Instructional Software

Lesson Idea Name: Mystery Minerals

Content Area: Earth Science
Grade Level(s): 3rd

Content Standard Addressed:

S3E1. Students will investigate the physical attributes of rocks and soils.

b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture),
measurement, and simple tests (hardness).

Technology Standard Addressed:

3. Knowledge Constructor Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

a. plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

Selected Technology Tool:

BrainPop

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/science/earthsystem/mineralidentification/

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement
Summer 2017_SJB
 Instructional Software

Lesson idea implementation:

The teacher will introduce attributes of minerals by casting a KWL chart on the smartboard and
generating a class discussion. Students will come up to the board and write what they know about minerals.
Once done with this step, the teacher will play a BrainPop video about mineral identification. After the video,
students will then come back up to board and fill out what they want to know more about and what they just
learned in the video.
Now it is time to be scientists! Students will be randomly selected into groups. Each group will be
assigned a mystery mineral. Students will then carefully run tests, just like in the video, on their mineral to
decipher what it is. The teacher will, however, perform the last test (hydrochloric acid) and have the students
observe. Each group will have one team member be the scribe. The scribes role is to record their groups
observations using a piece of technology (IPad, laptop, etc.) and will post their findings on their class blog.
This way, parents will be able to see what the class was doing that day. The teacher will be walking around
the class taking note of participation, assisting, and prompting. This will be a formative assessment.
After the tests have been done and observations made, the groups will make their final decision as to
what mineral they have. The class will come back together as a whole and discuss their findings, ideas,
thoughts, etc. The teacher will reveal what each mystery mineral is. As a summative assessment, each
individual student will now be assigned their very own mystery mineral and will do a project on what their
mineral is (origin, where to find it, etc.). During the course of the week, each student will now run the same
tests, but on their own, as to what their mineral is. Instead of posting on the class blog, students will now
have to use a form of technology to present a project on their findings and their research. Some examples of
various technology used by students could be Animoto, Power Points, podcasts, or Pow Toons. Students will
work on this project in class (not at home) for three weeks. At the end of the process, students will share their
presentations in class. The teacher will grade on overall detail, participation, aesthetics, and enthusiasm.

Summer 2017_SJB