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Title
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Mission 1 Lesson 2: What are Minerals?
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Type
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Primary: Lesson Plan
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Operation
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Tectonic Fury
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Mission:
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Mission 1: The Building Blocks
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers
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Created On
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7/14/2010
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From: Tectonic Fury Mission 1: The Building Blocks |
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Mission 1 Lesson 2: What are Minerals? Students will understand what a mineral is and the five characteristics all minerals share. |
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Prepare |
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- 1-2 Class Periods (45-90 minutes
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- Set up a projector for watching the video.
- Download the Video Guiding Questions from the JASON Mission Center (JMC).
- Review all activities and discussion questions in the Teacher Edition (TE) pages 14 and 15.
- Gather the materials needed to complete the Teach with Inquiry activity on page 14 and the Connect activity on page 15 of the TE.
- Download the Crystalline Structures transparency from the JMC.
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View
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Teacher's Edition for Operation: Tectonic Fury Mission 1: The Building Blocks - At a Glance, Standards Alignment, and teaching tips and suggestions for content in Mission 1. |
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View
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Key concepts and guiding questions to be used during the Mission 1 Briefing Video. |
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View
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Transparencies to support Mission 1. |
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Motivate |
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- Show students the Mission Briefing video. Pause the video as needed to discuss the Video Guiding Questions. Have students jot notes or questions in their JASON Journals as they watch.
- Have students discuss the video, using a strategy described on page T9 of the TE.
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View
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Learn how scientists like host researcher Dr. Mike Wise use clues to better understand how rocks and minerals form and ways we use these resources in our everyday lives. |
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Teach |
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- Have students read or listen to the Introduction and Mission Briefing articles on pages 14 and 15 of the student edition (SE). Use the discussion questions provided on the corresponding pages in the TE and the Crystalline Structures transparency to discuss the articles.
- Have students complete the Teach with Inquiry activity described on page 14 of the TE. As students test additional rocks, have them predict whether or not bubbles will form, and record their predictions. After they test each rock, have them record the results. Then have them make inferences about what minerals are present in each rock and record their ideas. Finally, tell them the name of each rock they tested and have them research what minerals are found in those rocks. What patterns do they notice? What conclusions can they draw? Would this test be an effective way to identify an unknown rock? Why or why not?
- Differentiate: Some students may need additional time with the concepts of chemical and physical properties. Use the Differentiate activity described on page 15 of the TE to help these students distinguish between these key terms.
- Have students complete the geometry connection described on page 15 of the TE. Set up centers, each with information and images about a different geometric shape, as well as the materials needed for hands-on exploration of the shape. Have students visit several centers, as time permits. Then have them share the three-dimensional shapes they created, using the “wheels” strategy described on page T9 of the TE. Bookmark some websites with information about crystalline structure for students to explore as they have downtime, using links found in the JMC.
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This article introduces Dr. Mike Wise, a geologist with the Smithsonian Institution’s National Museum of Natural History. |
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This article defines what a mineral is, identifies the five characteristics all minerals share, and describes the eight physical properties that are used to identify minerals. |
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Reflect And Assess |
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- Have students complete the assessment activity described on page 15.
- Have students give a “briefer briefing” by summarizing the Mission Briefing article and video in one word, and then justifying the word they chose.
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Follow-up |
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- Have students bring in any interesting rocks they see over the course of the mission. Set up a station to display these rocks, along with rock and mineral identification books and testing equipment, and challenge students to try to identify these rocks throughout the mission. You can keep a list of possible identifications and invite a mineralogist to visit the class and offer ideas about the identifications.
- Differentiate: Have students keep a field journal as described in the Differentiate activity on page 14.
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