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Real World Science: Rocks & MineralsINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING REAL WORLD SCIENCE: ROCKS & MINERALS

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Term Link . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Mineral Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Minerals Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Real World Science: Rocks & Minerals11

OBJECTIVES

Real World Science: Rocks & MineralsTHEMES

Real World Science: Rocks &Minerals explores various character-istics of rocks. It describes the proper-ties of each basic type of rock:igneous, metamorphic and sedimen-tary. Students are also introduced tothe various ways that rocks can bechanged in nature. The changing ofrock from one type to another is alsodescribed in detail.

OVERVIEW

All rocks are made of one or moreminerals, which are the basic build-ing blocks of the earth. Different kindsof rock are found in each layer of theearth, starting with the top layer, orcrust. The second layer of the earth iscalled the mantle. There are threebasic kinds of rock. Igneous rock isformed from melted earth materialcalled magma. Sedimentary rock isformed from tiny pieces of materialsuch as sand. Metamorphic rock ischanged by heat or pressure. Rocksare broken down into smaller piecesby a process called weathering.These rocks are reduced in size untilthey become tiny particles known assoil. One example of this is loam,which is made of decayed animaland plant material. Another exampleis clay, which holds water well and isoften used to make pottery.

To list various uses and propertiesof rocks and minerals.

To identify common rocks andminerals based on their physicalcharacteristics.

To label the layers of the earth.

To explain how various types ofrocks are formed and changed.

To use vocabulary appropriatelywhen writing and speakingabout rocks and minerals.

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12© Copyright 1999 AIMS Multimedia Real World Science: Rocks & Minerals

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMEverything solid in nature began as amineral. Over the years, weather,water and the effects of time changedmany of these minerals into variousforms of rock. We rely on many ofthese rocks and minerals in our dailylives. Rocks are used to build ourstreets and houses, to shape the land,and to create works of art. By study-ing different rocks, we can developan understanding of how they areformed and changed by nature.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

erosion - process by which wind andwater wear away rock

glacier - large body of ice thatspreads onto land

element - substance that cannot bechemically broken down into a sim-pler form

property - color, shape and feel of anelement or object

DISCUSSION IDEASAsk students to look around the room.How many objects do they see thatoriginated from rocks or minerals?What are some things outside theclassroom that originated from rocksor minerals? (Some possible answersinside the classroom include floors,tabletops or desks, and walls. Someanswers outside the classroominclude tools, buildings, roads andhighways, statues, walkways andlandscape walls.)

FOCUSRocks call tell us a great deal aboutthe history of the earth. Each layer ofrock in the earth’s crust is full of infor-mation about the plants and animalswho once roamed that area. Ask stu-dents to keep this in mind as theybegin to explore the world of rocksand minerals.


JUMP RIGHT IN

Preparation

Read Real World Science: Rocks& Minerals Themes, Overview,and Objectives to become famil-iar with program content andexpectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing REAL WORLD SCIENCE:ROCKS & MINERALS

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view RealWorld Science: Rocks & Mineralstogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing REAL WORLDSCIENCE: ROCKS & MINERALS

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE REAL WORLD SCIENCE: ROCKS & MINERALS AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Hands On

Many people collect rocks as a hobby. Sometimes these people are called “rock hounds.”They dig in riverbanks, quarries and other rocky areas to find rare and interesting specimensfor their collections.

Tell students that they are going to be rock hounds by searching the school grounds for dif-ferent types of rocks. Provide each student with a bag for storing specimens. Some rocksmay need to be pried from the ground. Serious rock collectors use a small hammer for thispurpose, but students can use popsicle sticks or emery boards instead. To make the processeasier, require students to find rocks smaller than a golf ball.

Encourage the class to look for rocks that differ in color, texture and shape. Obtain a rockencyclopedia or reference book to help students identify the types of rocks they locate.

Connection to Science

More than 98 percent of the rocks in the world are made of eight basic elements: oxygen, sil-icon, aluminum, iron, calcium, sodium, potassium and magnesium. Since these elements arecommon, most rocks are not worth a lot of money. However, rocks that contain rare mineralsare very valuable.

Based on this information, what might some of these rare minerals be? (Some of the rarest andmost valuable minerals in the world are gold, silver, pearl, diamond and other precious gems.)

