Grade 3 Science: Rocks & Minerals Concept Mapping

I would integrate this particular concept map into my classroom if I was conducting a lesson in Grade 3 Science on Rocks & Minerals. After looking at the Alberta education specific learning outcomes (SLO) as noted below:

# 2. Given a description of the properties of a particular rock or mineral, identify a sample rock or mineral that matches those properties. Properties that students should be able to describe and interpret include:
· colour
· lustre or “shininess”; e.g., shiny, dull, glassy, metallic, earthy
· texture; e.g., rough, smooth, uneven
· hardness, based on scratch tests with available materials
· presence of carbonates. Note that the presence of carbonates can be tested with vinegar or another mild acid
· crystal shape for minerals, or overall pattern of rocks.
# 3. Describe and classify a group of rocks and minerals, based upon the above properties.

I created my concept map to reflect the concepts (properties of classification for rocks and minerals) that needed to be learnt by the students. The concept map can also be applied as guide or source for students, for example in an activity where an assortment of rocks/minerals needed to be classified based on the aforementioned properties. The concept map is an instrument to help achieve the listed science unit SLOs. The creation and integration of a concept map would also be covering the following technology general outcomes:

C5 Students will use technology to aid collaboration during inquiry.
C6 Students will use technology to investigate and/or solve problems.
P4 Students will integrate various applications.

Concept mapping can be used in the classroom because it is one easy and constructive way to organize data at the same time as also showing the relationships between the information found. Concept mapping is also a creative and innovative way to present a framework of ideas that allows students to focus on specific topics that are outlined in the map. These ideas and topics can be organized by pictures and/or words based on the grade level, subject or preference of teacher. Concept mapping is also a great way to achieve specific ICT outcomes such as:

C5- 2.2 Record group brainstorming, planning and sharing of ideas by using technology (which can later be organized into a concept map)
C6- 2.3 Use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
P4 - 1.1 Integrate text and graphics to form a meaningful message