Goals:

To be able to describe properties of gold.

To understand why gold has been valued throughout history.

Content Areas:

Science - physical property identification and formation of gold

Social Studies - uses of gold throughout history

Materials:

Piece of pyrite (fool's gold)

Shoe box

Map of world distribution of gold resources and reserves

Resources that contain physical properties of gold



Encyclopedias

Classroom science text

Microsoft Encarta '95

Internet

Procedure: (1 hour)

1) The teacher should place the piece of pyrite under the shoe box before the students enter the room. Don't let them peek.

2) The teacher should tell the students that he/she has something they are thinking about giving away. Tell the students that since he/she is not sure and that everyone will probably want to have what is under the box, he/she will only flash it for a second. Show the students the pyrite for a very brief period of time.

3) Hopefully, at least one student will guess that you have a piece of gold under the box. If not, flash them another peek. Once the students guess gold, ask who would like the gold. Ask them why the gold is valued by them. Why have people valued gold throughout history? What makes gold so wanted? Using the map, show the students where gold occurs around the world.

4) Tell the students that whoever finds the most physical characteristics and properties of gold might receive the piece of gold. Resources should include information on properties such as malleability, ductility, hardness, heat, electrical conduction, color, luster, and density.

5) Students will offer the information they have gathered and the teacher should write it on the board. Discuss the meaning of some terms such as malleability and ductility. How do these properties make gold useful? How does the conduction of electricity make gold useful? How have people used gold throughout history?

6) The class should compare the sample of "gold" to the properties starting with color and luster and moving to malleability and ductility. Is this gold? Discuss the historical significance of fool's gold.

7) The student who collected the most information about gold wins the pyrite!

Assessment:

Students will be assessed based upon participation in discussion and the collection of gold information (see Discussion Rubric). Criteria for success: Students must collect at least four pieces of information concerning gold.

Extensions:

Use a newspaper to find the value/price of gold per ounce. If you found a pound of gold, how much would it be worth? How big would the piece be?

Explore the use of gold as currency throughout history. What advantages/disadvantages does gold currency have to paper currency?

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