The hardness of a rock is tested by scratching it with minerals listed in the Mohs scale. Thehardest substance on the Mohs scale is also the hardest naturally occurring substance known.For these reasons, it is one of the most valuable items on earth. What might this substance be?(diamond)

Connection to Art

Mosaic is a form of art that uses small stones or minerals to form an image. Ask students towork together as a class to plan and create a mosaic using the rocks they discovered in the“Hands On” activity. Smaller rocks will work better than larger ones.

First, ask the class to sort the rocks by color. These color groups will help to determine theirsubject. After deciding on a subject, the class should elect one or two students to draw the basicdesign. Everyone can contribute ideas and opinions. After the drawing is completed on asturdy sheet of poster board, allow students to work together to glue different colored stonesto the drawing.

60 Minutes

10 Minutes

SCIENCE

60 Minutes

ART


Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unsure of the meanings. Make sure that their sentences display an understanding ofthe words as they relate to the program.

• rock - hard, solid parts of the earth’s crust

• mineral - solid matter found in nature

• geologist - person who studies rocks to learn about the history of the earth

• mineralogist - person who studies minerals and their atomic structures

Link to the World

There are many famous and fascinating rock formations in the world. Stonehenge is an ancientcalendar constructed of huge boulders. The Garden of the Gods, located near ColoradoSprings, Colorado, is filled with natural sandstones formations. One of the formations,Balanced Rock, is a huge block of sandstone that is delicately balanced on a small base. MountRushmore National Memorial in South Dakota and Stone Mountain in Georgia feature giantman-made carvings on the sides of mountains.

Ask students if they have ever seen any of these structures. Have they seen other rock forma-tions or rock sculptures? If so, have them describe what they saw to other class members.

Writing

Each rock in the world has its own unique personality. Ask each student to choose a rock typefrom the list below. Using library books or encyclopedia, have them write a summary of therock type. Encourage them to include details about the rock’s appearance, color, structure, sur-face features and texture.

BasaltLavaGranitePumiceSlateMarbleSoapstoneChalkCoralFlint

25 Minutes

20 Minutes

60 Minutes


Connection to History

Since ancient times, people have been fascinated by the variety of minerals in the world. TheEgyptians were some of the earliest people to use minerals in jewelry. As early as 300 B.C.the Greeks studied minerals and wrote books about their findings.

In the early 1600s, scientists became very curious about the characteristics of minerals. Whywere some minerals hard and others soft? Why did some minerals crumble while others brokeoff into sheets? It wasn’t until the 1900s that scientists were able to understand the internalstructure of minerals. By using the X-ray, they learned how atoms were arranged in differentkinds of minerals. Different arrangements led to different characteristics.

Today, mineralogists are still answering questions about minerals by performing experiments.Ask students if they would enjoy a career as a mineralogist. What would it be like to solve themysteries of crystals and rare minerals? Would they prefer to work in a laboratory setting orout in nature digging for stones?

Critical Thinking

Geologists are scientists who study rocks to learn about the history of the earth. One of theeasiest ways for a geologist to recognize a sedimentary rock is to look for layers of differentcolors. Some people have referred to these layers as “tiny time capsules.” How do you thinkthey got this name? What causes the layers to form? (Since sedimentary rocks contain mate-rials that were once plants, animals or older rocks, each layer tells a story about the history ofthe rock and the history of the area where the rock is found.)

Pumice is a rock that begins as volcanic lava filled with hot gases. As the lava hardens, thegases escape, leaving millions of tiny holes. How might this explain why pumice floats whenplaced in water? (The holes are filled with air, which makes the pumice less dense than water.Anything will float if it is less dense than the material it is placed in.)

Culminating Activity

Using what they have learned in the unit, ask each student to write a question related to theprogram. Collect the questions and use them to write a review quiz. After giving the quiz, askstudents if they enjoyed designing the test. How would they feel about designing more tests inthe future?

15 Minutes

HISTORY

20 Minutes

60 Minutes

Name

VOCABULARY

The following terms are from Real World Science: Rocks & Minerals. Fill in the number of eachterm next to its closest definition.

