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Tabletop HovercraftGrade Level(s): Preschool, K, 1, 2, 3

Preschool Standard 3: Students will gain an understanding of physical science through the study of the forces of motion and the properties of materials. Objective 1 – set objects in motion by pushing, pulling, kicking, and rolling. Objective 2 – describe motion as fast or slow.

Kindergarten Standard 2: Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1b – demonstrate how water and wind move non-living things.

Grade 1: Standard 1 – analyze changes in the movement of non-living things. Part a: describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow.

Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials.

Grade 3: Standard 3 – students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 2a: Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water).

Materials:

A CD or DVD disc A 9” balloon A pop-top cap from a liquid soap bottle or a water bottle A hot glue gun Masking tape Push pin or small nail

Instructions:

1. Place a piece of tape across the center hole of the CD and poke about 6 holes in the tape with a push-pin or small nail. (This slows down the flow of air and allows your hovercraft to hover longer.)

2. Use the hot glue gun to glue the cap to the center of the CD or DVD disc. (Create a good seal to keep air from escaping.)

3. Blow up your ball all the way, but don’t tie it. Just hold the neck of the balloon closed.4. Make sure the pop-top is closed. Place the neck of the balloon over the pop-top part of the cap.

(Using a partner to help with this will make it go easier.)5. When you’re ready to let it hover, place the disc on a smooth surface and pop the top open.

The Science:

The air flow created by the balloon causes a cushion of moving air between the disc and the surface. This lifts the CD/DVD and reduces the friction which allows the disc to hover freely. Large scale hovercraft are capable of traveling over land, snow, and water.

Extensions:

Have the students answer these questions using different balloon sizes, different gases for inflating the balloon, changing the material of the disc – plastic plates, old record albums, etc.

o Does the size of the balloon affect the CD/DVD disc’s ability to hover?o Does a helium balloon work better than an air-filled balloon?o Do larger discs make better hovercrafts?

Tornado in a Box(Teacher Demonstration)

Grade Level(s): K, 1, 2, 4, 6 (new)

Kindergarten: Standard 2 – Students will understand Earth and Space science through the study of earth materials, celestial movement, and weather. Objective 3b: compare changes in weather over time, and communicate ways weather can affect individuals.

Grade 1: Standard 2 – students will understand Earth and Space science through the study of earth materials, celestial movement, and weather. Objective 3: compare and contrast seasonal weather changes. Indicator b – identify characteristics of weather, e.g., types of precipitation, sunny, windy, foggy, and cloudy.

Grade 2: Standard 2 – Students will understand Earth and Space science through the study of earth materials, celestial movement, and weather. Objective 3: observe, describe, and measure seasonal weather patterns and local variations. Indicator b – analyze and interpret data such as temperatures in different locations and different times.

Grade 4: Standard 1 - Students will understand that water changes state as it moves through the water cycle. Standard 2 - students will understand the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1.2a: locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). Objective 2.1a: Identify basic cloud types.

USOE Grade 6 Strand 6.3- Earth’s Weather Patterns and Climate. All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle.

Materials:

Cardboard box Black paint Small bowl Dry ice Water Small fan Plexi-glass or other transparent cover Black paint Flashlight

Instructions:

1. Cut small rectangles that extend the entire length of the box from the right sides of each side of the box. (on all 4 sides)

2. Cut a hole in the top of the box for the fan to sit.3. Cut the plexi-glass or other transparent cover for a window on one side of the box for the

“front.”4. Make sure you have a door or opening so you can put the bowl, dry ice, and water inside.5. When you’ve placed your bowl and contents, turn on the fan.6. Use the flashlight to highlight the vortex inside the box.

The Science:

The fan forces air out of the chamber by drawing it up and out the top. Air from outside the box is then forced into the box through the slots on the sides. The position of the slots causes the incoming air to create a VORTEX (spiral) of air as it is drawn up and out of the box. Real tornadoes form in a similar way using energy from the top, using updrafts and wind-shear (wind from different directions at different altitudes).

Experimentation/Extensions:

Students could create their own tornado boxes using saran wrap and then experiment with the tornado. They could test out what would happen if they cover parts of the slots or even entire slots at a time. They could test what would happen if they sped up or slowed down their fan. They could test whether the box would make a difference, e.g., smaller boxes and smaller tornadoes? Bigger boxes and bigger tornadoes?

