Science Outcomes

Lesson 1- What is a crystal

ACSIS060: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple report

Science Indicators
Exploring ways in which scientists gather evidence for their ideas and develop explanations. Considering how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander people in everyday life.

ACSISE061: Science involves making predictions and describing patterns and relationships. Lesson 2- Different types of crystals and Lesson 3- Crystal process on earth
ACSSU075: Earths surface changes over time as a result of natural processes and human activity. ST2-8ES: Describes some observable changes over time on the Earths surface that result from natural processes and human activity.

Describing patterns and relationships in data collected from investigations.

record data about some changes in natural conditions.

Use appropriate tools and equipment to collect and Describe some changes in the landscape that have occurred

over time as a result of natural processes.

Lesson 4- Process of creating crystals Lesson 5- Making salt/sugar crystals Lesson 6- Revision: Documenting change and process

ACSHE061: Science involves making predictions and describing patterns and relationships. ACSHE061: Science involves making predictions and describing patterns and relationships. ACSISE061: Science involves making predictions and describing patterns and relationships. UTS2.9: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. ACSHE061: Science involves making predictions and describing patterns and relationships.
ACSSU075: Earths surface changes over time as a result of natural processes and human activity.

Describing patterns and relationships in data collected from investigations. Describing patterns and relationships in data collected from investigations. Describing patterns and relationships in data collected from investigations

Selects appropriate materials and resources to model and present ideas.

Lesson 7- How to present crystal findings Lesson 8- Creating group presentations

Describing patterns and relationships in data collected from investigations.

Use appropriate tools and equipment to collect and record data about some changes in natural conditions. Describe some changes in the landscape that have occurred over time as a result of natural processes.

Lesson 9- Present to class

ACSISE061: Science involves making predictions and describing patterns and relationships. UTS2.9: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Describing patterns and relationships in data collected from investigations. Selects appropriate materials and resources to model and present ideas.

Key Scientific Knowledge

Lesson 1, 2 and 3 Crystals are the product of a combination of atoms and molecules. Atoms are an assortment of protons, electrons and neutrons, and are the building blocks of molecules or elements (Science Kids at Home, 2011). A periodic table is a chart that shows the atomic number and symbol for all elements, and the name and basic chemical properties for each of these elements (Chem4Kids, 2013). The shape and form of crystals are the result of molecules forming a repeating pattern. The pattern created determines the unique structure that a crystal will encompass (Science for Kids, 2013). Crystals are made of the same elements known as atoms, but the structure can be different because of the way the atoms have been arranged or patterned, and thus, have formed different crystal structures (Leveson, 2001).

Crystals are known to come in two main forms, such as natural, and manmade. Natural crystals are formed under the earths sur face from a combination of temperature and compression to form different shapes, whereas artificial (manmade) crystals are created in a laboratory (Everything about Crystals, 2013). Natural crystals usually start growing from a centre or from a surface and continue to grow through the addition of atoms and molecules to the outer surface. It is rare to find a perfect crystal as the temperature, pressure, chemical conditions, and amount of space all affect the growth (Symes & Harding, 1991).

It is estimated that in an hour, millions of atoms arrange themselves layer by layer across the crystal surface (Sunagawa, 2005). There are many different shapes and forms of crystals. The seven types of crystals structures are known as; Cubic, Trigonal, Triclinic, Orthorhombic, Hexagonal, Tetragonal, and monoclinic (Science for Kids, 2013). There are also four main categories that classify the crystals according to their chemical and physical properties. These include; Covalent crystals, Metallic crystals, Ionic crystals, Molecular crystals (Campbell, 1998-2011). Crystals can also be found in everyday kitchen ingredients too, such as salt, sugar, and baking soda. When crushed, or magnified, crystals can be various shapes and sizes, however, it is only possible to see the complete crystal structure under a microscope or magnifying glasses (Maki, 1993).

Lesson 4, 5 and 6

When molecules and atoms solidify into repeated patterns, the process is known as crystallisation (Lipper, 2013; Campbell, 2011). Crystals can be created in the kitchen using heating and cooling. When a solute is heated, the molecules are separated (Kidzworld, 2013). When the mixture is cooled and place in a jar a point of nucleation is inserted into the jar which allows the molecules to meet and continue creating an atomic repeated pattern (Waite & Taylor, 2013). Over time a larger structure forms and thus forming a crystal (Maki, 1993; Kidzworld, 2013). The crystalisation process is delicate, so special attention needs to be paid to the heating and cooling of the saturated mixture (Reciprocal net, 2004). Although crystals can have different types of shapes and forms, some may even appear similar in shape or size but each crystal is unique (Leveson, 2001).

Lesson 7, 8 and 9

To give a complete evaluation of the students presentations, the teacher needs to have a concrete understanding of all the content that has been covered so far in the unit. Knowledge of the various aspects of crystals, such as what a crystal is, how they are formed, and the different types is essential. Inside this knowledge, teachers must know that crystals are a result of combined atoms that form a repeated pattern of molecules, leading to a solid shape. These crystals can be either natural or manmade (artificial) (Campbell, 19982011) and be divided in seven different types of crystal structures.

In our daily lives, crystals can also be found in kitchen ingredients such as salt, sugar and baking soda. Each presentation must include each type of crystal they used, hypothesis, steps of the process, video or photos, precautions and risks, results and conclusion. During the presentations each group will be evaluated with a marking rubric, leading to an overall evaluation of the experiments and the resources used, giving a relevant recognition of the importance of technology in education (Quinlan, 2012) and the utility videos, photos and Power Point presentations bring to visually interact with the crystallization process.

Reference List Campbell, HA. (1998-2011). What types of Crystals are there? Kiwi Web: Australia and New Zealand. Retrieved 22 October, 2013, from http://www.chemistry.co.nz/crystal_types.htm Chem4Kids. (2013). Atoms around us. Retrieved from URL http://www.chem4kids.com/files /atom_intro.html Everything about crystals. (2013). Everything about crystals: Interesting facts about crystals. Retrieved 22 October, 2013, from http://everythingaboutcrystals.com/ Leveson, D. J. (2001). Crystal City. Retrieved 22 October, 2013, from http://academic.brooklyn.cuny.edu/geology/leveson/core/graphics/crystals/crystals_cause.html Lipper, A. (2013). Easy crystal experiments you can share with your kids. Supercharged Science. Retrieved from URL http://www.superchargedscience.com/documents/Crystals.pdf Maki, C. (1993). Snowflakes, Sugar, and Salt. Crystals up close. Learner Publications Company: Minneapolis. Quinlan, A. (2012). A Complete Guide to Rubrics: Assessment Made Easy for Teachers of K-college. Plymouth: Rowan & Littlefield Education. Science For Kids. (2013). Crystals. Ducksters. Technological Solutions. Retrieved 21 October, 2013, from http://www.ducksters.com/science/crystals.php Science Kids at Home. (2011). What are crystals?. Retrieved from URL http://www.sciencekidsathome.com/science_topics/what_are_crystals.html Sunagawa, I. (2005). Crystals: Growth, Morphology, & Perfection. New York: Cambridge University Press. Symes, R.F & Harding, R.R (1991). Crystal & Gem: discover the fascinating world of crystals and gems- their beauty, uses, structure and variety. Sydney: Collins Publishers.