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Grade Level: 7-8
Purpose:
To investigate the uses of rocks and minerals through a GeoHunt
or scavenger hunt.
Suggested Goals:
Students will gain an understanding of the role of rocks, minerals,
and fossil fuels by examining the materials we find in our homes, schools,
and communities.
Objectives:
As a result of this lesson, students will be able to:
- Describe the difference between geological resources and other natural
resources.
- List the rocks, minerals, and fossil fuels that are found in Illinois
and their uses.
- Identify ways to conserve natural resources.
Background: We are surrounded with an abundance of objects
that are made from natural resources. The materials we use come from the
Earth in one form or another, such as plants, animals, or rocks and minerals.
Some of the materials are grown, while others are mined. This concept
is illustrated in the phrase, “If it can’t be grown, it has
to be mined.” For this lesson, the term geological resources refers
to rocks, minerals, and fossil fuels.
Materials:
- Set of 24 GeoHunt Cards (printed on card stock and/or laminated) (Page 1, Page 2, Page 3)
- 24 Wooden or plastic clothespins
- Copies of GeoHunt Tags and string (enough for 4-6 tags per student
or team)
- Highlighters
- Computers with Internet access or reference books and materials related
to mineral uses
- Optional - Classroom display set of Illinois rocks and minerals [a
set can be ordered from the Illinois State Geological Survey]
Procedure:
Part I: GeoHunt Game
- Before playing the game, discuss the phrase, “If it can’t
be grown, it has to be mined.” Ask the students to identify
objects in the classroom that come from resources that are grown and
those that are mined. Students should have an understanding that resources
obtained by mining include rocks, minerals, and fossil fuels.
- Explain to the students that the game cards have pictures of items
that are made from one or more mineral resources. Each student will
have one card fastened to the back of his or her shirt. Students must
identify the item pictured on the card by asking yes or no questions.
Questions that require answers other than yes or no are not allowed!
Peeking is not allowed!
- After the students understand the rules of the game, fasten one
card to the back of each student’s shirt and allow time for
the students to ask questions to identify the items. Once the item
has been correctly identified, the student must return to his or her
seat. If time permits, reshuffle the cards and allow the students
to play the game one or two additional rounds.
Discussion Questions:
- Which objects were made entirely from resources that are mined?
- Which objects were not made entirely from resources that are mined
and contained resources that were grown?
- Can you name 10 other objects in the classroom or at your house
that are made from geological resources?
Part II: GeoHunt Challenge
- For this assignment, have the students go on a GeoHunt or scavenger
hunt to search their homes for items that are made from rocks, minerals,
or fossil fuels. The items must be suitable for the classroom, i.e.
inexpensive, small, and in good taste. If you prefer, you may use
the GeoHunt cards for this part of the lesson and have the students
work in teams to hunt for the rocks and minerals in each item.
- Instruct the students that they will use Internet resources (or
printed materials available in your classroom) to identify the geological
resources that were used to make the items and complete a GeoHunt
tag for each one. Each GeoHunt tag must have a list of ingredients
as well as the student’s name on the back. Provide string for
the students to use to attach the tags to the objects.
- Once the students have finished the tags for each item, have them
explore the ISM Geology Online area to identify the resources that
are available in Illinois. Instruct the students to use a highlighter
on the GeoHunt tags to identify the ingredients that can be found
in Illinois.
Discussion Questions:
- Were you able to discover the ingredients for each object?
- Which types of resources were used most often in our classroom collection?
- What types of materials are classified as renewable natural resources?
Which types are considered nonrenewable natural resources? Relate
to the grown and mined classifications discussed in the introduction.
- What can we do to conserve our nonrenewable natural resources?
Extensions:
- Challenge the students to research the history of an object in the
classroom GeoHunt collection. Have the students write a report or
create a timeline detailing the steps involved in creating the object
from start to finish.
- Make a list of all the resources listed on the GeoHunt tags and
indicate the number of times each one was listed on a tag. Enter the
data in a spreadsheet using the Excel program. Create graphs to illustrate
the most common rocks and minerals found in items in the classroom
collection as well as the minerals that are located in Illinois.
- Browse the online collection of anthropology objects available at
the ISM Geology Online website to identify the rocks and minerals
that are found in the objects. Follow the same procedure as outlined
in #2 above to create a spreadsheet and graphs that illustrate the
most common rocks and minerals found in the items in the anthropology
collection.
Assessment: To determine if students understand the
difference between geological and other types of natural resources, evaluate
individual responses during classroom discussions. Teachers may also provide
a list of items (or actual objects) and ask the students to classify them
as objects that are grown or mined.
Evaluation of the GeoHunt collection and tags should be based on students
meeting the following requirements:
- Student provided the required number of items
- Items were appropriate and made from rock and mineral resources
- Tags for each item were complete and the information was accurate
Lesson Specifics:
- Time Required: 2 - 3 class periods
- Group Size: Individually or teams of 2-3 students
- Skills: Students will need to be able to use a computer to access
Internet sites. For the extension activities, students will need to
be able to use a spreadsheet program to generate spreadsheets and charts.
[See ISM Geology Online Lesson Plan 12.7:
Creating Spreadsheets—AppleWorks or 12.8:
Creating Spreadsheets—Microsoft Excel if directions for creating
spreadsheets are needed.]
Illinois State Board of Education Goals and Standards:
- 12.E.3b: Describe interactions between solid earth, oceans,
atmosphere and organisms that have resulted in ongoing changes of Earth.
- 12.E.3c: Evaluate the biodegradability of renewable and nonrenewable
natural resources.
Print Resources:
Web Resources:
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