Propeller ToyGrade Level(s): Pre, K, 1, 2, 3

Preschool: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective: set objects in motion by pushing, pulling, kicking, and rolling. Describe the motion as fast or slow.

Kindergarten: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective 1: Identify how non-living things move. Indicator 1 – Observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3 - Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective 1: Analyze changes in the movement of non-living things. Indicators 1 & 3 – Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow. Explain how a push or pull can affect how an object moves.

Grade 2: Standard 3 - Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective 1: Communicate observations about falling objects. Indicator 1 – observe falling objects and identify things that prevent them from reaching the ground.

Grade 3: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1: Demonstrate how forces cause changes in speed or direction of objects. Indicators a & b – objects at rest will not move unless a force is applied to them. Compare the forces of pushing and pulling. Standard 4 – Students will understand that objects near Earth are pulled toward Earth by gravity. Objective 1a: demonstrate that gravity is a force, and that force is required to overcome gravity.

Materials:

Tongue depressors Chopsticks or bamboo skewers Hammer Nail

Instructions:

1. Bend your tongue depressor gently to get your propellers to form. Bend them in the opposite directions to create the propellers.

2. Gently hammer a small hole into the tongue depressor.

3. Push your skewer or chopstick through the tongue depressor carefully.

The Science:

In Newton’s Third Law of motion (action and reaction) states that for every action there is an equal and opposite reaction. That means that in every interaction there is a pair of forces acting on an object, for example: when you walk down the street your feet push back against the sidewalk to move you forward, driving car has the tires kick back against the road, ships use propellers to push or pull you forward by hurling air or water behind. A propeller (prop) is a machine that moves your forward through a fluid or gas when you “turn” through it (a screw uses a turning motion to go into the wood). Usually the propeller has 2-4 twisted blades from a central hub that is spun by an engine or motor. The twists and angles are important. The angles can help you go faster.

Floating Ping-Pong Balls(Teacher Demonstration)

Grade Level(s): Pre, K, 1, 2, 3






Materials:

Hair dryer Ping-pong ball Balloon

Instructions:

1. Turn on the hair dryer and point it at the ceiling.2. Carefully put the ping-pong ball in the stream of air.

Hold the hair dryer very steady so the ping-pong ball will float in the stream of air.

3. Carefully move the hair dryer around and watch how the ball moves as well, staying in the stream of air.

4. Place a balloon over the ping-pong ball. It will also float in the air stream.

The Science:

The floating ping-pong ball is an example of Bernoulli’s Principle. Bernoulli discovered that the faster air flows over the surface of something, the less the air pushes on that surface so the lower its pressure. The air from the hair dryer flows around the outside of the ball and, if the position of the ball is correct, the air flows evenly around each side. Gravity pulls the ball downward while the pressure below the ball from the moving air forces it upward. This means that all the forces acting on the ball are balanced and the ball hovers in midair. As you move the hair dryer you can make the ball follow the air stream because Bernoulli’s principle says that the fast moving air around the sides of the ball is at a lower pressure than the surrounding stationary air. If the ball tries to leave the stream of air, higher pressure air will push it back in. So, the ball will float in the flow no matter how you move. When you place an empty toilet paper tube into the air stream, the air is funneled into a smaller area making air move even faster. The pressure in the tube becomes even lower than that of the air surrounding the ball, and the ball is pushed up into the tube.

Airplanes fly because of Bernoulli’s principle. Air rushing over the top of airplane wings exerts less pressure than air from under the wings. So the relatively greater air pressure beneath the wings supplies the upward force, or lift, that enables airplanes to fly.

Extensions:

Float more than one ball at a time. How do they behave when there are more than one? How many can you float at one time?

Flying Toilet Paper! Hold a roll of toilet paper in the air stream and watch the paper take off. Place the toilet paper tube in the air stream above the ping-pong ball. The ball will get sucked

up inside the toilet paper tube.

Smoke BubblesGrade Level(s): K, 2, 4, 5, 6 (new)

Kindergarten: Standard 2 – Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1b: Demonstrate how water and wind move nonliving things.

Grade 2: Standard 2 – Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 3b: Analyze and interpret data such as temperature in different locations and different times.