1. rock2. minerals3. loam4. sedimentary5. sand

___ process by which wind and water slowly break down rock into soil

___ type of soil made of large loose grains of the mineral quartz

___ type of soil that is rich in decayed plant and animal matter

___ rock formed from tiny particles such as mud, sand and clay

___ rock formed by changes in heat and pressure

___ hot liquid that forms inside the earth

___ solid forms of matter found in nature, such as silver, quartz and sulfur

___ rock formed from magma or lava

___ type of soil that holds water very well and is used for pottery

___ hard part of the earth’s crust; made of one or more minerals


6. metamorphic 7. erosion8. igneous 9. clay

10. magma


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

All rocks are made of one or more ___1___ , which are the basic building blocks of the earth.Different kinds of rock are found in each layer of the earth, starting with the top layer or ___2___ . The second layer of the earth is called the ___3___ . There are three basic kinds of rock. ___4___rock is formed from melted earth material called magma. ___5___ rock is formed from tiny piecesof material such as sand. ___6___ rock is changed by heat or pressure. Rocks are broken down intosmaller pieces by a process called ___7___ . Rocks are reduced in size until they become tiny par-ticles known as ___8___ . One example of this is ___9___ , which is made of decayed animal andplant material. Another example is ___10___ , which holds water well and is often used to makepottery.

1. A. cells B. electrons C. mineralsD. gemstones

2. A. crust B. mantle C. corona D. magma

3. A. loamB. ionosphereC. mantleD. crust

4. A. Sedimentary B. OrganicC. IgneousD. Sebaceous

5. A. MetamorphicB. Igneous C. SedimentaryD. Particle

6. A. Organic B. Metamorphic C. Heterogeneous D. Volcanic

7. A. weathering B. hydrogenation C. polarizationD. sedation

8. A. gems B. soil C. gasesD. solutes

9. A. clay B. sandC. loam D. granite

10. A. loam B. clay C. lavaD. charcoal

Name

TERM LINK

Write the letter of each term next to the group of words which best describes it.

A. rockB. mineralsC. propertiesD. sedimentaryE. stalactiteF. metamorphic G. erosionH. igneous I. magmaJ. stalagmite


___ mineral formation that hangs from the ceilings of caves



___ mineral formation that builds on the floors of caves

___ solid matter found in nature, such as silver, quartz and sulfur

___ color, shape and feel of a rock






Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Scientists have identified over 3000 different kinds of minerals.

2. ___ The inner and outer cores of the earth are extremely hot and mostly made of iron.

3. ___ Mountains are part of the earth’s crust, while the ocean floor is part of the mantle.

4. ___ The three types of rock are igneous, magma and sedimentary.

5. ___ Dead plants that are covered with sediment can become fossils.

6. ___ Marble is a metamorphic rock that starts out as limestone.

7. ___ Plants can break rocks apart if their roots become too large.

8. ___ Weathering occurs when minerals are added to rocks, making the rocks larger.

9. ___ Igneous rocks can never change into a different kind of rock.

10. ___ When magma flows to the surface of the earth, it is called loam.

Name

MINERAL BLANKS

Each sentence contains a bold word that makes it untrue. Replace each bold word with a word fromthe list below that makes the sentence true.

1. Sedimentary rock is formed when lava flows to the earth’s surface and hardens.

_____________________________2. Since coal is a sedimentary rock made from plants that lived a long time ago, it is known as

a compressed fuel.

_____________________________3. Metamorphic rocks are formed when igneous or sedimentary rocks are changed by heat and

wind.

_____________________________4. The Grand Canyon is an example of how fire can wear away rock.

_____________________________5. Clay is a type of soil that is rich in nutrients from decayed plants and animals.

_____________________________6. Soil made of loose grains of quartz is called magma.

_____________________________7. The changing of rock from one type to another is known as the rock mantle.

_____________________________8. Minerals are inorganic, which means that they are not solid.

_____________________________


sand cycle

pressureLoam

waterIgneous

fossil alive


Name

MINERALS PUZZLE

Use the clues on the right to fill in the blanks on the left.

M_____________________

I_____________________

N______________________

E_____________________

R______________________

A______________________

L_____________________

S_____________________

Diamonds, gold, silver and lead are all examples of ______ .

Rocks formed from lava or magma are known as ______ rocks.

People can change rock quickly with machines, but changes occurmore slowly in ______ .

The mantle is the second layer of the ______ .

Most of the earth’s crust is made up of different types of ______ .

Loam is rich in decayed plant and ______ matter.

When magma flows to the surface of the earth, it is called ______ .

