Instructional Software

Lesson Idea Name: Mineral Identification

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

Content Standard Addressed: S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils.

Technology Standard Addressed: 3

Selected Technology Tool: Brain Pop

URL(s) to support the lesson (if applicable): https://educators.brainpop.com/bp-topic/mineral-

identification/
https://www.explorelearning.com/index.cfm?method=cResource.dspStandardCorrelation&id=3970

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

Bloom’s 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

Universal Design for Learning (UDL): The technology I have chosen to use is Brain Pop. This platform will
support all students as it is available in multiple languages and offers tutorials. If there is a blind student, they
can listen to the recording, it there is a hearing-impaired student, they will be able to view the video and
complete the vocabulary development section of the lesson using a word map. The activity I have planned for
the students is to first view a video on Brain Pop about a couple of cartoon characters who are trying to
describe how to know if a mineral is a particular mineral or not.
Lesson idea implementation: The students will brainstorm the terms and concepts associated with the topic
of minerals. They will also explore the topic using the BrainPoP resources, including the movie and related
features. The students will use a vocabulary concept map to make visual connections between terms and
their meanings. They will then share their concept maps with their peers. I will also have a collection of
minerals that I can check out from the media center for the students to have a hands-on opportunity to feels
the minerals and learn what is what. As the teacher, I will prepare the movie and features to plan for any
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adaptations. I will assign Make-a-Map using the Assignment Builder within Brain PoP. I will write the Brain
Pop topic on the board, which is Minerals. I will activate students’ prior knowledge by prompting them to
brainstorm words or concepts associated with the topic. I will show the movie on the whiteboard to the
entire class.
The students will work independently on their Make-a-map assignment (Using the Assignment Builder).
The students can independently watch the movie again within Make-A-Map, this time pausing for words and
concepts associated with the topic of minerals. The students will share their vocabulary maps with. A partner
or small group, describing the meaning of the terms they chose and why the selected the images or video
clips that they did. This activity should take 50 minutes to complete. I will be assessing the students via a
worksheet handout that I will print from Brain Pop. I plan to differentiate learning by offering multiple ways
for students to learn the concept. For example, there will be the video, May-A-Map, worksheet, etc. To
extend this lesson, I will do one of two things, whichever is available first. I plan to invite an archeologist who
works at a local rock quarry to come talk with the students about the different minerals as well as his job as
an archeologist. If my friend is not able to make it, I would like to take a field trip to Tellus Museum in
Cartersville. Tellus Museum has lots of minerals, fossils, and other artifacts available to view. I conclude the
lesson by having the students share their Make-A-Map assignment with their neighbor. I plan to offer
feedback and feedforward to each student as I look over their Make-A-Map.
Reflective Practice: I feel like the ideas in this lesson will be fun and engaging for the students. They will be
able to walk away with a new knowledge of minerals and how to recognize their differences. Since this is an
introductory activity to a unit study on minerals, I will continue to scaffold upon this knowledge with lessons
containing deeper information about minerals. I could even go deeper and have the students’ study where
certain minerals are found, etc.

Spring 2018_SJB