Created byIan Liebenberg

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Crystal Creations

Grade 7Science1 days

★★★★★

4.0 (1 rating)

The "Crystal Creations" project is a hands-on learning experience for 7th-grade science students, focusing on the physical and chemical properties of salts and their role in crystal formation. Through a series of activities, students investigate how environmental factors like temperature and humidity affect crystallization, and explore how manipulating variables such as concentration and cooling rate can influence the growth and structure of crystals. The project encourages students to apply scientific principles in designing experiments and optimizing crystal growth, culminating in presentations that showcase their findings and understanding.

CrystallizationEnvironmental FactorsSalt PropertiesExperiment DesignPhysical ChemistryMiddle School ScienceScientific Inquiry

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use our understanding of the physical and chemical properties of salts and environmental factors to create and influence the growth of different types of crystals?

Essential Questions

Supporting questions that break down major concepts.

What are the physical and chemical properties of salts?
How do different environmental factors affect crystal formation?
In what ways can the process of crystallization be influenced by modifying variables?
How does understanding the properties of matter help us in creating and using crystals?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand the physical and chemical properties of salts and how they contribute to crystal formation.
Investigate how environmental factors such as temperature and humidity affect the growth of crystals.
Explore how crystallization can be influenced by modifying variables such as concentration and cooling rate.
Apply the understanding of matter properties to design and conduct experiments for crystal growth.

NGSS

5-PS1-3

Primary

Make observations and measurements to identify materials based on their properties.Reason: The project focuses on exploring the properties of salts, which aligns with identifying materials based on their properties.

5-PS1-4

Secondary

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.Reason: Students will experiment with combining salts to understand crystallization, which involves determining new substance formation.

MS-ETS1-4

Supporting

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Reason: The project involves designing experiments to optimize crystal growth, which requires developing models for testing ideas.

Entry Events

Events that will be used to introduce the project to students

Crystal Quest: Discover the Geometry in Nature

Kick off with an interactive virtual treasure hunt using augmented reality, where students find hidden 'gemstones' in familiar settings, linking everyday mineral formations to crystal structures. Discussion follows on how these patterns appear in salts and how students might design their own crystal gardens at home.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Crystal Composition Investigators

Students will investigate the physical and chemical properties of salts, fundamental for understanding crystal growth. This activity involves examining various salts to learn about their unique characteristics and how these affect crystallization.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather different types of salts commonly found in labs or households (e.g., table salt, Epsom salt, and sea salt).

2. Provide students with magnifying lenses or microscopes to observe the physical properties such as color, shape, and texture.

3. Discuss the chemical properties of each salt, such as solubility in water and reactivity.

4. Students record observations in a science journal.

Final Product

What students will submit as the final product of the activityA detailed observation journal that outlines the physical and chemical properties of different salts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 5-PS1-3, focusing on identifying materials based on their properties.

Activity 2

Environmental Effect Explorers

Students experiment with different environmental factors to understand how they influence crystal formation. This builds a foundation for experimental design in crystal growing.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Set up identical solutions of a chosen salt.

2. Alter environmental variables for each solution (one in warm temperature, another in cold, different humidity levels, etc.).

3. Monitor and record crystallization over several days.

4. Analyze and compare results to determine the effects of environmental factors on crystal growth.

Final Product

What students will submit as the final product of the activityA comparative report on how temperature and humidity impact crystal growth, supported by data and visual evidence.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS 5-PS1-3 by observing how environmental conditions affect material properties and aligns with the inquiry about how environmental factors affect crystal formation.

Activity 3

Variable Modifiers in Crystallization

In this activity, students will explore crystallization by modifying variables such as salt concentration and cooling rate. This engages students in controlled experiments to influence crystal outcome.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a salt for crystallization, and prepare solutions with varying concentrations.

2. Divide solutions into groups with different cooling methods (gradual cooling vs. rapid cooling).

3. Execute experiments and observe the effect of concentration and cooling rate on crystal size and structure.

4. Record data, take photographs, and discuss results in class.

Final Product

What students will submit as the final product of the activityA detailed lab report with graphs showing the relationship between concentration, cooling rate, and crystal formation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 5-PS1-4 by investigating how combining substances and modifying conditions can result in various crystal forms.

Activity 4

Crystal Design Challenge

Students apply their knowledge by designing and conducting their own experiments to create optimal crystal structures. This activity synthesizes all previous learning into a hands-on experiment design challenge.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Develop a hypothesis on how different variables will affect crystal formation based on prior knowledge.

