Author - Teacher Created Materials · Teacher Created Materials #12369 (i4509)—Rocks and Minerals...

Author

Jack L. Roberts

© Teacher Created Materials #12369 (i4509)—Rocks and Minerals Teacher’s Guide 3

Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . . 4Inquiry-based .Learning .for .the .

21st .Century . . . . . . . . . . . . . . . . . . . 4Qualities .of .an .Inquiry-based . .

Classroom . . . . . . . . . . . . . . . . . . . . . 5Making .the .Transition .to . .

Inquiry-based .Instruction . . . . . . . . 6Using .the .5 .Es .in .a .Science . .

Classroom . . . . . . . . . . . . . . . . . . . . . 7Asking .Good .Questions . . . . . . . . . . . . 9Teaching .Scientific .Vocabulary . . . . . 10Differentiating .Science . .

Instruction . . . . . . . . . . . . . . . . . . . . 11Using .Technology .in .the . Inquiry-based .Classroom . . . . . . . . 14Assessment . . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . . 18Why .Use .Discovering .Science . .

through .Inquiry? . . . . . . . . . . . . . . . 18Teacher’s .Guide . . . . . . . . . . . . . . . . . 18Inquiry .Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Inquiry .Cards . . . . . . . . . . . . . . . . . . . 26Teacher .Resource .CD . . . . . . . . . . . . . 27Using .the .Video .Clips . . . . . . . . . . . . . 27Sample .Pacing .Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Standards Correlation . . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . . 34

Lessons

Lesson .1: .All .About .Rocks . . . . . . . . . . . . 35

Lesson .2: .The .Layers .of .Earth . . . . . . . . 43

Lesson .3: .The .Rock .Cycle . . . . . . . . . . . . 51

Lesson .4: .Sedimentary .Rocks . . . . . . . . . 59

Lesson .5: .Introducing .Igneous .Rocks . . 67

Lesson .6: .More .About .Igneous .Rocks . . 75

Lesson .7: .Metamorphic .Rocks . . . . . . . . 83

Lesson .8: .What .Are .Minerals? . . . . . . . . . 91

Lesson .9: .Chemical .Properties .of .Minerals . . . . . . . . . . . . . . . . . . . . . . . . 99

Lesson .10: .Physical .Properties .of .Minerals . . . . . . . . . . . . . . . . . . . . . . . 107

Lesson .11: .Mohs .Scale .of .Mineral .Hardness . . . . . . . . . . . . . . . . . . . . . . . 115

Lesson .12: .Weathering . . . . . . . . . . . . . . 123

Lesson .13: .All .About .Fossils . . . . . . . . . 131

Lesson .14: .Coal . . . . . . . . . . . . . . . . . . . . 139

Lesson .15: .Gemstones .and .Gems . . . . . 147

Lesson .16: .Crystals . . . . . . . . . . . . . . . . 155

Culminating Activity . . . . . . . . . . . . . . . . . 163

Appendices

Appendix .A: .References .Cited . . . . . . . 166

Appendix .B: .Differentiation .Suggestions . . . . . . . . . . . . . . . . . . . . . 167

Appendix .C: .Contents .of .the . .Teacher .Resource .CD . . . . . . . . . . . . 173

#12369 (i4509)—Rocks and Minerals Teacher’s Guide © Teacher Created Materials4

Inquiry-based Learning for the 21st Century“Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.”

—National Science Education Standards

In its official position statement on inquiry-based learning in science, the National Science Teachers Association (NSTA) encourages every teacher to make inquiry science a part of the daily curriculum, noting that it is important to help younger learners become problem-solving learners.NSTA defines scientific inquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.”

According to the NSTA, students learn science best when:

• they are involved in firsthand exploration and investigation and inquiry/process skills are nurtured;

• instruction builds directly on the students’ conceptual framework; • content is organized on the basis of broad conceptual themes common to all science disciplines; • mathematics and communication skills are integral parts of science instruction.

This position is supported by The National Science Education Standards (1996), which views inquiry as “central to science learning.” As the standards explain, “when engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations.”