Grade 4: Standard 1 – Students will understand that water changes state as it moves through the water cycle. Standard 2 – Students will understand the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1.2a: locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). Objective 2.1a: Identify basic cloud types.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objective 2a: Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas). Objective 3a: Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).

USOE Grade 6 Strand 6.3 – Earth’s weather patterns and climate. All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle.

Materials:

Water Clear cups Dry ice Dish soap Stir sticks (popsicle sticks) Tweezers Magnifying glasses Styrofoam bowl Safety glasses

Instructions:

1. Students fill their cups approximately ½ full with water. 2. Have them put a squirt of dish soap into their cups and stir with their stir stick.3. Using their tweezers, have them select a piece of dry ice into their cup and observe what

happens with their magnifying glasses.

4. If they pop their bubbles with their stick or fingers, the CO2 gas then comes out.

The Science:

When dry ice is exposed to air, it sublimates into gas (carbon dioxide – CO2). Dry ice is super cooled carbon dioxide, and it needs to be really cold to stay frozen. When CO2 and water combine in the smoke bubbles, it is heavier than the air around it so the gas sinks to the table or down. We have learned that dry is ice is frozen carbon dioxide. Our atmosphere is made up of about 0.035% carbon dioxide. Most of the air we breathe is nitrogen (79%) and oxygen (20%). The last 1% is made up of carbon dioxide along with a group of other gases. Dry ice is made by compressing the gas until it becomes a liquid. It is compressed and sent through valves that remove the heat and causes it to turn into a solid.

Magical Inflating BalloonsGrade Level(s): 6 old & new

Grade 6 (old): Standard 6 – Students will understand properties and behavior of heat, light, and sound. Objective 1: Investigate the movement of heat between objects by conduction, convection, and radiation.

USOE Grade 6 Strand 2 – Energy affects matter. Transfer of energy creates change in matter. Changes between states of matter can occur through the transfer of energy. Predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating).

Materials:

Hot & Cold water Bowl Water bottle Balloon

Instructions:

1. Fill the bottle with hot water.2. Fill the bowl with cold water.3. Let both sit for one minute. Then empty

out the bottle.4. Stretch a balloon over the mouth of the

bottle.5. Set the bottle in the bowl of cold water.

The Science:

The warm water heats the bottle. When the water is poured out the heated bottle then heats the air inside of it. When the bottle is placed in the cold water, the air inside the bottle cools and contracts (gets smaller and takes up less room), causing outside air to be drawn in, pulling the balloon in and inflating it inside the bottle. Expansion is the increase in the size of a body without the addition of material to the body. Most solids and liquids expand when they are heated and contract when they are cooled. Gases also expand when they are heated at a constant pressure. If a gas is heated in a container that prevents expansion, the pressure of the gas increases. Heat causes expansion because it increases the vibrations of a material’s atoms or molecules. In a gas, heat also increases the speed at which the atoms or molecules move about. The increased movement forces the atoms or molecules farther apart and the body becomes larger.

Vibrating PenniesGrade Level(s): 6 old & new

Grade 6 (old): Standard 6 – Students will understand properties and behavior of heat, light, and sound. Objective 1: Investigate the movement of heat between objects by conduction, convection, and radiation.


Materials:

Bottle (make sure it has a narrow opening about the size of a penny) Ice Water Bowl Oil Penny

Instructions:

1. Dip a penny in a bowl of ice water. Hold the neck of the bottle in the ice water for a few seconds too.

2. Place the penny over the mouth of the jar.

3. Place some oil around the bottle’s opening or on the penny in order to make an air tight seal.

4. Now hold the bottle in your hands and carefully observe the penny. It should begin bouncing around. Rubbing the bottle will increase the heat even more.

The Science:

Heat causes things to expand (or get larger). Cold causes things to contract (or get smaller). The heat from your hands is transferred through conduction to the air in the bottle warming the air. This causes the air molecules to move faster which makes the penny jump. As this happens the pressure in the bottle is increased forcing the penny upward. A little bit of the air escapes and the penny falls back down. Then the heat generates more pressure and the process continues causing the penny to repeatedly lift and fall on the mouth of the bottle. Conduction is the transmission of something through a passage. The transmission of heat from your hands to the air in the bottle. The rate of heat flow between the two regions is proportional to the temperature difference between them.

