STANDARD
3200-02 Students will compare and
contrast the structure of Earth’s crust and interior.
OBJECTIVE 3200-0201 Construct and defend a model of Earth’s crust and interior.
Intended Learning Outcomes:
- 1a. Make observations and measurements (use instruments as appropriate).
- 1d. Make estimations and predictions based on observations and current
knowledge
- 2c. Plan field studies, controlled experiments, and other investigations.
- 2d. Collect and record data using procedures designed to minimize
error.
- 2g. Construct models and simulations to describe and explain natural phenomena.
Use collected data to create graphs.
Summary:
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Students will investigate mystery materials and discover separation techniques utilizing scientific tools.
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Students will report their findings by creating graphs.
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Students will draw inferences from investigations and write a paragraph/story describing the physical characteristics and possible scenarios of activity on this mystery planet.
Materials
for each cooperative group of students:
- Large piece of graph paper (11” X 17”)
- Zip-loc bag of crystal material (feathers, egg shells, bones, sawdust,
iron filings, polished rocks, aquarium gravel, sand, shells, broken
glass, metal pieces, pumice or Scotia, insect wings, animal fur, etc.)
- Graph paper (9” X 11”) for each student
- One of each item per group --magnets, small brushes, spoons, magnifying
lenses, toothpicks, small strainers, forceps (tweezers), popsicle
sticks
- Colored pencils or markers
- Rulers
Safety concerns:
Be
sure to keep all Chemical, Heat, and Glassware Safety Rules that are
specified by your teacher and in all general laboratory experiences.
Student Procedures:
Each team of students is given a Zip-loc bag of material that was collected from a mystery planet, a large piece of graph paper, and individual sheets of graph paper. Students are asked to discover what materials make up the composition of this planet’s crust and graph the proportion of each material.
The teacher has available the above mentioned scientific tools concealed
in a bag or box. As students begin separating the mystery materials,
they request tools from the teacher. The teacher does not reveal what
is available. Other groups soon catch on.
- When mystery materials are separated, students design graphs indicating the proportion of each material.
Hold a classroom discussion relating to what students determined about the mystery crust of the planet they investigated.
Extension: Paragraphs can be written describing the mystery planet. What happened to create these materials? What possible life could be found on this planet?
