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 Earth’s 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 earth’s
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. ;pkl.,k
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
The Kitchen Science of Crystals
Lesson 2
ECH 430- Assignment 3
Student Number 42065712
The Kitchen Science of Crystals
Lesson 2
ECH 430- Assignment 3
Student Number 42065712
The Kitchen Science of Crystals
Lesson 2
ECH 430- Assignment 3
Student Number 42065712
The Kitchen Science of Crystals
Lesson 2
ECH 430- Assignment 3
Student Number 42065712