Tiny LightningGrade Level(s): 4, 5

Grade 4: Standard 2 – Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: observe, measure, and record the basic elements of weather.

Grade 5: Standard 4 – Students will understand features of static and current electricity. Objective 1 – describe the behavior of static electricity as observed in nature and everyday occurrences. Indicator b: describe the relationship between static electricity and lightning.

Materials:

Scissors Styrofoam tray Masking tape Aluminum pie pan

Instructions:

1. Cut a piece off one corner of the Styrofoam tray in a right angle. Extend only about 1/3 of the way down the tray forming the right angle.

2. Bend it up and tape it to the center of the pie tin inside it.

3. Rub the bottom of the Styrofoam tray on your hair – really charge it.

4. Put the tray upside down on a table or on the floor.5. Use the handle to pick up the pie tin. Hold it about a

foot over the Styrofoam tray and drop it.6. Very slowly – touch the tip of your finger to the pie tin. Be careful NOT to touch the Styrofoam

tray or you won’t get a spark.7. Use the handle to pick up the pie tin again. Touch the tin with the tip of your finger. Another

spark!8. Drop the pie tin onto the Styrofoam tray again. Touch the pie tin. Another spark. Use the

handle to pick up the pie tin – more sparks!9. You can continue doing this over and over for a time. If it stops giving a spark, rub the

Styrofoam tray on your head again and start over.

The Science:

When you rub Styrofoam on your hair, you pull electrons off your hair and pile them up on the Styrofoam. When you put an aluminum pie tin on the Styrofoam, the electrons on the Styrofoam pull on the electrons. Some of the electrons in metals are free electrons – they can move around inside the

metal. These free electrons try to move as far away from the Styrofoam as they can. When you touch the pie tin, those free electrons leap to your hand, making a spark. After the electrons jump to your hand, the pie tin is short some electrons. When you lift the pie tin away from the Styrofoam plate, you’ve got a pie tin that attracts any and all nearby electrons. If you hold your finger close to the metal, electrons jump from your finger back to the pie tin, making another spark. When you put the pie tin back on the Styrofoam plate, you start the whole process over again.

The lightning bolt is an example of static electricity in action. You see lightning when a spark of moving electrons races up or down between a cloud and the ground (or between two clouds). The moving electrons bump into air molecules along the way, heating them to a temperature five times hotter than the surface of the sun. This hot air expands as a supersonic shock wave, which you hear as thunder.

Singing SpoonGrade Level(s): Pre, K, 1, 3, 6 (old & new)

Grade Pre-K: Standard 1 – Students will learn the processes, communication, and nature of science. Objective 1-2: a, b, c, d. Strategies & Activities: Emphasize the use of the five senses in the environment, (e.g., “I feel ____.” “I smell _____.” “I see _____.” “I hear _____.” “I taste _____.”)

Grade K: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow.

Grade 3: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1a: show that objects at rest will not move unless a force is applied to them. Objective 2: demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.

Grade 6: Standard 6 – Students will understand properties and behavior of heat, light, and sound. Objective 3a: describe how sound is made from vibration and moves in all directions from the source in waves. Objective 3b: explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced. Objective 3c: relate the volume of a sound to the amount of energy used to create the vibration of the object producing the sound.


Materials:

Spoon Dry Ice

Instructions:

1. Hold a warm spoon by its handle and press it firmly against a chunk of dry ice.

The Science:

The spoon will scream loudly as the heat of the spoon causes the dry ice to instantly turn to gas where the two make contact. The pressure of this gas pushes the spoon away from the dry ice, and without contact, the dry ice stops sublimating. The spoon falls back into contact again, and the cycle repeats. This all happens so quickly that the spoon vibrates, causing the singing sound you hear.

Singing GlassGrade Level(s): 6 (old & new)



Materials:

Glass Water

Instructions:

1. Fill the glass about 1/3 full of water.2. Dip your finger in the water to wet it. Also, wet the rim of your glass.3. Gently rub your finger around the rim of the glass. You may need to apply some

pressure to get the glass to resonate.

The Science:

Everything has a resonance frequency. This is the point where an external force creates a reaction in another object causing oscillation or vibration. When you rub the glass, you are using energy. The molecules begin to vibrate and make noise. If you pour different amounts of water in the glass, the pitch changes. The water level slows down or speeds up the vibrations. If you look carefully enough, you can see the vibrations as ripples and waves in the water.

