Transcript Rock candy - Julie Boston

What kind of rock grows?
This delicious candy is actually crystalized
sugar and you can grow it from your own
sugar-water solution. As a kid I thought rock
candy was amazing, and I still think it looks
pretty neat! You will learn that making your
own rock candy is a fun and tasty way to grow
crystals and see the structure of crystals on a
big scale as they form into rocks. To get you to
better understand the three different types of
rocks, Igneous, Sedimentary and Metamorphic,
we will explain each type of rock by providing
you with your own flavor.
Sounds fun right? Now lets dig in!
See Rubric
Gather the ingredient's. You will
need:
2 cups of H2O
3 cups of sugar
-1/4 cup corn syrup
-food coloring for your specific rock
-igneous: RED
-sedimentary: BLUE
-metamorphic: GREEN
-cotton string/skewer
-paper clip
-jar
Tie a piece of string around
the middle of the pencil. It
should be long enough that it
is 1” above the bottom of the
jar when placed on top the jar.
If you have a skewer, use a
clothes pin and attach it to the
center.
Wet the string. Roll it in
sugar.
Remove the boiling water and
stir in the sugar and corn
syrup. Add 1tbsp at a time until
it has dissolved.
Add in your designated food
coloring
Must be assisted by your
teacher
Pour the sugar water into
your glass jar.
Be careful it will be very hot.
Tie a string (or skewer) to the
center of a pencil.
Put the string (or skewer) in
the water and have the pencil
lay across the top of the jar.
Be sure to not have the string
(or skewer) touch any part of
the jar.
Place the jar some where
that it will not be bothered
Be sure to not put it in a
refrigerator
Leave your string or skewer
in the jar until you think the
crystals are big enough.
These crystals will start
forming in a day or so.
Now you can remove the
string or skewer from the
glass jar and let it dry.
After it dries…it’s time to eat
your rock candy!
RUBRIC
Exemplary
4
Qualified
3
Developing
2
Beginning
1
Following the
Steps
The students
did an
excellent job
of following
instructions.
The students
did a good job
of following
instructions.
The students
began their
rock candy but
did a few steps
incorrectly.
The students
did not
complete their
rock candy.
Understandin
g Types of
Rocks
Students are
able to
identify the
differences of
the three
types of rocks
Students are
able to identify
some, but not
all types of
rocks.
Students can
recognize a
rock but cannot
explain where
it came from.
Students
cannot identify
different types
of rocks.
Final Product
Many crystals
were clearly
formed.
The rock candy
turned out the
way that it was
supposed to.
The rock candy
did not form as
well as it could
have.
No rock candy
formed.
Group
Participation
The group
worked very
well together,
listened to
each other’s
ideas and did
a great job of
staying on
task.
The group
worked well
together and
did a good job
of staying on
task.
The group did
not stay on
task, but did
complete the
project.
The group did
not do a good
job of working
as a team.
Points Earned
Conclusion
After completing our lesson on rocks,
you have successfully identified your
assigned rock and made ROCK
CANDY!
 Now you can show your friends and
family how to make rock candy as you
share your new knowledge of rocks!
 ENJOY!!!

Refer to task
Julie’s Conclusion!

Overall, I thoroughly enjoyed the web quest assignment. I was
paired up with three other classmates that are also majoring in
early childhood education. We based our web quest off of a
third grade science class. We decided that if this third grade
classroom was learning about rocks, the teacher could create
an experiment with her students on how to make rock candy. It
is not only teaches them about different kinds of rocks, but it is
a hands-on, creative, tasty, and fun way to way to teach a
certain subject, that may even be boring to some students. The
experimentation from start to finish could take anywhere from a
couple of days to a full week. This is because it takes a while for
the crystals to form in the mason jar. Allowing the children to
participate in this kind of experimental activity allows students to
get out of their chairs, get involved, and learn something that
interests them, without coming from a textbook. This activity can
help students with critical thinking, making predictions, logic,
and future experimentations and labs that they will later
experience in school years to come.
My Conclusion Continued

As a team, we decided to split up the content into four sections and break it
up between all of us. Although we each had our own part, we all helped
each other out. Amriah included the introduction. Megan and I split the steps
into two parts, the task, and also gathered all of the pictures necessary.
Katie developed the rubric that would be handed out to each students prior
to getting started. Each of us knew our tasks, what to do, and when to have
it completed by. We put all of our parts together as a group and created a
web quest that most children will enjoy learning about, and eating too.

Our group worked together to perform our web quest effectively, and
efficiently. We wanted to get it done and we knew each role that we had to
take on in completing what had been asked of us. We worked together as a
group in the classroom by putting all of our information onto the PowerPoint
and we each helped each other with the different roles we took on
individually. We compromised with each other’s tasks and made the
experiment for the children as fun as it could be. As a future educator, I
would definitely use a web quest in my classroom. I would probably not use
it for kindergartners, but I would use it for first-third grade classrooms. It
takes the child away from their desk and standard textbook, and helps them
grow using their own hands and minds. It keeps them involved and on their
feet. Also, it is a way for individuals to work collaboratively with one another.
As a final statement, I enjoyed creating a web quest and hope to use it in
my future as a fun and creative learning device for my students.