activities. With English Language Learners it is often better to discuss material before they read, rather than the reverse. Consider previewing the text before they begin to read, providing a pre-reading question about the main idea, and offer help locating key words in the material.

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STC™ / Rocks and Minerals

LESSON

14

words or looked at the minerals from a different perspective. Moreover, various samples of the same mineral can appear quite different. Many students will find that identification becomes easier after they have observed many samples. Identification of the minerals is not a major goal of this lesson. Rather, the focus is the processes students use and their discussions of similarities and differences among the samples. Use your own knowledge of your students to determine when to provide additional clues or to invite pairs of students to share their success.

Key Scientific Term field guide

Materials For each student

1 1 1 2

science notebook set of 12 Mineral Profile Sheets hand lens sets of 12 Mineral Identification Cards (blackline master)

For every two students 1 set of 12 minerals in an egg carton 1 cardboard tray Glue or clear tape

Preparation 1. Make a sufficient number of copies of the blackline master Mineral Identification Cards so that each student will have two full sets of 12 cards. Cut the sheets apart so that each card contains information on only one mineral.

MANAGEMENT TIP 

 

 

 

 

In the first part of the lesson, students will continue working in pairs. You will give each pair one set of 12 cards for this purpose. After students have identified the minerals, you will give a second set of 12 mineral identification cards to each pair of students. Each child will then glue or tape a card to the back of the matching mineral profile sheet to create a “Minerals Field Guide.”

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STC™ / Rocks and Minerals

2. Share the resources in Sections 7 and 8 with your school librarian. The students will consult these resources for the reports on minerals that you will assign at the end of this lesson. Find out how many of these materials are available and whether the librarian can suggest additional resources. 3. Prepare the supplies for distribution.

MANAGEMENT TIP 

 

 

 

 

When planning this lesson, note that students will need approximately 30 minutes to identify their minerals (Procedure, Step 3). Be sure to allocate enough time for this activity.

Procedure 1. Let students know that they now will receive some new information that will help them identify their 12 minerals by name. Distribute the first set of mineral identification cards to each pair. 2. Review the type of information the cards contain. Explain to students that a geologist prepared these cards for them. Ask students to compare the information on the cards with the type of data they have recorded on their mineral profile sheets. How is the information different? How is it similar? Which words are exactly the same? Which words have the same meaning? Figure 14-1 Identifying the minerals by name

Lesson 14 / Identifying the Minerals

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LESSON

14

3. Now challenge students to use all the information they have to match each of the cards to the mineral it describes. Note: Some students may find it helpful to identify the minerals by the process of elimination—by placing each mineral on top of the card that best describes it, beginning with the mineral whose identity is most certain. Other students will establish different strategies. 4. Discuss the results of this activity, starting with mineral A. If students suggest two or more names, ask them to explain their reasoning. Encourage students to justify their decisions with properties that “match” the mineral before they suggest its name. 5. Ask students to write the name of the appropriate mineral at the top of its “Mineral Profile Sheet.” 6. Have students return their minerals, trays, and hand lenses to the materials center. Ask students to wash their hands.

Final Activities 1. Distribute the second set of mineral identification cards to each pair. Allow time for the students to glue or tape each card to the back of the corresponding mineral profile sheet. Encourage students to make covers for the booklet and then to staple everything together to create their field guides. 2. Ask students to think about how these minerals might be used. Let them know they each get to select one mineral or rock they have explored to research for an oral report. The reports should focus on how the rock or mineral is used. They will present these reports during Lesson 16. Note: Many students will approach this task more positively if they can choose their own rocks or minerals. Encourage the class to select as many different ones as possible, but do not insist that all the rocks and minerals be chosen. Students may explore the remaining rocks or minerals as an extension. 3. Using procedures you have established for doing research, review with students where they may find additional information for their reports.

MANAGEMENT TIP 

 

 

 

 

You may want to use other methods or materials available at your school to bind the students’ “Minerals Field Guides.”

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STC™ / Rocks and Minerals

FLUORITE

Mineral Identification Card

Feel: Smooth Color: Blue, green, yellow, purple Streak: White or pale Hardness: Medium; scratched by nail Light: A little light shines through Luster: Glassy Shape: Cube

Mineral Identification Card

STCTM/Rocks and Minerals

STCTM/Rocks and Minerals

Feel: Rough and smooth Color: Mostly white and other light colors Streak: White Hardness: Soft to medium; scratched by penny (also scratches penny) Light: Light shines through Luster: Glassy Shape: Some flat sides, can be a cube or a slanted cube

CALCITE

STCTM/Rocks and Minerals

Mineral Identification Card

STCTM/Rocks and Minerals

PYRITE Feel: Rough and smooth Color: Brassy yellow or dull gold Streak: Greenish black or brownish-black Hardness: Medium; scratched by nail Light: No light shines through Luster: Metallic Shape: Cube

Mineral Identification Card

Feel: Rough Color: Milky white, pinkish brown, or light greenish gray Streak: White Hardness: Medium to hard; barely scratched by nail (may also scratch nail) Light: No light shines through Luster: Glassy Shape: No special shape, flat sides

FELDSPAR

STCTM/Rocks and Minerals

Mineral Identification Card

STCTM/Rocks and Minerals

SULFUR Feel: Parts smooth and parts rough; crumbly Color: Yellow Streak: White Hardness: Soft; scratched by penny Light: No light shines through Luster: Waxy Shape: Masses not fully crystallized, some crystals

Mineral Identification Card

Feel: Smooth, slippery Color: Clear to yellow or pale brown Streak: White or pale Hardness: Soft; scratched by penny Light: A lot of light shines through in thin places Luster: Glassy Shape: Thin, flat layers

MUSCOVITE

STCTM/Rocks and Minerals

Mineral Identification Card

STCTM/Rocks and Minerals

TALC Feel: Soft; like powder Color: Light to medium gray Streak: White Hardness: Very soft; scratched by penny Light: No light shines through Luster: Pearly, waxy Shape: No special shape

Mineral Identification Card

Feel: Smooth Color: Clear, white, green, pink, gray, yellow, brown, or red Streak: White Hardness: Hard; no scratch Light: A lot of light shines through Luster: Glassy Shape: Six-sided crystal or a crystalline mass

QUARTZ