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 Points Earned 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.

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.