Activity: How to identify minerals

Present the Mineral Decision Tree to the class, as a visual guide in explaining the methods used by geologists to identify minerals.. Source:
[Link] LAB_Man_03.pdf, pp.24-30
1. Show a mineral sample (or picture) that the class will try to identify.
2. Use the diagram below to narrow down the mineral choices into groups A to F. Then refer to the provided mineral chart for the list of possible minerals.
3. Test the other properties provided in the chart to identify the mineral.
Ask the students in groups to identify one or more minerals. Or ask individual students to come to the front to demonstrate the process of identification to the
class.
Short Quiz
1. Summarize the different characteristics that define a mineral.
Answer: inorganic, naturally occurring, crystalline, solid and must have a consistent chemical composition.
2. Which among the following mineral groups, if any, contain silicon: halides, carbonates or sulfides? Explain.
Answer: None. The identified mineral groups are nonsilicates.
3. Which is more abundant in the Earth’s crust: silicates or all the other mineral groups combined? Explain.
Answer: Silicates. Silicon and oxygen are the main components of silicates and these are the two most abundant elements in the Earth’s
crust.
4. An unknown opaque mineral has a black streak and has a density of 18g/cm3. Is the mineral metallic or non-metallic?
Answer: The mineral is more likely to be metallic because it is opaque and metallic minerals are usually heavy and with dark streaks
5. How does streak differ from color, and why is it more reliable for rock identification?
Answer: Streak is the color of a mineral in powdered form. It is more reliable because it is inherent to most minerals. Color is not reliable
because a mineral can be formed with varieties of color, an effect of impurities and weathering.
6. Differentiate between habit and a cleavage plane.
Answer: Habit is the external shape of a crystal that is developed during the formation of the mineral. A cleavage plane is a plane of
weakness that may develop after the crystal formation.
7. Is it possible for a mineral to have a prismatic habit without having any cleavage? Why or why not? If yes, give an example.
Answer: Yes, the prismatic habit is simultaneously developed while the mineral is growing. During the process, there is no repetitive
plane of weakness being created which makes the mineral break only by fracturing. An example of this scenario is quartz.
8. Define “rock-forming mineral,” and give three examples.
Answer: A rock-forming mineral is a mineral that is common and abundant in the Earth's crust; one making up large masses of rock.
Activity 1: LET’S ROCKSIFY!
Directions: Given the name, picture and characteristics of the rocks, classify the rocks whether it is IGNEOUS, SEDIMENTARY or METAMORPHIC.
Concept Mapping of the different rock types
Prepare in a Manila paper a flowchart template similar as the one on the right and post it in the board. Call students to fill up the flowchart by taping the flash
cards in their proper location.

ROCK QUIZ!
Directions: Read the questions carefully and encircle the letter of the BEST answer.
1. Geologists sometimes find a type of igneous rock known as porphyry, which contains both large and small crystals. Which is the best explanation for the
formation of this rock? The rock experienced a two-stage cooling process
A. with initial slow cooling at depth followed by rapid cooling at the surface.
B. with initial rapid cooling at depth followed by slow cooling at the surface.
C. with initial rapid cooling near the surface followed by slow cooling at depth.
D. with initial slow cooling near the surface followed by rapid cooling at depth.
2. This basalt rock corresponds to
A. a low silica volcanic rock.
B. a low silica plutonic rock.
C. a high silica plutonic rock.
D. a high silica volcanic rock
3. Which of the following is/are characteristic in identifying the three types of rocks?
A. crystals and gas bubbles C. glassy surface
and ribbon-like layers
B. fossils, sand or pebbles D. all of these
4. Concrete is formed by adding cement and water to a mixture of sand and
gravel. This could be seen as an analogue for the formation of what type of
sedimentary rock?
A. clastic rock B. chemical rock C.
biochemical rock D. plutonic rock
5. Cooking an egg could be seen as an analogue for the formation of
A. igneous rock B. sedimentary rock C.
metamorphic rock D. rock cycle
Activity Justify It!
Direction: Explain comprehensively the following questions. Limit your justification in 3-5 sentences per question. Refer to the scoring rubric below the
questions.
1. How does temperature affect weathering?
3. How does deposition create new landforms?
TRAITS 4 3 2 1
Content There is one There is one There is one The topic and
clear, well- clear, well- topic. Main main ideas
focused topic. focused topic. ideas are are not clear.
Main ideas Main ideas somewhat
are clear and are clear but clear
 are well are not well
supported by supported by
detailed and detailed
accurate information.
information.

Work in Pairs
Ask the students to get together in pairs and answer the following questions. Have 2 or 3 pairs discuss their answers in front of the class.
1. List some everyday examples of weathering. Identify and explain whether these everyday occurrences show physical or chemical weathering.
2. During your recent visit to the cemetery, you noticed the inscriptions on some headstones have become barely legible whereas inscriptions on others
are sharp and clear. Cite three possible factors that contributed to the present state of the headstone inscriptions.

Activity Compare and Contrast Activity Complete Me

Peer Quiz
Have each learner formulate three review questions that cover the content of the lesson. Break the class into pairs and instruct learners that they will quiz their
partners using the questions they have prepared. Each pair should discuss the correct answers with each other, and submit their questions.
Peer Quiz
1. Questions are pertinent to the topic and stimulate thought and inquiry.
2. The questions encourage learners to evaluate and analyze in order to arrive at an answer.
3. Answer is accurate and complete, demonstrating a good understanding of concepts involved.