It is important for educators today to prepare students for the lives they will lead outside of the classroom. The world has changed drastically over the past 75 years, and the education provided to students must reflect those changes. According to research from the Partnership for 21st Century Skills (2002), “workers need the learning capacity to become lifelong learners, updating their knowledge and skills continually and independently.” Inquiry-based learning pushes students to ask questions, think critically to answer those questions, synthesize their ideas, and draw conclusions. This type of learning prepares students to become learners outside of the classroom and provides them with tools that they can apply to other questions or problems they encounter.Despite widespread agreement on the importance of inquiry-based learning, some teachers are still hesitant to adopt this pedagogical approach in their science classrooms for a variety of reasons. Some feel it is only appropriate for advanced learners; others feel inadequately prepared for this type of instruction; still others are concerned about “managing” an inquiry-based classroom in which students have a greater opportunity, some would say, to be disruptive, pay less attention, socialize, or simply not participate. Yet, research proves these concerns are unfounded.


About Inquiry-based Learning


Qualities of an Inquiry-based Classroom (cont.)The inquiry-based classroom is in stark contrast to rote learning, memorization (merely for the sake of memorization), or fact-based learning. In an inquiry-based classroom, the teacher does not impart knowledge as much as create an environment in which students learn for themselves through their own inquisitiveness and experiences.

Making the Transition to Inquiry-based Instruction Inquiry-based science lessons can take one of three approaches or range of practices: structured inquiry, guided inquiry, and open inquiry (Colburn 2000). Teachers can incorporate these approaches based on the needs of the students or the objectives of the lesson. In some lessons, it is important for students to have a more structured or guided activity, while other lessons may be more suited for “free-ranging explorations of unexplained phenomena” (Huziak 2003).

It is important to understand that these stages of inquiry are not independent of each other; rather, they exist along a continuum. Therefore, teachers do not need to make the transition to open inquiry-based instruction all at once. “Both students and teachers alike need time to gradually make a transition from the more classical confirmation-type activities and lectures to open-ended activities characteristic of inquiry-based instruction” (Colburn 2000).An inquiry-based science classroom offers both teachers and students a wonderful opportunity to explore science in an exciting way. While there is a learning curve in the adoption of this approach for both teachers and students, research confirms that inquiry-based methods of teaching not only improve student achievement in science (across all ability groups), but also increase student interest and excitement about science (Walker 2007). As Alan Colburn, professor in the Department of Science Education at California State University, Long Beach, concludes, “It’s up to you to find the right mix of inquiry and non-inquiry methods that engages your students in the learning of science” (2000).

Structured InquiryIn this process, teachers give students a problem to solve, the materials with which to solve the problem, and the steps to follow in conducting an experiment. The teacher does not provide the students with the expected outcome.

Guided Inquiry The teacher suggests possible problems to investigate and provides some materials that might be used in the investigation (students may add others). However, the teacher does not provide the actual steps to follow in the investigation. Students devise their own experimental design and draw their own conclusions.

Open Inquiry In this approach, students develop their own questions for investigation based on previous knowledge or discussion. They create hypotheses and design their own methods of investigation.


About Inquiry-based Learning (cont.)


Using the 5 Es in a Science Classroom One method for structuring an inquiry-based instructional approach is based on a model developed by Biological Science Curriculum Study (BSCS 2006). This model employs the 5 Es—engage, explore, explain, elaborate, and evaluate—and is based on a constructivist philosophy of learning. In this philosophy of learning, students build or construct their own understanding of new ideas based on what they already know.

Each “E” represents part of a sequential instructional process or learning cycle designed to help students construct their own learning experiences and ultimate understanding of the topic or concept. The general goal and activities at each stage in the 5 E model are listed below and on the following page.

EngageAt this stage, teachers introduce a topic or concept with an intriguing, fascinating, or challenging question or demonstration designed to capture students’ interest, curiosity, and attention. At this stage, teachers do not seek a “right answer”; rather, they prompt students to talk about what they already know about the topic (or think they may know), and discuss what else students would like to know.

ExploreDuring exploration, students conduct various hands-on or problem-solving activities and experiments designed to help them explore the topic and make connections to related concepts, often within groups or teams. During this stage, students share common experiences while the teacher acts as a facilitator, providing materials as needed and guiding the students’ focus.


About Inquiry-based Learning (cont.)

