Crystal suncatchers

Crystal suncatchers

Short description
Full description
Short description

Crystal suncatchers with recycled lids

Type of resource:  Web page

Web address

Language: English


To do crystal suncatchers with recycled lids.

Scientific concept introduced





Creative and critical thinking

To develop the ability to observe and discover.

Mathematical reasoning

Measuring (keeping the proportions)

Counting (time in an analogic timer)

Scientific thinking

To observe and ask questions (to experience a process and begin to understand it)

To understand chemical transformations

Test hypotheses

Learning how to learn

Motivation to learn and engage in the activity.


Aesthetical perception

Hand-eye coordination

Developing patience

Feeling the emotion of discovering

Developing respect to nature

Full description

Crystal suncatchers with recycled lids

Overall aims

To develop the ability to observe and discover

To strengthen the research attitude of children

To create the learning opportunity for explaining the concepts of crystallization, evaporation, reflection, natural light-mixture

Vocabulary - keywords should be understood

Crystal, crystallization, to reflect, to evaporate, to mix, time, small, tiny, ight, shadow

Expected learning outcomes (operational aims)

To run the experiment

To create a crystal suncatcher

To explain the concept of crystallization-evaporation-reflection-light-shadow-mixture

To measure the quantities of water and salt, measure the time

To develop the artistic taste

STEM skills - to which the learning unit is related to


Asking questions

Observing and discovering

Designing experiments

Drawing conclusions based on results

Motivation to learn and engage


Develop aesthetic perception


Hand-eye coordination

Taking common decisions

Teaching methodologies/activity outline

1 - Ask questions such as - Do you know what is a suncatcher? Would you like to do some beautiful suncatchers? We don’t have jewels, but let’s do some suncatcher with crystals!

2 - First we have to mix water and salt. We have to have the same salt as water. How can we know it is the same? What can we do to know that we have the same?
Give the children a recipient to measure and highlight the meaning of measuring and mixing. Then put the water in a microwave and say:“we have to heaten for 45 seconds”

3 - Where should be the temporizador if we want to heaten 45 seconds? (You have to use a microwave with analogic temporizador)

4 - Put the lids on a sunny location. If we want the water to dry/evaporate where should we put the tray with the lids? Words: sunny, shadow

5 - Ask the children to fill the lids without overfilling.

The children fill the lids carefully

6 - Wait a few hours, or to next day

7 - (The next day) Observe what has happened. Ask: What do you think that happened?
The children may formulate “hypotheses”. Work on these hypotheses. Introduce the concept of crystallization

8 - Very carefully poke a small hole and thread a string

9 - Make the children select the place to hang the suncatchers.

Explain the children that what they see is because the light reflects on the crystals.

10 - Enjoy!

Assessment of learning

Initial evaluation

Get to know the previous knowledge they could know about the same theme.

Continued evaluation

Progressively acquire basic habits of autonomy in everyday actions, to act safely and effectively.

Think, create, elaborate explanations and start the basic mathematical skills.

Think, create and start to know scientific concepts.

Observe and explore the immediate, natural and physical environment, with an attitude of curiosity and respect and gradually participate in social and cultural activities.

Participate in the game, through movement, assimilating sensations related to space and to the time and with a progressive understanding of the necessity of some norms.

Use the oral language and gesture to express ideas, desires, feelings and emotions;

Use the oral language to explain, discuss, support a point of view

Listen and participate actively in regular situations. Conversation and learning with the use of non-discriminatory language, and with attitude of respect towards other cultures and different languages.

Introduction to technological instruments (microwave temporizador).

Final evaluation

To evaluate the learning objectives, use the chart in which the more important elements will be highlighted.

Equipment and materials to be used in learning unit (tools, ingredients etc)

- Epsom Salt

- Clear recycled plastic lids- the clearest ones

- Water

- Empty jar

- Bowl or glass measuring cup

- Fork

- Microwave (optional)

- Tray

- String

- Materials for calculate time, temperature...

Kind of setting

Preschool class and garden

References - source


Crystal suncatchers with recycled lids

1. Usefulness for STEM education - integrating content of different disciplines

Cross-curricular character of the resource 


The range of S-T-E-M subjects included 


The presentation of possibilities of including artistic activities (STEAM approach)


2. Expected learning outcomes

Consistency (links) with preschool core curriculum


Communicativeness of description


3. Methodology of teaching

Clarity, communicativeness of instructions for teachers


Meaningful learning - using practical life problems


Original idea 


The level of ease in implementing the methodology to preschool age children


The level of ease in preparing necessary ingredients, materials and equipment needed


4. Sustainability

Ecological characteristics of materials/ results


Supporting healthy eating habits 




Low ecological footprint


Possibilities of inclusion (respecting cultural diversity and food intolerances)


5. Class management

Using differentiated forms of work - individual, team work etc.


Individual work





Team work





Whole group




6. Time management


Short activity (10-15 minutes)




Medium activity (20-30 minutes)




Long activity (1 hour or more)




Very long activity (1 day or more)



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