Wacky WhistleGrade Level(s): Pre, K, 1, 3, 6 (old & new)

Grade Pre-K: Standard 1 – Students will learn the processes, communication, and nature of science. Objective 1-2: a, b, c, d. Strategies & Activities: Emphasize the use of the five senses in the environment, (e.g., “I feel ____.” “I smell _____.” “I see _____.” “I hear _____.” “I taste _____.”)

Grade K: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow.

Grade 3: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1a: show that objects at rest will not move unless a force is applied to them. Objective 2: demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.



Materials:

Water Glass Drinking Straw Scissors

Instructions:

1. Make a cut about 1/3 along the straw. Do not cut all the way through, but half way through the straw so it will bend.

2. Bend the straw into a 90-degree angle.3. Fill your glass with water.4. Place the long end of the straw in the water.5. Blow air into the straw.

The Science:

The whistling sound is caused by vibrations in the air inside the straw. As you lower the straw into the water, there is less air in the straw creating a lower pitch. As you raise the straw out of the water, there is more air in the straw creating a higher pitch.

Potato PiercingGrade Level(s): 1, 2, 5

Grade 1: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2b: Predict measureable properties such as weight, temperature, and whether objects sink or float, test and record data.

Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2a: Model physical changes of various materials. Objective 2b: investigate and provide evidence that matter is not destroyed or created through changes.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objectives 1: matter is neither created nor destroyed even though it may undergo change. Objective 2: evaluate evidence that indicates a physical change has occurred.

Materials:

Regular potato Drinking straws Non-sharp Knife Pencil

Instructions:

1. Try piercing the potato with the non-sharp knife. The knife will cut it, but won’t gall all the way through.

2. Test the pencil the same way. The pencil will cut the potato, but will resist piercing the potato all the way through.

3. Test the drinking straw the same way. The straw will cut the potato, but will resist piercing the potato all the way through.

4. Cover one end of the straw with your thumb, and apply pressure as you push it through the potato. It will go all the way through.

The Science:

With your thumb over the top of your straw, you have trapped air inside the straw. This trapped air has condensed and created pressure. The air has been strengthened so it will now pierce the potato all the way through.

Pick Up IceGrade Level(s): Pre, K, 1

Preschool: Standard 2 – Students will understand Earth and Space Science. Objective 1 – Investigate non-living things. Indicator b: demonstrate how water and wind move non-living things. (Strategies & Activities: Emphasize the use of the five senses in the environment, (e.g. “I feel ____.” “I smell____.” “I see ___.” “I hear ___.” “I taste ___.”)

Kindergarten: Standard 2 – Students will understand Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: investigate non-living things. Indicator b – demonstrate how water and wind move non-living things.

Grade 1: Standard 2 – Students will understand Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: investigate the natural world including rock, soil, and water.

Materials:

Ice cubes Bowl Salt String Magnifying glass Tweezers

Instructions:

1. Challenge the students to pick up their ice cube without using the tweezers. If they can’t do it, then help them with the following directions:

2. Place an ice cube in the bowl using the tweezers.3. Make observations of the ice cube with your magnifying glass. Make observations of the string

with your magnifying glass.4. Lay the string across the ice cube. (Make sure the string is wet.)5. Sprinkle salt on top of the ice cube and string.6. Let it sit for 30-60 seconds. While waiting, the students need to make observations and record

their findings.7. After the time, have the students lift the string. Notice that the ice cube goes with it.

The Science:

When the salt comes in contact with the ice, it causes the ice to melt a little. The ice then refreezes around the string. This causes the ice to stick to the string when it is pulled out of the glass. This same concept is used when you add salt to your driveway or sidewalk during the winter. The salt changes the freezing point of water and causes ice to melt so you can more easily remove it.

Raining BloodGrade Level(s): 1, 2, 5, 6 (new)


Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: Observe falling objects and identify things that prevent them from reaching the ground. Objective 2a: Model physical changes of various materials. Objective 2b: investigate and provide evidence that matter is not destroyed or created through changes.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objectives 1: matter is neither created nor destroyed even though it may undergo change. Objective 2: evaluate evidence that indicates a physical change has occurred. Objective 3: investigate evidence for changes in matter that occur during a chemical reaction.