Engage

Lesson 1

All About Rocks

Materials • examplesofpumice,limestone,andmarble• chartpaperandmarkers• large,transparentplasticbucket• water

Procedure 1. Beginthislessonbyaskingtheclass

whattheythinkwouldhappenifyoudroppedarockintoariveroralake.Askstudentstopredictwhethertherockwillfloatorsink.Takeaquickpolltogatherpredictionsandthentellstudentsthattheyaregoingtoconductaquickexperimenttofindout.

2. Passaroundthethreedifferentrocksamples:pumice,limestone,andmarble.Havestudentsdescribethesamples.Askstudentsthefollowingquestions:howthesamplesaresimilaranddifferent.Writestudentobservationsonaclasschart.

3. Placealargebucketfilledwithwaterinthecenteroftheroom.Haveallstudentsgatheraround.Atransparentbucketorcontainerworkswelltoallowallstudentstoobserveclearly.

4. Tellstudentsthat,infact,oneofthethreerockstheyjustexaminedwillfloat.Askthemiftheycanguesswhichone.Havestudentsexplaintheirpredictions.

5. Placetherockthatmoststudentsthinkwillfloatintothebucketofwater.Havestudentsdescribewhathappens.Note:Iftheyhaveguessedthatpumicewillfloat,theyarecorrect.Iftheyguessoneoftheothertwosamples,testeachsampleoneatatime.

6. Tellstudentsthattherockthatfloatsiscalledpumice,atypeofigneousrock.ExplainthatitistheonlyrockonEarththatfloats.Askstudentshowtheythinkpumiceisused.(to make jeans that look faded and worn; to remove dry and excess skin from the bottom of feet; to be finely ground, and added to heavy-duty hand cleaners)

7. Writethenamesofthethreemainclassificationsofrock(sedimentary, igneous, and metamorphic)ontheboardoroverhead.Tellstudentsthatlimestoneisanexampleofsedimentaryrock,pumiceisanexampleofigneousrock,andmarbleisanexampleofmetamorphicrock.

Inthissection,studentsexamineanddescribesimilaritiesanddifferencestheyobserveamongexamplesofthethreemajorrockclassifications.


Explore

Lesson 1

All About Rocks

Materials • InquiryHandbook:

SolidasaRock(page11)• samplesofpumice,limestone,andmarble(onesetpergroup)• springscale• plasticsandwichbags• stopwatches(onepergroup)

Procedure 1. Beginthisdiscussionbyaskingstudents

iftheyhaveeverheardtheexpression“solidasarock.”Askstudentswhattheythinkthisexpressionmeans.

2. Askstudentsiftheythinkthatallrocksarereallysolid.Havestudentssupporttheiropinions.

3. Writethenamesofthefollowingthreerocksontheboard:limestone,marble,andpumice.Askstudentstopronouncethenamesofthesethreerocks.

4. Dividetheclassintosmallgroups.Giveeachgroupasetofthethreedifferentrocksamples.Allowtimeforstudentstoexaminetherocks.

5. Tellstudentsthatsomerocksarecomposedofthemineralcalciumcarbonate.Thatmakesthemporous.Writethewordporousontheboard.Tellstudentsthatifarockisporous,itisabsorbent,likeasponge.

6. Explainthatrockshavetinyporesorpocketsthatcanbefilledwithwaterorair(orsometimesoilornaturalgas).Somerockscanabsorbmorewaterthanothers.Thesearecalledporousrocks.

7. Explaintostudentsthattheyaregoingtodesignandconductanexperimenttotesttheporosityofdifferentrocks.Explainanddemonstratehowtouseaspringscale.Distributeasetofmaterialstoeachgroupandexplainwhateachmaterialcouldbeusedfor.Discusswhyweighingtherockmayhelpthemreachaconclusion.Note: Studentsshouldweightherocksbeforeandaftertheexperimenttogettheirdata.

8. DistributecopiesoftheSolidasaRockactivitysheettostudents.Readthedirectionsasaclassandallowstudentstoaskanyquestionstheymayhave.

9. Havegroupsdesignandconducttheirexperiments.Remindstudentstorecordtheirobservations.

10. Whengroupshavecompletedtheirexperiments,havestudentswritetheirconclusionsandsharetheirfindingswiththeclass.

Inthissection,studentsdesigntheirownexperimenttotesttheporosityofdifferentrocks.


