ALEX Classroom Resource

  

Minerals StudyJam

  Classroom Resource Information  

Title:

 Minerals StudyJam

URL:

 https://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/minerals.htm

Content Source:

 Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

Minerals are either elements or compounds with a crystalline structure that makeup rocks or are dissolved in water. They have many properties, including streak, color, luster, hardness, and structure.

The classroom resource provides a slide show that will describe minerals and their properties. There is also a short test that can be used to assess students' understanding. This resource can be used to provide background information before students perform their own observations and investigations.

Content Standard(s):
Science
SC2015 (2015)
Grade: 5
3 ) Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).

NAEP Framework
NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Scale, Proportion, and Quantity
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Make observations and measurements to identify materials based on their properties.
Teacher Vocabulary:
  • color
  • hardness
  • reflectivity
  • electrical conductivity
  • thermal conductivity
  • response to magnetic forces
  • solubility
  • density
  • measurement (quantitative and qualitative)
  • data
  • observable properties
  • standard units
  • conductors
  • nonconductors
  • magnetic
  • nonmagnetic
Knowledge:
Students know:
  • Materials have different properties-color, hardness, reflectivity, electrical conductivity thermal conductivity, solubility, and density.
  • Measurements of a variety of properties can be used to identify materials.
  • Measurements should be made in standard units (e.g., grams & liters).
Skills:
Students are able to:
  • Identify the phenomenon through observations about materials, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
  • Identify the evidence and collect data about the observed objects in standard units (e.g., grams, liters).
  • Collaboratively plan the investigation.
  • Identify materials based on their properties.
Understanding:
Students understand that:
  • Standard units are used to measure and describe physical quantities of materials such as weight, time, temperature, and volume. These measurements will assist in the identification of the materials ( e.g. powders, metals, minerals, and liquids).
AMSTI Resources:
AMSTI Module:
Matter and Interactions
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.3- Classify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).
Science
SC2015 (2015)
Grade: 6
Earth and Space Science
10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Construct a scientific explanation based on evidence regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes.
Teacher Vocabulary:
  • Natural resources
  • Minerals
  • Fossil Fuels
  • Groundwater
  • Geoscience processes
  • Distribution
  • Extraction
  • Depletion
  • Water cycle
  • Rock cycle
  • Plate tectonics
Knowledge:
Students know:
  • Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources.
  • These resources are distributed unevenly around the planet as a result of past geoscience processes.
  • The water cycle, the rock cycle, and plate tectonics are examples of geoscience processes that distribute Earth's resources.
  • The environment or conditions that formed the resources are specific to certain areas and/or times on Earth, thus identifying why those resources are found only in those specific places/periods.
  • The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth
  • As resources as used, they are depleted from the sources until they can be replenished, mainly through geoscience processes.
Skills:
Students are able to:
  • Articulate a statement that relates a given phenomenon to a scientific idea, including that ongoing geoscience processes have caused the distribution of the Earth's resources.
  • Identify and use multiple valid and reliable sources of evidence to construct a scientific explanation of the phenomenon.
  • Use reasoning to connect the evidence and support an explanation of the distribution of Earth's resources.
Understanding:
Students understand that:
  • The Earth's resources are formed as a result of past and ongoing geoscience processes.
  • These resources are distributed unevenly around the planet as a result of past and ongoing geoscience processes.
  • The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth.
  • Because many resources continue to be formed in the same ways that they were in the past, and because the amount of time required to form most of these resources (e.g., minerals, fossil fuels) is much longer than timescales of human lifetimes, these resources are limited to current and near-future generations. Some resources (e.g., groundwater) can be replenished on human timescales and are limited based on distribution.
AMSTI Resources:
AMSTI Module:
Exploring Plate Tectonics
Tags: color, crystalline, element, hardness, luster, magma, materials, minerals, properties, resources, streak, structure
License Type: Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

The test may be completed as a whole group or independently on student devices. 

  This resource provided by:  
Author: Hannah Bradley
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