USOE Grade 6: Strand 6.2 – Energy affects matter. Standard 6.2.2: Develop a model to predict the effect of heat energy on states of matter and density.

Materials:

Food coloring Bottle of water Vegetable oil Stir Stick Cups Empty container for water Magnifying Glasses

Instructions:

1. Add food coloring to your oil in a cup, and stir with a stir stick. (Stir vigorously.)

2. Pour out ½ the bottle of water into the empty container on your table.

3. Slowly and carefully add the oil/food coloring mixture to your bottle of water.

4. As you pour it in, the oil floats on top of the water.

5. Observe what happens with your magnifying glass.

The Science:

The oil and water won’t mix because of the different densities, but after some time, droplets of the mixture sink to the bottom of the bottle because they are heavier or denser than the water. The droplets cling together and fall. The droplets begin to go back to the top of the mixture because the coloring and oil begin to separate.

Shaving Cream RainGrade Level(s): 1, 2, 4, 5, 6 (new)


Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: Observe falling objects and identify things that prevent them from reaching the ground. Objective 2a: Model physical changes of various materials. Objective 2b: investigate and provide evidence that matter is not destroyed or created through changes.

Grade 4: Standard 1- Students will understand that water changes state as it moves through the water cycle. Objective 2a: locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). Objective 2b: describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objectives 1: matter is neither created nor destroyed even though it may undergo change. Objective 2: evaluate evidence that indicates a physical change has occurred. Objective 3: investigate evidence for changes in matter that occur during a chemical reaction.

USOE Grade 6: Strand 6.2 – Energy affects matter. Standard 6.2.2: Develop a model to predict the effect of heat energy on states of matter and density.

Materials:

Shaving Cream Food coloring Water Clear cups Magnifying glass Pipettes Stir Sticks

Instructions:

1. As a table, have students fill cups ½ full with water.2. Have them put 5-10 drops of food coloring into each cup (separate colors).3. Stir the colors with the stir stick.4. Fill their own cup about 2/3 full of water.5. Fill the remaining space with shaving cream.6. Carefully dribble the food coloring mixture on top of the shaving cream using the pipettes.

(Some may run down the sides of the shaving cream, but it is fine.)7. Wait, observe what happens, and record your observations.

The Science:

The food coloring sinks through the shaving cream because it is denser and/or heavier than the shaving cream. It will fall through in drops just like rain. Rain and other forms of precipitation happen when warm moist air cools and condensation occurs. Since warm air can hold more water than cool air, when the warmer air is cooled the moisture condenses to liquid and it rains. As the food coloring gets condenses, it gets heavier and begins to fall – just like rain.

Rolling UphillGrade Level(s): Pre, K, 1, 2, 3

Preschool: Standard 1 – Students will learn the processes, communication, and nature of science. Objective 1-2: a, b, c, d. Strategies & Activities: Emphasize the use of the five senses in the environment, (e.g., “I feel ____.” “I smell _____.” “I see _____.” “I hear _____.” “I taste _____.”)

Kindergarten: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective 1: Identify how non-living things move. Indicator a- Observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1 – demonstrate how forces cause changes in speed or direction of objects. Indicators a, b, & c: show that objects at rest will not move unless a force is applied to them. Compare the forces of pushing and pulling. Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.

Grade 2: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials.

Grade 3: Standard 4 – Students will understand that objects near Earth are pulled toward Earth by gravity. Objective 2: describe the effects of gravity on the motion of an object. Indicator a – compare how the motion of an object rolling up or down a hill changes with the incline of the hill.

Materials:

Two funnels (exact same shape and size)

Two 2x4 boards Large book (about 1” thick) Tape

Instructions:

1. Take the two funnels and place them together at the widest part of the funnel. Use tape to hold the funnels together.

2. Place the large book at one end of a table.

3. Place the 2x4 boards so one end is on the book and the

other end is on the table. The boards should be about 6 inches apart, and be parallel to one another.

4. Move the ends of the boards that are on the table closer together forming a V with the boards.5. Place the funnel at the end of the boards that are on the table, and then let go. Watch what

happens to the funnel.

