Objective: Students will use both print and electronic resources to research a mineral. They will demonstrate basic understanding of the mineral’s physical properties and significance by completing a 4-square project.

Standard: Addresses CA standard 6b and 6c (Material resources and their uses)

We began with a discussion on what makes a mineral special, going over the criteria for mineral classification. We used a Venn Diagram (Graphic Organizer Maker) to show differences and similar between common rocks and minerals.

Students were then assigned one of 15 minerals randomly. The minerals were pre-selected by the teacher to be interesting (gold, silver, gemstones), easy to research ( lots of information widely available), and having identifiable uses ( kids would get how we use them).

Minerals assignment: 
• Hematite
• Garnet
• Diamond
• Corundum (Rudies and Emeralds)
• Gold
• Silver
• Copper
• Tin
• Titanium
• Quartz
• Gypsum
• Talc
• Pyrite
• Mica

We started research online. I provided the students with a worksheet to help them collect information about their mineral.

We used these sites to begin:

http://mineral.galleries.com/minerals/byname.htm (probably the most kid-friendly)
www.minerals.net
www.webmineral.com

Students spent one class period searching for information and recording it on their worksheet
At this point I had them stop so I could demonstrate how to complete this research effectively. Kids want to zero in on one detail (What is the color?) and search for just that one answer. Instead I showed them they should read the information on the web page, then find where that information goes on the worksheet. We practiced this with a few details to make sure we all understood how to do it.

On day two, the students met in the library. Print resources, including encyclopedias and books, were set out on all tables. Students used them to finish tier research, add extra details, or to find example pictures. 

Students were then to use the details they had collected to create a Science 4-square. This ideas is borrowed form Language Arts and serves as a simple way to check for comprehension. We folded a piece of paper into quarters, and added these four sections:

General Information

• Name, symbol, etc.

Physical Properties

• Describe in a paragraph how the mineral looks, its harness, shape, luster etc. I modeled for them how these sentences  could sound, and review what characteristics a paragraph should have. 

Significance

• Describe in a paragraph why it is important. Again, I modeled how this should sound.

Illustration

• Some sort of illustration goes here that was drawn by the students themselves. This can be a picture of how we use the mineral, or the mineral in its natural state. I didn’t allow printed pictures. They must also add a caption.