3 Part Skittles Weathering and Erosion Lab Activity
Teacher:
Two or three days in advance, ask volunteers to bring in a few bags of Skittles.
One Skittle (piece) per student will suffice.
I put students into groups of 3 for this activity. However, each student has
his/her own Skittle to manipulate.
The opening part of this lesson is inquiry-based. Do not tell your students anything
about the activity. (not even the name of the activity)
Closing Answers:
When did mechanical weathering occur during this lab activity?
When the precipitation from the water dropper hit the Skittle and pieces of the shell were
worn away or broken off (including the letter S)
When did chemical weathering occur during this lab activity?
When the Skittle sat in the water that accumulated on the surface of the Earth (tin pan)
and the color (minerals, rock fragments, sediment) dissolved off of the bottom of the
Skittle
When did erosion take place during this lab activity?
When the colored water flowed away from the Skittle-the water was carrying away the
color (minerals, rock fragments, sediment)
What did the water represent in this lab activity?
Precipitation/rain that weathered the Skittle
What did the Skittle represent in this lab activity?
A rock
What did the color on the Skittle represent in this lab activity?
Minerals, rock fragments, sediment
What did the tin pan represent in this lab activity?
The surface of the Earth
From where we left off, could your group demonstrate deposition? How?
Possible answer: Pour the water from each tin pan through a stack of paper towels. The
water will soak through and leave behind anything that was carried away by the water
including the color (minerals, rock fragments, sediment)
***I have not attempted this part of the activity. I will try it next year.***
Opening: Prediction Activity
Students:
1. Make a close inspection of the materials that we will use during today’s lab activity.
a. colored pencils or crayons
b. graduated cylinder with 50-100 mL of water
c. pipette (water dropper)
d. skittles (1 per student is sufficient)
e. tin pan (shallow container of any kind will suffice)
Students:
2. After a brief collaborative discussion with your group, answer the following question
in step or sequence format.
a. How are we going to use the materials listed above?
1.
2.
3.
4.
5.
b. What concepts are we trying to demonstrate/master?
Work Period: Lab Activity
Students:
1. Use the pipette (water dropper) to squeeze 10 drops of water onto your skittle from a
distance of roughly 6 inches.
2. Record your results in visual format. (draw what it looks like in the box below using
colored pencils or crayons)
3. Record your results in written format (describe what is happening).
4. Repeat steps 2 and 3 after 20, 30, 40, and 50 drops.
10 Drops
20 Drops
30 Drops
Visuals
Written
40 Drops
50 Drops
Closing:
All 3 students will discuss and answer the following questions at the conclusion of the lab
activity. Each student should be prepared to explain his/her answer(s) to the class during
a brief presentation period.
Student #1:
When did mechanical weathering occur during this lab activity?
When did chemical weathering occur during this lab activity?
Student #2:
When did erosion take place during this lab activity?
Student #3:
What did the water represent in this lab activity?
What did the Skittle represent in this lab activity?
What did the color on the Skittle represent in this lab activity?
What did the tin pan represent in this lab activity?
Extension:
From where we left off, could your group demonstrate deposition? How?