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K–12 teaching and learning · from the UNC School of Education

Minerals and math

Students will develop ways to create self-devised rules for classifying minerals and relate this information to scientific ways of classifying minerals according to their characteristics. They will then compile this information into a chart and convert parts of the chart into a line or bar graph.

A lesson plan for grade 4 Mathematics and Science

By Courtney Richards

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Learning outcomes

Students will:

  • Create self-devised rules to classify mineral samples.
  • Apply the scientific characteristics of minerals (hardness, luster, color, streak, and magnetism) to compare and contrast specific minerals.
  • Compile the characteristics of the selected minerals into a chart.
  • Transfer information from the chart into a bar or line graph.

Teacher planning

Time required for lesson

2–3 days

Materials/resources

  • examples of five minerals (specifically malachite, pyrite, gold, topaz, and garnet)
  • five or more magnifying glasses
  • graph paper for each student
  • paper and pencil

Technology resources

Computer with internet access connected to a TV (probably with an Averkey) for easy student viewing or a computer lab with a computer for each student.

Pre-activities

In previous lessons, discuss the definitions of a rock and mineral. Discuss uses of rocks and minerals in daily life and their relevance to our survival. The teacher should have a clear understanding of the use of the internet as an instructional tool.

Activities

Day 1

  1. Review the definition of a rock and a mineral. Do a circle map describing the features of rocks and minerals.
  2. Purpose: today we are going to learn some ways minerals are different.
  3. Display the mineral samples and allow the class to examine them.
  4. Place students into groups of 3–4 students. Put one specimen in each group and instruct the students to study their samples with a magnifying glass and the naked eye. Assign the students to complete a class bubble map describing their specimen.
  5. After 8–12 minutes, regroup the class and compile their data into a class bubble map.
  6. Using this information, assist students with devising rules to group the ten mineral specimens.
  7. Apply the rules to the specimens and determine which specimens fall under each rule.
  8. Discuss why it is necessary to devise rules and how scientists use rules to help differentiate between minerals.
  9. Preview the next day’s lesson by discussing the following vocabulary terms: hardness, luster, color, streak, and magnetism.

Day 2

  1. Review the activity from the previous lesson by discussing the student devised rules the class created.
  2. Purpose: today we are going to learn the ways scientists compare and contrast different minerals.
  3. Present the vocabulary terms and definitions: hardness, luster, color, streak, and magnetism.
  4. Discuss with the students the relevance of these terms in relation to minerals.
  5. Display images from the Mineral Gallery and/or actual specimens of the following minerals to study their attributes: malachite, diamond, topaz, gold, and garnet.
  6. Create a class chart containing the five minerals and each trait. Using the website, student textbooks, and observations complete the chart.
  7. Discuss the information in the chart and the questions. Determine how to use the information effectively in a bar graph and line graph (specifically hardness).
  8. Split the class into two groups and assign one group to create a bar graph and the other group to create a line graph. Review the parts to a graph (title, key, labels, clear writing). Assist students as needed.
  9. Allow the groups to share their completed work. Discuss how the graphs are similar and different.
  10. Review hardness, luster, color, streak, and magnetism and the importance of their traits for classifying minerals.

Assessment

An assessment may be done from the student class work. Also, an example of one of the graphs may be included in the unit assessment. Attached to the lesson is an example of a bar and line graph with some questions that could be used in the unit assessment or as a quiz grade.

Supplemental information

Attachments:

North Carolina Curriculum Alignment

Mathematics (2004)

Grade 4

  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs, probability, and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.

Science (2005)

Grade 4

  • Goal 2: The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals.
    • Objective 2.02: Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including:
      • Hardness.
      • Streak color.
      • Luster.
      • Magnetism.
    • Objective 2.06: Classify rocks and rock-forming minerals using student-made rules.