Sedimentary rock is formed from compressed layers of mud and ______ .

M A E R O S I O N J R N

A M O C D B H P J C E S

G P T L Q V X E V H R X

M E T A M O R P H I C U

A T S Y B H S C P K Z R

B C A Q T P M O R Y N I

G X M I N E R A L E L G

S K H Q D C P B O V U N

S E D I M E N T A R Y E

V A G M O W L V M Z T O

T O N U G B Q Z R S N U

A L W D W Y K C O R U S

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

rockmineralloamsedimentarysandmetamorphic erosionigneous claymagma


© Copyright 1999 AIMS Multimedia Real World Science: Rocks & Minerals

Name

TEST

Circle the phrase which best answers each question.

1. Minerals don’t need air, food or water because they are:

• atomic. • sedimentary.• inorganic.• soil.

2. As water drips down into caves, minerals build up and form:

• stalagmites.• diamonds.• coal. • magma.

3. The shape, color and feel of a rock are known as the rock’s:

• elements.• compounds.• soil type.• properties.

4. The top layer of the earth is called the:

• mantle. • crust.• outer core.• magma.

5. Both the inner and outer cores are extremely hot and made mostly of:

• iron.• sedimentary rock.• oxygen. • nitrogen.

25

Name

TEST (CONTINUED)

6. One example of metamorphic rock is limestone being changed to:

• lava.• sand.• clay.• marble.

7. Rocks can be changed in shape, size and texture by:

• animals.• humans. • wind and water. • all of the above.

8. One example of moving water breaking down rock is:

• Stonehenge.• the pyramids in Egypt.• Mt. Rushmore.• the Grand Canyon.

9. The process by which wind and water wear away at rock is called:

• erosion. • solubility. • polishing.• particle decay.

10. Since clay sticks together very well, it is often used for:

• growing plants.• paving roads. • making pottery.• none of the above.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Real World Science SeriesReal World Science: HabitatsReal World Science: Dinosaurs and FossilsReal World Science: Seeds and PlantsReal World Science: Simple MachinesReal World Science: The Solar SystemReal World Science: Trash and the EnvironmentReal World Science: Weather and Climate

ANSWER KEY for page 18


VOCABULARY

The following terms are from Real World Science: Rocks & Minerals. Fill in the number of eachterm next to its closest definition.

1. rock2. minerals3. loam4. sedimentary5. sand


___ type of soil made of large loose grains of the mineral quartz

___ type of soil that is rich in decayed plant and animal matter




___ solid forms of matter found in nature, such as silver, quartz and sulfur


___ type of soil that holds water very well and is used for pottery


7

5

3

4

6

10

2

8

9

1

6. metamorphic 7. erosion8. igneous 9. clay

10. magma



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

All rocks are made of one or more ___1___ , which are the basic building blocks of the earth.Different kinds of rock are found in each layer of the earth, starting with the top layer or ___2___ . The second layer of the earth is called the ___3___ . There are three basic kinds of rock. ___4___rock is formed from melted earth material called magma. ___5___ rock is formed from tiny piecesof material such as sand. ___6___ rock is changed by heat or pressure. Rocks are broken down intosmaller pieces by a process called ___7___ . Rocks are reduced in size until they become tiny par-ticles known as ___8___ . One example of this is ___9___ , which is made of decayed animal andplant material. Another example is ___10___ , which holds water well and is often used to makepottery.

1. A. cells B. electrons C. mineralsD. gemstones

2. A. crust B. mantle C. corona D. magma

3. A. loamB. ionosphereC. mantleD. crust

4. A. Sedimentary B. OrganicC. IgneousD. Sebaceous

5. A. MetamorphicB. Igneous C. SedimentaryD. Particle

6. A. Organic B. Metamorphic C. Heterogeneous D. Volcanic

7. A. weathering B. hydrogenation C. polarizationD. sedation

8. A. gems B. soil C. gasesD. solutes

9. A. clay B. sandC. loam D. granite

10. A. loam B. clay C. lavaD. charcoal



TERM LINK

Write the letter of each term next to the group of words which best describes it.

A. rockB. mineralsC. propertiesD. sedimentaryE. stalactiteF. metamorphic G. erosionH. igneous I. magmaJ. stalagmite


___ mineral formation that hangs from the ceilings of caves



___ mineral formation that builds on the floors of caves

___ solid matter found in nature, such as silver, quartz and sulfur

___ color, shape and feel of a rock




H

E

D

F

J

B

C

G

A

I



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Scientists have identified over 3000 different kinds of minerals.

