The Arizona STEM Acceleration Project

The Wishing Tree: A STEM

and Literacy Lesson

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The Wishing Tree: A STEM and Literacy Lesson

A 3rd Grade STEM lesson

Notes for teachers

The main goal is to help our students understand how crystals form and the factors that affect their growth. What's really cool about this lesson is that it's hands-on, allowing students to make observations and draw conclusions based on their own crystal growth experiments.

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There is an attached behavior over time chart worksheet to help students plot the growth of their crystal structures.

List of Materials

• Safety goggles
• Epsom salt
• Borax
• Sugar
• Water
• Mason jars
• String
• Pencils or craft sticks
• Food coloring (optional)
• Magnifying glasses
• Microscopes (if available)

OR

• Magic Tree Crystal Growing Sets�
• The Wish Tree by Kyo Maclear

Standards

3.P1U1.1: Plan and carry out an investigation to determine that matter has mass, takes up space, and is recognized by its observable properties; use the collected evidence to develop and support an explanation.

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3.MD.B.3 Create a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

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4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

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3.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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3.RL.3 Describe how characters in a story respond to major events and challenges.

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3.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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3.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Standards

Science Process and Core Ideas

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

Science and Engineering Practices ● ask questions and define problems ● develop and use models ● plan and carry out investigations ● analyze and interpret data ● use mathematics and computational thinking ● construct explanations and design solutions ● engage in argument from evidence ● obtain, evaluate, and communicate information

Mathematical Practices

1. Make sense of problems and persevere in solving them. �2. Reason abstractly and quantitatively. �4. Model with mathematics. �6. Attend to precision. �7. Look for and make use of structure.

Objective:

Introduction:

Today we will grow and understand the process of crystal formation and the factors that affect crystal growth.

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Agenda (60 minutes)

Day 1

What are the differences between gemstones, crystals, rocks, and minerals?

Growing Crystals

�Day 2

Plotting growth of crystals

Day 3

Plotting growth of crystals

Viewing crystals structure under microscope (optional)

Day 4

Art Extension Activity

Intro/Driving Question/Opening

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What are crystals? What is the difference between rocks,crystal, gemstones, and minerals?

Hands-on Activity Instructions

Collaborative Practice and Work:

Activity 1, Day 1: Crystal Growth Experiment

1. Divide the students into small groups.
2. Provide each group with materials to create their own crystal solution using Epsom salt, Borax, or sugar.
3. Have students follow the instructions to create their crystal solutions with adult supervision.

Steps:

1. Heat water in a pot or carafe until it is hot but not boiling.
2. Slowly add the Epsom salt, Borax, or sugar to the hot water, stirring continuously until the substance dissolves. The amount of the substance will depend on the desired saturation level of the solution.
3. If using food coloring, add a few drops to the solution and stir until the color is evenly distributed.
4. Pour the solution into clean mason jars, leaving some space at the top.
5. Tie a piece of string to a pencil or craft stick, and lay the pencil or stick across the mouth of the jar, allowing the string to dangle into the solution without touching the bottom.
6. Place the jars in a location where they won't be disturbed, and allow the crystals to grow over the next few days.

Collaborative Practice and Work:

Activity 2, Day 2: Crystal Growth Experiment

1. Students return to their original group.
2. Have students plot and compare the growth of their crystals over the time.
3. Students will share their findings with the class.

Activity 3, Day 3: Crystal Growth Experiment

1. Students return to their original group.

2. Have student plot and compare the growth of their crystals for the past two days.

3. Students will share their findings with the class.

1. Have students view a piece of their crystal under the microscope. (optional)

Activity 3, Day 4: Crystal Growth Experiment

1. Illustrate your crystal formation (optional).

Assessment & Closing:

Closing:

Gather the students together to discuss their findings and observations. Ask guiding questions such as "What factors do you think affected the growth of your crystals?" and "How do you think the different crystal solutions compare?"

Assessment:

The assessment for this lesson will be the completion of the growth over time plot graph. Students will be assessed based on collaboration work, communication of their results and the completion of their growth over time graph.

Differentiation

To modify this lesson for younger students, such as kindergarten or 1st grade, you can make the following adjustments:

1. Visual Aids and Demonstrations: Provide additional visual aids and demonstrations to reinforce the concept of crystal formation. Use videos, diagrams, or hands-on demonstrations to help students who may need extra support in understanding the process.
2. Scaffolded Instructions: Break down the steps of the crystal growth experiment into smaller, more manageable tasks for students who may struggle with following multi-step procedures. Provide clear, step-by-step instructions and offer additional support as needed.
3. Peer Tutoring: Pair students who may need additional assistance with peers who have a strong understanding of the concept. Encourage peer tutoring during the experiment, allowing students to learn from each other and ask questions in a supportive environment.
4. Additional Resources: Offer supplementary reading materials, online resources, or interactive simulations for students who may benefit from extra practice or alternative explanations of the scientific concepts.
5. Extended Time: Allow students who need additional time to observe and record their crystal growth progress. Some students may require more time to process their observations and draw conclusions from the experiment.

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Remediation

Extension/Enrichment

To extend this activity:

1. Crystal Art: After the crystals have fully formed, students can create art pieces inspired by the shapes and patterns of their crystals. They can use watercolor or acrylic paints to depict the crystals, or create mixed-media art by incorporating actual crystals into their artwork.
2. Crystal Photography: Students can use microscopes or magnifying glasses to capture close-up photographs of their crystals. They can experiment with lighting and angles to capture the intricate details of the crystals, turning their observations into visually stunning art pieces.
3. Crystal Poetry or Creative Writing: Encourage students to write poems or short stories inspired by the process of crystal formation. They can explore metaphors and descriptive language to convey the beauty and uniqueness of crystals.

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