Standards Overview

ContentUnderstands Earth’s composition and structure

ProcessKnows that scientists review and ask questions about the results of other scientists’ work

EngageIn this section, students watch a demonstration of how to “grow” crystals.

ExploreIn this section, students experiment with different factors (variables) that may or may not influence the growth of crystals.

ExplainIn this section, students learn about crystals, how they form, and how they are used.

ElaborateIn this section, students learn that all minerals form crystals in one of six basic shapes, called crystal systems.

EvaluateIn this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the Crystals Assessment.


Lesson 16

Crystals

Vocabularycrystal: a geometric, solid material with flat

surfaces formed from an orderly, repeating pattern of atoms

crystallization: the process of crystal formation

crystallographer: a scientist who studies the form and structure of crystals

crystal system: any of the six main classifications of crystals according to their geometric shapes

Essential QuestionHow do crystals form, and how are they classified?


CrystallizationThe process of crystal formation is known as crystallization. This process can be both natural and artificial. The natural process can take millions of years or it can occur relatively quickly, as in the crystallization of honey. An example of artificial crystallization includes the production of sucrose, or table sugar, from sugar beets.

Regardless of the process, a crystal is an organized group or collection of atoms, the smallest particle of any substance. In a gas or liquid, these atoms flow freely. But, when the material solidifies, the atoms connect or bond together in a unique pattern that is repeated over and over throughout the material. This is known as a crystal.

How Crystals FormCrystals usually form from molten rock. Molten rock cools and solidifies slowly under Earth’s surface. This allows large crystals to form. This is because the crystals have more time to grow. Diamonds are an example of slow-cooling minerals. On the other hand, molten rock cools rapidly, after a volcanic eruption. This allows only small crystals to form or no crystals at all. This is because the minerals cool too quickly to crystallize.

Most substances will form a crystal if allowed to solidify under the right conditions. For example, when salt water evaporates, salt crystals form. When water crystals solidify from water vapor, snowflakes form.

Crystal ShapesAlthough there are thousands of different types of minerals, crystals come in six basic shapes, called crystal systems. These systems include isometric (or cubic), hexagonal, tetragonal, orthorhombic, monoclinic, and triclinic.

The crystal system of a mineral depends on the way the minerals’ atoms connect. For example, diamonds and graphite are crystals made of carbon. But the carbon atoms in diamonds connect very differently from the carbon atoms in graphite. In a diamond, each carbon atom is strongly connected, or bonded, to four others in a cubic lattice. In graphite, however, the carbon atoms are packed more loosely in hexagonal layers with weak bonds between them.

With their smooth faces and sharp corners, mineral crystals are some of the most beautiful geometric shapes on Earth. Yet they also have many practical applications. Quartz, for example, is the most common mineral crystal and is used both as a gemstone and in a variety of electronic devices such as digital watches.

Lesson 16

CrystalsBackground Information for the Teacher

Procedure 1. Begin this lesson by reviewing the

steps in the Engage activity. Call on volunteers to describe the steps in that experiment and what the results were.

2. Tell students that they are now going to work in groups to design a similar experiment with crystals. Explain that this time, though, they are going to design and conduct an experiment to test the effect of different variables on the growth of crystals.

3. Tell students that they will grow crystals in two different bowls. Explain that all variables should be identical in their experiment, except for one. The variable that is different is the test variable. For example, if students were testing whether food coloring affects the rate and size of crystal growth, they would grow crystals in two bowls under the same conditions. In one bowl, however, they would add food coloring.

4. Distribute copies of the What Factors Affect Crystal Growth? activity sheet to students. Read the directions for this activity as a class and allow students time to ask any questions.

5. Display the materials on a table and review them with students. Tell students that they may need additional materials, once they design their experiment. If so, have them discuss their needs with you.

6. Divide the class into groups and allow time for students to design and conduct their experiments according to the activity sheet.

7. Have students store their bowls in a safe place. Have students check on their crystals daily throughout the week. After several days have students write their conclusions. Then, call on each group to share their experiment crystals and the method that they followed in their investigation. Ask students if their hypothesis was correct. Have them explain.

8. Explain that all scientists review and ask questions about the results of other scientists’ work in a process known as peer review. Allow students to ask questions about the findings of their peers.