2. ___ The inner and outer cores of the earth are extremely hot and mostly made of iron.

3. ___ Mountains are part of the earth’s crust, while the ocean floor is part of the mantle.

4. ___ The three types of rock are igneous, magma and sedimentary.

5. ___ Dead plants that are covered with sediment can become fossils.

6. ___ Marble is a metamorphic rock that starts out as limestone.

7. ___ Plants can break rocks apart if their roots become too large.

8. ___ Weathering occurs when minerals are added to rocks, making the rocks larger.

9. ___ Igneous rocks can never change into a different kind of rock.

10. ___ When magma flows to the surface of the earth, it is called loam.

T

T

F

F

T

T

T

F

F

F



MINERAL BLANKS

Each sentence contains a bold word that makes it untrue. Replace each bold word with a word fromthe list below that makes the sentence true.

1. Sedimentary rock is formed when lava flows to the earth’s surface and hardens.

_____________________________2. Since coal is a sedimentary rock made from plants that lived a long time ago, it is known as

a compressed fuel.

_____________________________3. Metamorphic rocks are formed when igneous or sedimentary rocks are changed by heat and

wind.

_____________________________4. The Grand Canyon is an example of how fire can wear away rock.

_____________________________5. Clay is a type of soil that is rich in nutrients from decayed plants and animals.

_____________________________6. Soil made of loose grains of quartz is called magma.

_____________________________7. The changing of rock from one type to another is known as the rock mantle.

_____________________________8. Minerals are inorganic, which means that they are not solid.

_____________________________

Igneous

fossil

pressure

water

Loam

sand

cycle

alive

sand cycle

pressureLoam

waterIgneous

fossil alive



MINERALS PUZZLE

Use the clues on the right to fill in the blanks on the left.

M_____________________

I_____________________

N______________________

E_____________________

R______________________

A______________________

L_____________________

S_____________________

Diamonds, gold, silver and lead are all examples of ______ .

Rocks formed from lava or magma are known as ______ rocks.

People can change rock quickly with machines, but changes occurmore slowly in ______ .

The mantle is the second layer of the ______ .

Most of the earth’s crust is made up of different types of ______ .

Loam is rich in decayed plant and ______ matter.

When magma flows to the surface of the earth, it is called ______ .

Sedimentary rock is formed from compressed layers of mud and ______ .

inerals

gneous

ature

arth

ock

nimal

ava

and



M A E R O S I O N J R N

A M O C D B H P J C E S

G P T L Q V X E V H R X

M E T A M O R P H I C U

A T S Y B H S C P K Z R

B C A Q T P M O R Y N I

G X M I N E R A L E L G

S K H Q D C P B O V U N

S E D I M E N T A R Y E

V A G M O W L V M Z T O

T O N U G B Q Z R S N U

A L W D W Y K C O R U S

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

rockmineralloamsedimentarysandmetamorphic erosionigneous claymagma



TEST

Circle the phrase which best answers each question.

1. Minerals don’t need air, food or water because they are:

• atomic. • sedimentary.• inorganic.• soil.

2. As water drips down into caves, minerals build up and form:

• stalagmites.• diamonds.• coal. • magma.

3. The shape, color and feel of a rock are known as the rock’s:

• elements.• compounds.• soil type.• properties.

4. The top layer of the earth is called the:

• mantle. • crust.• outer core.• magma.

5. Both the inner and outer cores are extremely hot and made mostly of:

• iron.• sedimentary rock.• oxygen. • nitrogen.



TEST (CONTINUED)

6. One example of metamorphic rock is limestone being changed to:

• lava.• sand.• clay.• marble.

7. Rocks can be changed in shape, size and texture by:

• animals.• humans. • wind and water. • all of the above.

8. One example of moving water breaking down rock is:

• Stonehenge.• the pyramids in Egypt.• Mt. Rushmore.• the Grand Canyon.

9. The process by which wind and water wear away at rock is called:

• erosion. • solubility. • polishing.• particle decay.

10. Since clay sticks together very well, it is often used for:

• growing plants.• paving roads. • making pottery.• none of the above.

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