Cupcake Core Sampling
A Guided Inquiry Lesson
This lesson plan may be used to address the academic standards listed below. These National
Science Education Standards are drawn from Content Knowledge for The Earth’s Changing
Surface. The science subject matter focuses on the science facts, concepts, principles, theories,
and models that are important for all students to know, understand, and use.
Subject: Science; K-4
Purpose: The purpose of this lesson is to learn how geologists collect data and make
observations about how the ground is structured into different and unique layers.
Student Learning Outcomes:
1. Given a diagram of a core sample, students will identify the different soil composition by
numbering individual layers from 1 through 6 with 80% mastery.
2. When shown a diagram of a core sample, the student will determine the location of both
the oldest soil and the newest soil with 100% mastery.
3. Given a cupcake and straw, the student will retract 3 core samples from the cupcake with
67% mastery.
4. Given paper and pencil, the students will sketch what they perceive their cupcake looks
like inside, based on their interpretation of the three core samples data taken.
5. Given a plastic knife, the students will cut their cupcakes in half and compare their
drawing to the actual cupcake for a performance assessment.
Prior Knowledge: Geologists strive to find out what is under the ground that we cannot see by
cutting out samples of land called core samples. Students know core samples are small sections
of the ground that can be studied to make observations of the many different things located
underground. Core samples are taken using a core-sampling tool, which is basically a metal pipe
or screwlike device that is pushed deep into the ground. The pipe is then removed and the sample
of the ground is studied. Scientists can use small hand-held tools or large machine-operated
tools.
One of the reasons for using core samples is to find out if there might be a landslide that could
occur in the future. Geologists also use core samples to find out the composition of the ground to
see what kinds of minerals it contains. They also use core samples to find out about organisms
that lived millions of years ago by testing the glacial rocks and ice, or the part of the earth which
lies deep at the bottom of the ocean.
An important use for core sampling for us is for building purposes. Geologists take core samples
of land to find out the moisture make-up and support capabilities of the ground for building
houses and other structures.
Materials:
Teacher
 Cupcake mix
 Plastic knives
 Foil baking cops
 Drawing paper
 Toothpicks
 Frosting
 Plastic transparent straws
Student
 Cupcakes
 Straws (Core Samplers)
 Group of two or four
 Colored pencils for each group
 Colored markers for each group
 A notebook for recording results (optional)
Behavior Expectations: Today we will be performing an experiment. Some of the materials we
are going to use are messy. I expect you to be careful and abide by the safety rules when using
the materials. I expect the proper clean-up after the experiment.
Motivation: Ask the children if they know what a geologist does. Tell them after they have
discussed their responses. Students will test the layers of cupcake as if it were the ground
outside. The teacher will show a demonstration of what to do with the cupcakes.
Data Collection:
The teacher will pass out the cupcakes and walk around to made sure all the students are doing
the sampling correctly. The students will be observing their cupcakes and looking at the different
layers and making observations. They will be taking a clear straw and then slowly blowing out
the sample onto a paper towel to make observations. How does this relate to the Earth?
What other things have different layers which you observe every day?
Debriefing and Checking for Understanding:
Data Processing:
Make sure teams are assisting each other with their data sheets on core sampling.
Observations of the students’ participation and their ability to use the manipulatives and
complete the task will be documented. Put up an overhead example or a drawing on the board if
a problem interpreting the sample contents occurs.
Closure: Students learned about core sampling and this is very important for a geologist to do to
the land. For example, if you wanted to build a house on a piece of land and there is possibility
of a mudslide or sinkhole, then you would want to know before you bought that piece of
property. There are many reasons for knowing what happened in the past by sampling the soil,
but we learned this all today and the cupcake was an example of different land types. Geologists
use a pole instead of a straw to sample the Earth, so therefore they do not have to tear apart the
land and just sample that small section. Review by allowing students to talk about their cupcake
exploration. They should discuss the different layers and how they relate to the Earth’s layers.
Appraisal: The data worksheets are assessed to test the students for the conceptual
understanding of the lesson plan. Mastery of at least 80% must be achieved or remediation
should be implemented.
References:
http://minerals.state.nv.us/forms/educ/Cupcake.pdf
http://www.beloit.edu
www.coaleducation.org
http://www.usgs.gov/education/index.html
Extensions: The students can sample the actual ground outside the classroom with PVC pipes.
The students can make observations of the ground and write in their science journals what they
observe about the soil and what they found in the ground.
Additional Readings:
Children’s Atlas of Natural Wonders by Joyce Pope
Earthquakes by Sally M. Walker
Highest, Longest, Deepest: A Foldout Guide to the World’s Record Breakers by John Malam
Our Patchwork Planet by Helen Roney
Write your observations of your cupcake sample.
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Draw a picture of the different layers of your cupcake
What are the similarities of cupcakes and the soil of the Earth?
(Use a picture from the Internet to help you.)
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