Materials • Inquiry Handbook:

What Factors Affect Crystal Growth? (page 131)

• shallow bowls (two per group) • small rocks • miscellaneous smooth and rough

Explore

Lesson 16

CrystalsIn this section, students experiment with different factors (variables) that may or may not influence the growth of crystals.

objects, such as marbles and shells

• Epsom salt • food coloring • water • heat lamp


Procedure 1. Distribute copies of the background page

The Story of Crystals to students. Ask someone to read the title of the text aloud. Ask students what they think they will learn by reading this text.

2. Allow time for students to read the text independently, in pairs, in small groups, or as a whole class. Explain to students that the information presented in this text will be used to complete a graphic organizer about crystals.

3. Distribute copies of the Mapping Crystals activity sheet to students. Allow time for students to complete the activity either individually or in pairs. Students should use the background sheet to help them complete the graphic organizer.

4. Discuss the reading and activity by asking students the following questions:

• What are many gemstones formed from? (crystals)

• What are some examples of crystals? (snowflake, diamond, salt)

• What causes crystals to have different shapes? (the way atoms in minerals are arranged)

• What is a crystal system? (one of six basic shapes of all crystals)

5. Distribute copies of the Crystals Vocabulary activity sheet to students and allow them time to complete it. Students should discuss possible answers with peers if they need help.

Materials • Inquiry Handbook:

The Story of Crystals (page 132) Mapping Crystals (page 133) Crystals Vocabulary (page 134)

Explain

Lesson 16

CrystalsIn this section, students learn about crystals, how they form, and how they are used.


AuthorJack L. Roberts

© Teacher Created Materials #12375—Rocks and Minerals Inquiry Handbook 131

Lesson 16Name_____________________________________

CrystalsWhat Factors Affect Crystal Growth?Directions:_Choose_one_of_the_Questions_for_Investigation_below.__Use_the_question_you_chose_to_formulate_a_hypothesis.__Then,_design_an_experiment_using_the_materials_your_teacher_has_provided_to_test_your_hypothesis.__Make_observations_and_draw_a_conclusion.__Create_a_record_of_your_experiment_on_a_separate_sheet_of_paper.

Questions for Investigation_ •_ Do_crystals_grow_more_on_rocks_or_metal?

_ •_ Do_crystals_grow_more_on_smooth_or_rough_objects?

_ •_ Does_temperature_affect_the_rate_of_growth_or_the_size_of_the_crystals?

QuestionSelect_one_of_the_Questions_for_Investigation.__Write_the_question_you_chose.

HypothesisFormulate_and_record_your_hypothesis.

Experimental DesignDesign_and_conduct_your_experiment_similar_to_the_demonstration_with_crystals_that_your_teacher_did_with_the_whole_class.__Write_the_steps_of_your_experiment.__Reminder:_You_will_need_a_control_group_and_a_test_group.__Change_only_one_variable,_such_as_the_temperature,_for_the_test_group.

ObservationWhat_happened_in_your_experiment?__Record_your_observations.

Appearance

Start 3 hours 24 hours 48 hours

Control Group

Test Group

ConclusionWhat_is_the_answer_to_your_question?__Write_your_conclusion.__Do_your_findings_support_your_hypothesis?__What_did_you_learn_from_this_experiment?

#12375—Rocks and Minerals Inquiry Handbook © Teacher Created Materials132

Lesson 16

CrystalsThe Story of CrystalsWhat Are Crystals?The_word_crystal_comes_from_the_Greek_word_krystallos.__It_means_icy cold.__That_is_because_the_Greeks_thought_that_crystals_came_from_water.__They_thought_the_water_was_frozen_solid_and_would_not_melt.__

Today,_we_know_that_crystals_are_solids.__They_are_made_of_atoms_arranged_in_a_specific_ordered_pattern.__Crystals_are_the_building_blocks_for_minerals.__Minerals_are_made_up_of_crystals.__Crystallization_is_the_process_that_creates_crystals.__Scientists_who_study_crystals_are_called_crystallographers_(crys-tal-LOG-ra-phers).__

How Do Crystals Get Their Shape?Crystals_can_be_six_different_shapes.__These_shapes_are_called_crystal systems.__The_shape_depends_on_how_the_atoms_are_connected.__Atoms_connect_in_certain_ways.__Look_at_a_salt_crystal_with_a_hand_lens.__You_will_see_that_salt_crystals_are_in_the_shape_of_a_cube.__Sugar_crystals_are_oblong_and_rougher_at_the_ends.

