Learning+Experiences+6-7+Describing+Transparency+and+Hardness


 * Learning Experiences 6-7: Transparency and Hardness**

Materials: >
 * Mineral sample baskets
 * Penlights or flashlights
 * Recording sheet copies [|Transparency and hardness.doc]
 * Big version of recording sheet
 * Class chart of mineral attributes (see book)
 * Nails
 * Pennies
 * Hand lenses
 * Cardboard, paper, and glass or plastic

Learning Targets: I can describe the transparency of a mineral. I can describe the hardness of a mineral.

Procedure: //At morning circle, play a game where students choose objects from a basket and identify the transparency of it. Transparency is how well you can see through something.//
 * // Opaque = you can’t see through it = demonstrate with cardboard //
 * // Translucent = you can see light through it = demonstrate with paper //
 * // Transparent = you can see right through it = //// demonstrate //// with plastic or glass //


 * 1) Review terms / practice with a few rocks (luster)
 * 2) Geology
 * 3) Mineral
 * 4) Luster
 * 5) Dull
 * 6) Glassy
 * 7) Metallic
 * 8) Introduce transparency
 * 9) Another way to ID minerals
 * 10) Transparency is how well you can see through a mineral
 * 11) Geologists test transparency by shining a light on a mineral to see how well the light shines through
 * 12) Define words and give examples (using the light): Make a class chart to define the terms and add other words to describe each term below
 * 13) Opaque = you can’t see through it = practice with cardboard
 * 14) Translucent = you can see light through it = practice with paper
 * 15) Transparent = you can see right through it = practice with plastic or glass
 * 16) Tell them that another way scientists tell minerals apart is by seeing how hard they are. //There was a geologist a long time ago who wanted to see how hard minerals were. What do you think he did to see how hard they were?//
 * 17) Demonstrate scratching the calcite with a fingernail, penny, and nail.
 * 18) Show the large version of the science notebook sheet and how to fill it in. Have them put an X or a "yes" in each box, so they don't get confused.
 * 19) Students go work to fill it in
 * 20) Return to the rug to fill in the class chart on transparency and hardness: who did mineral G? What is its transparency and hardness? Talk about which minerals are the hardest and softest and how they know.
 * 21) Play another guessing game with minerals. My mystery mineral has a hardness of... a transparency of ...a luster of... a streak test color of... What is my mystery mineral? Use post-it notes to mark the minerals along the side of the chart, and remove the post-its as you eliminate minerals.