MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET

MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
MINERAL Properties Moh's Discovery DataLAB & Mystery Mineral Hardness PUZZLE SET
File Type

Zip

(11 MB|10+)
Product Rating
Standards
NGSSMS-ESS3-4
NGSSMS-ESS2-1
NGSSMS-ESS3-1
  • Product Description
  • StandardsNEW

Here are two new pieces for your Properties of MINERALS Unit! A fantastic DataLAB where students ANALYZE 2-4 pages of different Moh's Scales to compile their OWN Personal Moh's Scale Compilation for their Journals! It shows students there are TONS of different versions-- each with different and various "common objects"-- and if you put them all together-- you get a much more complete version of Moh's Scale, with "Corundum Sandpaper" as a test for as high as 9.0 on the scale! It also gives many example Minerals, including a list of METALS, and their ranked Hardness on the scale. So, Students also list the "other" MINERALS, like Gold or Nickel, with the same Hardness as those Indicator MINERALS on the Scale. This DataLAB is student-centered and gives them another Practice with "gathering INFO from Charts/Graphs" which is always a difficult Science Standard.

The second piece is a Daily Mystery MINERAL Hardness PUZZLE that will allow YOU to see who your resident "Sherlock" is! Student TEAMs use Clues to deduce which MINERAL (A through G) is which and its RANKING on Moh's Scale! This is a GREAT way to get STUDENTS very comfortable with Moh's SCALE and "scratched-by" vs. "scratches" with the tools on the Scale. It also includes an "upside-down" Moh's Scale to use for half of the 6 day PUZZLE, so that students aren't TRICKED by a reverse scale(10-1) on an ASSESSMENT --as mine were:) This is one of my student's MOST FAVORITE activities all year, and it fits into your class just after WarmUPs, but before the daily LAB or Activity! Make it a RACE to WIN for TEAMS and collect points for all 6 days on the included TEAM TALLY CHART!

As always, I have thrown in several FREE EXTRAS from my MINERALS Unit and some others for you to check out-- and hopefully you'll see the time and care that I put into my work-- and allow me to PLAN your next Unit! If you need me-- please email me at janajsmalley@gmail.com for fastest response. Please let me know if I can help in any other way to help you ROCK the SCIENCE IN YOUR CLASSROOM!

Sincerely,

Jana--Science Rocks with Smalley!

janajsmalley@gmail.com

Log in to see state-specific standards (only available in the US).
NGSSMS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
NGSSMS-ESS2-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. Assessment does not include the identification and naming of minerals.
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
Total Pages
10+
Answer Key
Included
Teaching Duration
40 minutes
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