There_are_other_kinds_of_crystals.__Snowflakes_are_water_crystals.__Many_gemstones_are_formed_from_crystals.__Silicon_crystals_are_in_solar_panels.__They_change_sunlight_into_energy_we_can_use.__Tiny_crystals_are_used_in_some_electronics.__Quartz_crystals_are_used_for_lenses_found_in_telescopes_and_digital_watches.

The Size of CrystalsCrystals_come_in_all_sizes.__Some_crystals_are_very_large_and_can_be_seen_easily,_but_some_can_only_be_seen_with_special_microscopes.__In_the_Cave_of_the_Crystals_in_Naica,_Mexico,_workers_found_some_of_the_largest_crystals_ever_seen.__One_of_them_is_11_meters_(36_feet)_long_and_1.2_meters_(4_feet)_wide!__Those_crystals_formed_thousands_of_years_ago.

salt_crystals

sugar_crystals

crystals_in_Naica,_Mexico

© Teacher Created Materials #12375—Rocks and Minerals Inquiry Handbook 133

Lesson 16Name_____________________________________

CrystalsMapping CrystalsDirections:_Think_about_the_information_you_read_on_the_previous_page_and_complete_the_concept_map_below.

Definition Shapes and Sizes of Crystals

Examples Uses of Crystals

Crystal

#12375—Rocks and Minerals Inquiry Handbook © Teacher Created Materials134

Name_____________________________________Lesson 16

CrystalsCrystals VocabularyDirections:_Write_the_vocabulary_word_or_phrase_next_to_its_definition.__Choose_words_from_the_Word_Box_below.

Word Boxcrystal_____crystallization_____crystallographer_____crystal_system

Vocabulary Word Definition

1. any_of_the_six_main_classifications_of_crystals_according_to_their_geometric_shapes

2. the_process_of_crystal_formation

3. a_geometric,_solid_material_with_flat_surfaces_that_forms_in_an_orderly,_repeating_pattern

4. a_scientist_who_studies_the_forms_and_structure_of_crystals

Directions:_Illustrate_each_term_in_the_spaces_below.

crystal crystallization

crystallographer crystal system

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AnalyzingScience ● What is the most common crystal shape?

■ What should you look for when classifying an unknown crystal?

▲What is the difference between an isometric cyrstal and a hexagonal crystal?

NonfictionWritingPromptcave of the crystals in chihuahua, mexico, contains some of the largest natural crystals ever found. research the cave and explain how these crystals formed. make a travel brochure to display your findings. use the internet and books from your school library to help you.

FictionWritingPromptWrite a story about a crystal. Where did it come from? how did it form? What type of crystal is it?

Crystal Systems: The Shape of CrystalsBackgroundInformationrocks are made of minerals. minerals are made of crystals. a crystal is a regular geometric solid. it has smooth surfaces called crystal faces. there are thousands of different minerals. but crystals come in only six different shapes. these shapes are called crystal systems. their shape is determined by the way atoms are arranged. these are the six basic crystal systems: 1 Isometric,orcubic,system: most crystals are this type. it is the simplest shape. it is a

six-sided figure. the fluorite shown is an example of the cubic system. 2 Tetragonal(te-TRAG-un-nl)system: a tetragonal system is shaped like a rectangular

prism. the zircon shown is one example. 3 Orthorhombic(awr-thuh-ROM-bik)system: these look like two pyramids stuck

together. the obelisk of topaz shown is one example. 4 Monoclinic(mon-uh-KLIN-ik)system: these crystals are short and stubby. they are

shaped like quadrilaterals. they have tilted faces at each end. calcite is one example. 5 Triclinic(trahy-KLIN-ik)system: these crystals are usually not symmetrical. they form

unusual shapes. they can be flat with sharp edges. they have no right angles. the raw amethyst shown is one example.

6 Hexagonalsystem: this is a prism with eight faces, two of which are hexagons. Quartz is one example.

ScientificChallengecan you grow your own crystals? research this question on the internet and then design an experiment to test your findings. record the steps to your experiment. then try your experiment and share your results with your class.

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