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Minecraft Magma Math and Chemistry Investigation in Igneous Rock

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4.7 (5 ratings)
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TheScienceGiant
428 Followers
Grade Levels
7th - 11th, Higher Education, Homeschool
Standards
Formats Included
  • Word Document File
Pages
15 pages
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TheScienceGiant
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Description

Use the setting of the video game Minecraft to explore Earth Science. Student are engaged by imagining a cavern full of molten rock exists underground. When the magma cools off, what igneous rock types will be formed over time? And for extra credit find out how much gold ore will exist, and if it's worth risking the monsters for the mining! Students solve this real-world math problem with paper and pencil by using the silica content percentage, as minerals will crystallize out of the melt.

Students will make connections between this science skill and the hit game that is enjoyed by many, especially in their age range. Minecraft includes types of igneous rock so this is a great real-world activity since the video game has provided them the background knowledge. This printable is not licensed by Microsoft or Minecraft.

This activity is classroom tested to help students with the following Florida Next Generation Sunshine State Standards in Science:

  • SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
  • SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation

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Total Pages
15 pages
Answer Key
Included
Teaching Duration
1 hour
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Standards

to see state-specific standards (only available in the US).
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
NGSSHS-ESS3-2
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
NGSSMS-ESS2-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. Assessment does not include the identification and naming of minerals.
NGSSHS-PS1-6
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. Emphasis is on the application of Le Chatelier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products. Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.
NGSSMS-PS1-4
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.

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