The Kitchen Science of Crystals Lesson 2 ECH 430- Assignment 3 Student Number 42065712

Lesson 2: Different types of crystals what do they look like? Stage 2 Outcomes and indicators ST2-8ES describes some observable changes over time on the Earths surface that result from natural processes and human activity ACSSU075 Earth's surface changes over time as a result of natural processes and human activity. Students are provided with the opportunity to use appropriate tools and equipment to observe crystals, and record data KLA integration: DS2.1 students will gather and organize data using tables to documents and interpret their observations and findings TS2.1 students will engage in interactions with peers to initiate discussion about crystals, particularly in relation to what is being observed Activity: Identifying and observing everyday crystals Purpose of this activity is for students to visually observe and identify the different shapes that basic everyday crystals encompass Students will engage in a hands on experience as they use the magnifying glasses to observe the different crystal shapes found in a range of kitchen ingredients Key scientific knowledge Crystals come in two main forms natural and manmade. Natural crystals are formed under the earths surface from a combination of temperature and compression to form different shapes, whereas artificial (manmade) crystals are created in a laboratory (Everything About Crystals, 2013). There are many different types of shapes and forms crystals come in, and even though they may appear similar in shape or size, each crystal is actually unique. 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). There are seven types of crystal structures (shapes) 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). An interesting type of crystal is a snowflake. Snowflakes are frozen pieces of water that are formed up in the clouds they are known as ice crystals. Each snowflake is so tiny that it is impossible to see its complete structure in detail without a microscope (Maki, 1993). Every snowflake has six sides but each is represented in a unique form, creating a unique shape. Temperature has a big influence on the shape the snowflake will be, and since temperature is always changing, this means that no two snowflakes will ever be the same (Kidzworld, 2013; Science for Kids, 2013). Crystals can also be found in everyday kitchen ingredients too. Salt, sugar, and baking soda are all made up of crystals. It is only possible to see the different crystal sizes and shapes through magnifying glasses or a microscope. When crushed, or magnified, crystals can be various shapes and sizes, however, salt are the only crystals that will always remain shaped like cubes (Maki, 1993).

The Kitchen Science of Crystals Lesson 2 ECH 430- Assignment 3 Student Number 42065712

Resources Salt Sugar Baking Soda Magnifying lenses / Microscope PowerPoint presentation on Crystals Overview of Lesson Introduction to lesson (accompanied by PowerPoint presentation see link below lesson plan) Visually engage students in the experience by using a PowerPoint slide show to accompany verbal introduction at the beginning of the lesson Use the slide show to show images of the different types of crystals and the shapes and forms they can come in Introduce activity and divide students in groups for the experience (group size will vary according to amount of students) Activity Classroom will be set up with three stations Each station will contain kitchen ingredient, either sugar, salt, or baking soda Students will spend about 8-10 mins at each station observing the ingredient with a magnifying glass and/or microscope (groups will rotate until everyone has had a turn at every station) Students are required to record their observations from each station To conclude lesson, come together as a class and discuss experiences, focusing on observations identifying similarities and differences. References
Board of Studies. (2007). K-6 English Syllabus. Board of Studies: NSW Board of Studies. (2007). K-6 Maths Syllabus. Board of Studies: NSW Board of Studies. (2013). K-10 Science Syllabus. Retrieved 21 October, 2013, from http://syllabus.bos.nsw.edu.au/science/sciencek10/ 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 Everything about crystals. (2013). Everything about crystals: Interesting facts about crystals. Retrieved 22 October, 2013, from http://everythingaboutcrystals.com/ Kidzworld. (2013). All about Snowflakes. Retrieved 21 October, 2013, from http://www.kidzworld.com/article/1587-all-aboutsnowflakes Leveson, D. J. (2001). Crystal City. Retrieved 22 October, 2013, from http://academic.brooklyn.cuny.edu/geology/leveson/core/graphics/crystals/crystals_cause.html Maki, C. (1993). Snowflakes, Sugar, and Salt. Crystals up close. Learner Publications Company: Minneapolis. Science For Kids. (2013). Crystals. Ducksters. Technological Solutions. Retrieved 21 October, 2013, from http://www.ducksters.com/science/crystals.php