Components of Pacific Sand

By the Curriculum Research and Development Group (CRDG),
University of Hawaii at Manoa

Context/Situation

Components of Pacific Sand
The Pacific sands are unique. But of what is Pacific sand really made of? Try some of these ideas to engage students in learning more about their Pacific island environment.

What should students should know and be able to do in this activity?

Pacific Mathematics Conent Standards Addressed
(Pacific Standards for Excellence in Mathematics, PREL, 1995)

• Ask good questions about the world around them.
• Collaborate with others to get the job done.

Habits of Mind
Students will . . .

• Demonstrate their curiosity and willingness to engage in problem solving and learning.

Connections
Students will . . .

• Use tables, and graphs, and charts to describe data.

Matter: Its Structure and Changes
Students will . . .

• Describe the changes in matter as part of all living and non-living things.

Planet Earth: Oceans and Land
Students will . . .

• Explain and show that Pacific islands are formed by natural rock formation processes and living things.

Living Environment
Students will . . .

• Classify some of the organisms on the coral reef and in the sand.

Mathematics as Communications

Mathematical Connections

Variety of Teaching Strategies

• Experiential – starting with what students already know, then moving on to new knowledge
• Inquiry teaching strategies
• Questioning strategies
• Constructing knowledge – connecting what students already know to new knowledge
• Sequence of investigation

Demonstration of Learning

The students, with an audience of their parents, school administrators, teachers, fellow students, and other guests, will perform and show their conclusions and recommendations to these driving questions: What is Pacific sand is made of? How can we help take care of it?

What materials are needed to help students carry out this activity?

Materials:

• Sand samples
• Samples of basalt, sea urchin test and spines, lobster shells, other shells
• Hand lenses
• Toothpicks
• Cardboard for making sand sorters
• Vinegar
• Medicine droppers

Resources

Electronic resource: crdg@hawaii.edu

Lesson Introduction:

1. Collect sand samples on various field trips or as a homework assignment. For those whose schools are near a beach area, students can collect samples as an introductory activity; or they may collect samples from several different sites. Also, have some pieces of known samples for students to test chemicals composition such as pieces of shell, sea urchin test and spines, lobster shells, or basalt.
2. Connect these lessons on composition of sand to what students have been studying. For example, connect these lessons to their field trips or to what they have been learning about other aspects of island environments.
3. Hand out sand samples, toothpicks, and hand lenses. Observe sand samples with hand lenses. Students should work with partners and practice using the hand lenses and toothpicks.

Question 1:

1. What variety of sand sizes and shapes can you find?
2. Is the composition of sand every where the same everywhere?

Activity Guidelines: Sort out different kinds of sand into holes with a sand sorter

• A sand-sorting board can be made by punching a series of round holes into a thick piece of cardboard. Glue this punched cardboard to unpunched cardboard.
• Sand to be sorted is placed on the sand sorter. Different kinds of particles can be pushed into each hole using a toothpick
• Holes filled with representative particles can be sealed over with a strip of transparent tape, or the whole sorter can be covered with transparent plastic glued firmly to the surface.
• A label can be placed on the sand sorter indicating the sources of the sand samples. Individual holes can be labeled with the names of the identified components.

Major Components of Pacific Sand

Foraminifera. Called forams for short. Tiny skeletons of one-celled animals. Usually flat, coiled discs. White, beige, brown, or red/orange.

Shell Fragments. Usually white. Often worne smooth by sea action.

Fragments of Coral or Seaweed. Dull white bits of broken reef and calcareous seaweed. Irregular shapes until well- worn and rounded by sea action.

Coral Bits. Small, white fragments of the coral skeletons with tiny holes in which the polyp animals lived.

Sea Urchin Skeletons. White or purple-black. Broken bits of needles or spines and flat pieces of urchin test.

Particles of Black Lava or Other Basalt Minerals.

Miscellaneous Items From Living Things. Fish scales, broken teeth, or platelets of green algae.

Miscellaneous Items From Non-Living Things. Glass, metals, plastics, and other debris.

Question 3:

What are the approximate percentages of different components of sand?

Question 4:

1. How do the components of the sand react to vinegar?
2. Which components of the sand react? Which don't?

Situation:

Seashells, coral skeletons, coraline algae, pearls, and blackboard chalk are made up of calcium carbonate. Calcium carbonate (CaCO₃) in contact with vinegar or other weak acids reacts chemically, releasing carbon dioxide. The resulting bubbles cause the small bits of sand, shell, etc. to move about in the container, bumping one another and usually generating great excitement among students.

Activity:

• Hand out cups of vinegar, droppers, and empty cups.
• With the class, create a data table similar to the one below to record observations.
• Test different components. Place samples in jar lid, paper cup, or similar container. Add about one dropper of vinegar to the cup. Observe what happens.

Reactions of Sand Components With Vinegar

• Test known samples such as shells, sea urchin, test/spines, lobster shells, etc.
• Test basalt.
• What do sand samples have in common? (Calcium Carbonate, CaCO₃)

• Make a sand map of the island. Collect sand samples from the different beaches and glue them to an outline of a map of the island.
• Start a sand exchange with other students in the Pacific and other regions of the world. Make a map and locate the origins of the samples.
• Test other liquids besides vinegar. Which ones react? Which ones doesn't?
• Mount the different components of sand inside the slide mounts. Cover with plastic. Identify forams, coraline algae, shell parts, etc.
• Use the sand collected to create sand arts and crafts. Fun things to do are limited only by the imagination. For example, sketch an organism or scene. Place glue on the lines and sprinkle sand over the entire work. Let the glue dry, then shake off the excess sand.

Student Assessment

How do we know that they know?

Pencil and Paper

Short quiz on the names of the six major components of Pacific sand and their percentage of the composition.

Performance-Based

• Student Products: Example: Sand Sorter - What does it look like? Does it work?
• Student Performance: Collaboration with other students, creating a safe working environment.
• Students' Investigations: Experiment setup, worksheet results, observation notes, conclusions, and recommendations.
• Students' reporting their learnings.
• Criteria for student products and performances must be set in advance by both the teacher and students.

Personal Communications

• Teacher's questioning
• Teacher's observation
• Teacher's interviews
• Students' questioning