2. Design and outline an experiment procedure, considering the variables to be tested.

3. Conduct the experiment, making observations and adjustments as needed.

4. Create a presentation summarizing the experiment, results, and the optimal design achieved.

Final Product

What students will submit as the final product of the activityA presentation (digital or poster) that details the experiment procedure, findings, and reflections on optimizing crystal growth.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS MS-ETS1-4 by developing a model for iterative testing and achieving optimal crystal growth design.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Crystal Growth Exploration Rubric

Category 1

Understanding of Salt Properties

Evaluates students' grasp of the physical and chemical properties of salts as foundational knowledge for crystal growth.

Criterion 1

Identification of Physical Properties

Examines students' ability to observe and identify physical traits of salts using tools like magnifying lenses or microscopes.

Exemplary

4 Points

Accurately identifies and describes physical properties of various salts with detailed observations using advanced tools.

Proficient

3 Points

Identifies and describes most physical properties of salts with clear observations using standard tools.

Developing

2 Points

Identifies some physical properties of salts with basic observations, but lacks consistency.

Beginning

1 Points

Struggles to identify physical properties of salts, with minimal or inaccurate observations.

Criterion 2

Discussion of Chemical Properties

Assesses students' ability to articulate chemical properties such as solubility and reactivity of different salts.

Exemplary

4 Points

Thoroughly discusses chemical properties, clearly connecting them to their impact on crystallization.

Proficient

3 Points

Discusses chemical properties effectively, with some connection to crystallization implications.

Developing

2 Points

Mentions chemical properties with limited detail and unclear connections to crystallization.

Beginning

1 Points

Minimal or incorrect discussion of chemical properties and their relevance to crystallization.

Category 2

Experimental Design and Implementation

Focuses on students' ability to design, conduct, and refine experiments related to crystal growth.

Criterion 1

Design Creativity and Practicality

Evaluates the creativity and practicality of experimental design in exploring crystallization variables.

Exemplary

4 Points

Designs innovative and practical experiments that effectively test multiple crystallization variables.

Proficient

3 Points

Designs practical experiments with focused testing on crystallization variables.

Developing

2 Points

Designs basic experiments that test a limited scope of crystallization variables.

Beginning

1 Points

Struggles to design practical experiments with unclear focus on crystallization variables.

Criterion 2

Data Collection and Analysis

Assesses students' ability to accurately collect data and analyze results from crystallization experiments.

Exemplary

4 Points

Collects comprehensive data with critical analysis leading to well-supported conclusions.

Proficient

3 Points

Collects accurate data with effective analysis and supported conclusions.

Developing

2 Points

Collects data with some attempts at analysis but lacks depth in conclusions.

Beginning

1 Points

Collects minimal or incorrect data with little to no analysis.

Category 3

Presentation and Reflection

Evaluates the clarity and depth of students' presentations, focusing on insight and reflection.

Criterion 1

Clarity of Presentation

Assesses the organization and clarity of the student’s presentation of their experimental process and findings.

Exemplary

4 Points

Presents findings with exceptional clarity and organization, highlighting key processes and results.

Proficient

3 Points

Presents findings clearly and coherently, illustrating main processes and outcomes.

Developing

2 Points

Presents findings with basic clarity but lacks depth in organization or emphasis on processes.

Beginning

1 Points

Presents findings unclearly with minimal organization and focus on scientific processes.

Criterion 2

Reflective Insight

Examines the depth of reflection on the learning process and experimental outcomes.

Exemplary

4 Points

Provides insightful reflections on learning processes and improved understanding of crystallization.

Proficient

3 Points

Offers clear reflections on the learning process, highlighting key takeaways about crystallization.

Developing

2 Points

Reflects on learning with limited insight, lacking depth in understanding experiment complexities.

Beginning

1 Points

Minimal or unclear reflections on the learning process with little understanding of experiments.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most challenging part of learning about the physical and chemical properties of salts and why?

Text

Required

Question 2

On a scale from 1 to 5, how well do you feel you understood the effects of environmental factors on crystal growth?

Scale

Required

Question 3

In what ways did modifying variables such as concentration and cooling rate change your understanding of crystallization?

Text

Required

Question 4

Choose the statement that best represents your growth as a scientist during this project.

Multiple choice

Required

Options

I learned to ask better scientific questions.

I improved my ability to conduct experiments.

I enhanced my data analysis skills.

I gained confidence in presenting scientific ideas.