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MINERALS & ROCKS CHAPTER 1 Vocabulary • Use examples to determine word meaning: What does the word properties mean in this book? Let’s look for clues for the meaning of this word on page 8. (Answer: characteristics; Clues/evidence: each mineral has physical properties, such as color, luster, hardness, streak, cleavage, and heaviness, that help identify it)
Find It! Level 1 Comprehension
LEVEL X/60
• Identify facts and details: Some minerals have a distinctive ____. (color, page 8) • Identify facts and details: Most rocks are a mix of many ____. (minerals, page 11)
Look Closer! Level 2 Comprehension I. Uses of Minerals in Science and Industry A. Ores—minerals mined to produce valuable metals or other materials 1. iron ore comes from hematite and pyrite 2. lead comes from galena 3. aluminum comes from ore bauxite B. Nonmetal minerals used in industry 1. diamonds and rubies—drilling and grinding tools 2. corundum— sandpaper and emery boards 3. ?
• Compare and contrast: How are talc and gypsum alike? (both are minerals; both are very soft; both can be scratched by a fingernail, page 8) • Represent text in a different way: Present the outline on chart paper or on your whiteboard. Look at the outline created from information on page 10. What information belongs in the blank? (borax yields boron—used in laundry detergents and ceramics)
Prove It! Level 3 Comprehension • Summarize information: Write a one-sentence summary for page 8. (Answer: we identify minerals using common and unusual properties; Clues/evidence: we can use physical properties to identify minerals: color, luster, hardness, streak, cleavage, heaviness; some minerals have unusual properties; halitite tastes salty; magnetite and hematite are magnetic; some clay minerals smell earthy) • Draw conclusions: What can you conclude about the rock cycle from the information on page 12? (Answer: rocks are formed in all parts of Earth; Clues/evidence: igneous rocks are formed when hot, melted rock deep within Earth cools and hardens; the process of weathering and erosion break rocks down into smaller pieces; deep within Earth, intense heat and pressure can change minerals and materials in a rock; the labeled diagram shows igneous and metamorphic rock occurring under Earth and sedimentary rock occurring on Earth’s surface)
C. Clay minerals 1. vermiculite helps soil hold water 2. kaolinite used in making fine china
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize Chapter 1? (description/example) • Evaluate author’s purpose: Why did the author include the chart on page 10? (to show a large number of minerals and how they are used in everyday life)
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CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the term extrusive rock mean in this book? Let’s look for clues for the meaning of this term on page 17. (Answer: igneous rock formed quickly on Earth’s surface; Clues/evidence: which type forms depends on whether the magma cools very slowly within Earth’s interior [intrusive] or more quickly on Earth’s surface [extrusive])
Find It! Level 1 Comprehension • Identify facts and details: ____ is the most common igneous rock on Earth. (basalt, page 19) • Identify facts and details: Rocks that form very ____ deep underground are coarse-grained. (slowly, page 20)
runny or watery both erupts slowly, build up flowing down the mountains mountain forms low, fiat shield mountains Hawaii
Look Closer! Level 2 Comprehension ? explode violently send rocks and ashes into air form coneshaped mountains Mt. Fuji
• Identify cause and effect: Extrusive rocks do not have large crystals because . . . (the lava cools quickly, not allowing large crystals to form, page 18) • Represent text in a different way: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram created from information on page 19. What information belongs in the blank? (thick, sticky magma)
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea for the sidebar on page 21? (Answer: scientists use many tools to measure changes in volcanic behavior; Clues/evidence: a tiltmeter shows changes in the slope of the volcano; lasers supply other measurements of the surface; seismographs record local earthquakes; other instruments measure changes in electrical and magnetic fields) • Support responses using text: There is not a lot of information on how intrusive rock forms. How can you tell? (because intrusive rocks form deep inside Earth over long periods of time, scientists cannot observe the actual process, page 21)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included the diagram on page 20 to . . . (help the reader see how intrusive rocks are a part of the rock cycle) • Analyze text structure and organization: The author compares on page 20. What words tell you the author is comparing? (others are; Just as)
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CHAPTERS 3 AND 4 Vocabulary • Use direct definitions to determine word meaning: What does the word horizontality mean in this book? Let’s look for clues for the meaning of this word on page 26. (sedimentary rocks that form in water are originally deposited in flat, horizontal layers, like a stack of pancakes; this is known as the law of horizontality)
Find It! Level 1 Comprehension • Identify facts and details: Sedimentary rocks are the best place to find . . . (fossils, page 32) • Identify facts and details: Metamorphisms can take place ____ or more beneath Earth’s surface. (eight kilometers or five miles, page 38)
Look Closer! Level 2 Comprehension • Identify sequence of events: Water flowing underground dissolves limestone and impurities add colors to the white limestone. What happens next? (limestone-filled water flows through the cave and hardens on the cave walls and floors; this dripstone forms colorful pillars called stalactites and stalagmites, page 29) • Represent text in a different way: Present the outline on chart paper or on your whiteboard. Look at the outline created from information on page 39. What information belongs in the blank? (surfaces of these rocks look grainy or marbled)
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea of pages 32 and 33? (Answer: fossils form slowly over time and tell us a great deal about Earth’s past; Clues/evidence: sometimes when a plant or animal dies, soil and sediments bury it, preserving its shape; over time—perhaps millions of years—minerals from the soil slowly replace the harder parts of the organic, or living, material; softer parts rot away; but they still may leave an imprint, or mold, in sand or mud that eventually hardens into rock; fossils are valuable clues to Earth’s history) • Draw conclusions: What can you conclude about sedimentary rock from the information on page 34? (Answer: sedimentary rock is very important to our way of life; Clues/evidence: limestone and sandstone are widely used as building stones; limestone has many other uses in industry; crushed limestone is used in road-building, making cement, paper-making, chemicals, and glass-making; sedimentary rocks and rock structures are the source of some of our most valuable energy resources; some shale are rich in oil)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What contrast words does the author use on page 28? (by contrast) • Evaluate author’s purpose: Why does the author use bullets on page 38? (to grab the reader’s attention)
I. Types of Metamorphic Rock A. Foliated rocks 1. has striped or layered appearance 2. heat and pressure combine to force crystals into parallel bands 3. pressure has flattened the grains B. Nonfoliated rocks used in industry 1. crystals are arranged randomly, no pattern 2. ?
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME SCIENCE Set A ©2010 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.