Candy Geology activity

Candy Geology activity
Candy Geology activity
Candy Geology activity
Candy Geology activity
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Standards
NGSSHS-ESS3-6
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This activity allows students to explore the career of an exploration geologist, specifically how they must often make estimates based on field work to recommend mine placement for the recovery of economic minerals. This activity uses candy to simulate the "hidden" ore minerals - I have designed this for use with fun-sized packages of M&Ms, but it could be modified for use with any assorted colorful candy. The important part is that the students cannot see the candy for the first step of the activity.

Can be used for an activity or a mini-lab. Can be used for environmental science, geology, earth science, or general science. Great activity for discussions about earth's non-renewable resources and how we use these resources in modern life.

Can be completed in small groups or as individual study.

Math integration (fractions and percentages).

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NGSSHS-ESS3-6
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. Assessment does not include running computational representations but is limited to using the published results of scientific computational models.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
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