The Kitchen Science of Crystals Lesson 3 ECH 430- Assignment 3 Student Number 43366023

Lesson 3: How crystals are formed Stage 2 Outcomes and indicators ST2-8ES Observes changes in the crystal formation process and its main characteristics it acquires during the process (shape, colour, etc). 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 equipment to observe crystals formation and draw theories on how this happens. KLA integration TS2.2 students will interact effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. DM S2.8 students will develop, implement and evaluate ideas using drawings, models and prototypes at appropriate stages of the design process Activity: Observing the formation of ice in different videos and making ice crystals by interacting with an experiment using cooled water in a bottle. This activity aims for students to observe the process of crystal formation and physically interact with this process with a simple demonstration with cooled water. Students will engage in hands on experience as they use bottles of cooled water to observe the formation of ice crystals inside the bottle when we is smacked in a table or drop an ice cube. Key scientific knowledge All crystals have a definite shape that consists on faces and angles (edges or corners), which are not always formed as a perfect cube. When crystals start to crystallize some can appear to be chipped or nicked from rubbing against each other. (Stangl, 1990, p.15). Crystals are solid form of substance where atoms or molecules are arranged in a repeated pattern throughout the whole crystal. Crystals are form by millions of atoms that fit together in their own pattern to form that crystal. During the formation process, when white light (daylight) falls on a crystal some wavelengths may be reflected and some absorbed. If it is absorbed, those remaining will make up a colour other than white, because some of the wavelengths that make up white are missing. (Symes & Harding, 1991, p.16). Crystal can be formed in natural growth from gas, liquid or solid and usually starts growing from a center or from a surface and continues to grow by adding similar material to the outer surfaces. It is rare to find a perfect crystal, temperature, pressure, chemical conditions and amount of space affect the growth (Symes & Harding). It is estimated that in an hour, millions of atoms arrange themselves layer by layer across the crystal face (Sunagawa, 2005). Resources Projector and Laptop/computer Water

The Kitchen Science of Crystals Lesson 3 ECH 430- Assignment 3 Student Number 43366023

Bottles Refrigerator Ice cube Overview of Lesson Introduction to lesson (accompanied by 3 youtube videos were they can see crystal formation) Engage children with a visual example on the process of crystal formation with two videos in slow motion, being accompanied by an explanation on how this crystal are formed, characteristics (shape, color, etc.) and the growth of the different types of crystals. http://www.youtube.com/watch?v=y5zNZre36k8 http://www.youtube.com/watch?v=1k4xV2ucm3g Use the video to explain the process that is occurring to give them a visual example of the process itself. Introduce the activity in pairs with the cooled water bottle (depending on the amount of children there can be a group of 3) and by the end of the lesson show a video explaining the experiment supported by a verbal explanation from the teacher. http://www.youtube.com/watch?v=3Qasw7lb2UM Activity The projector will be set up to show the videos of crystal formation. In each video children must draw theories on why is this happening and how. Students will be separated in pairs and give then a cooled water bottle. One of the students will hit the bottle against a hard surface and the other will write down what happens to the cooled water. Each pair will write down their conclusion and share it with the rest of the class. The teacher will then give an explanation of the process and characteristics crystals can have during the formation. To conclude the lesson, the teacher will show a video where the experiment they just did is explained in detail, so children can verify if their theories were right being helped by the teacher at all moments to guide their knowledge.

The Kitchen Science of Crystals Lesson 3 ECH 430- Assignment 3 Student Number 43366023

Reference Lists Australian Curriculum Assessment and Reporting Authority. (2012). Science: Foundation to Year 10curriculum. Retrieved from URL http://www.australiancurriculum.edu.au/Science/Curriculum/F-10 NSW Board of Studies. (1993). Science and Technology K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/.../science-and-technology/k6_scitech_syl.pdf NSW Board of Studies. (2007). English K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/English/k6_english_syl.pdf Stangl, J. (1990). Crystals and crystals gardens you can grow. New York: A first book 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. Sunagawa, I. (2005). Crystals: Growth, Morphology, & Perfection. New York: Cambridge University Press.