The Science:

The center of gravity is changed with this experiment. An object’s center of gravity is the point where all mass is centered. When the funnels are taped together their center of gravity is directly between the two wide openings. When the funnels are placed on the end of the board on the table, they begin to roll because their center of gravity is actually going down. But the funnels’ shape causes an optical illusion as they appear to be rolling uphill, even though the center of gravity is actually rolling downhill. The shape of the funnels, the V-shape position of the 2x4 boards, and the scientific idea of center of gravity is important for this experiment.

Tornado in a BottleGrade Level(s): 4, 6 (new)

Grade 4: Standard 1 - Students will understand that water changes state as it moves through the water cycle. Standard 2 - students will understand the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1.2a: locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). Objective 2.1a: Identify basic cloud types.

USOE Grade 6 Strand 6.3- Earth’s Weather Patterns and Climate. All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle.

Materials:

Clear, empty bottle with lid 3-4 Tablespoons of Glitter (the more the better!) Funnel Water Dish soap

Instructions:

1. Fill the bottle about ¾ full of water.2. Pour a few drops of dish soap into the bottle of water.3. Add your glitter and the put the lid on tightly.4. Turn the bottle upside down and quickly move the bottle in a circular motion for 10-

15 seconds.5. Set the bottle down on the table and observe the vortex that has formed.

The Science:

A vortex is a type of motion that causes liquids and gases to travel in spirals around a centerline. A vortex is created when a rotating liquid falls through an opening. Gravity is the force that pulls the liquid into the hole, and the rotation causes a continuous vortex to develop. This vortex is a model of a tornado. Swirling the water in the bottle causes the formation of a vortex that looks like a tornado in the bottle. The glitter in the water helps you see the spinning water more clearly. If you look carefully, you can see the hole in the middle of the vortex that allows the air to come up inside the bottle. The glitter is similar to the dust and debris that are found spinning in an actual tornado. Vortexes can be found as dust devils, tornadoes and whirlpools, and can reach speeds of 300 miles per hour.

Fireproof Balloon(Teacher Demonstration)

Grade Level(s): Pre, K, 1, 2, 3, 4, 5, 6

Preschool: Standard 1 – Students will learn the processes, communication, and nature of science. Objective 1: generate evidence using the processes of scientific investigation. Frame questions by observing using the five senses.

Kindergarten: Standard 1 – Students will apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. Objective 1: generate evidence using the processes of scientific investigation. Indicator 1 – frame questions by observing using the five senses, create a hypothesis, and focus a question that can lead to an investigation.

Grade 1: Standard 1 – Students will learn the processes, communication, and nature of science. PoS – people can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

Grade 2: Standard 1 - Students will learn the processes, communication, and nature of science. NoS – sometimes people aren’t sure what will happen because they don’t know everything that might have an effect.

Grade 3: Intended Learning Outcomes (ILO) – use science process and thinking skills by observing and predicting; manifest scientific attitudes and interests by demonstrating curiosity and posing questions; understand science concepts and principles by explaining science concepts and principles in their owns words; communicate effectively using science language and reasoning by reporting observations with pictures, sentences, models, and using language appropriate to grade level in written and oral expression.

Grade 4: Intended Learning Outcomes (ILO) – use science process and thinking skills by observing and predicting; manifest scientific attitudes and interests by demonstrating curiosity and posing questions; understand science concepts and principles by explaining science concepts and principles in their owns words; communicate effectively using science language and reasoning by reporting observations with

pictures, sentences, models, and using language appropriate to grade level in written and oral expression.



Materials:

Balloons Water Lighter/Matches Candle Safety Glasses

Instructions:

1. Blow up the balloon and tie it off.

2. Light a candle or just light the lighter.

3. Hold the balloon a foot or two over the lighter/candle flame and slowly move the balloon closer and closer until it pops. Notice that the flame doesn’t even touch the balloon before it pops because the heat melts the latex and the balloon pops.

4. Now fill an empty balloon to the neck with water and then blow it up and tie it off.5. Hold the water filled balloon at the top while you slowly lower it over the candle/light flame.

You’ll notice that the balloon doesn’t pop this time, but lots of people will think it will. You can even allow the balloon to touch the flame (but not too long).

6. After removing the balloon from the flame, you can see that there is a dark spot on the bottom of the balloon. This spot is soot.

The Science:

Water soaks up heat. As the latex allowed the heat to pass through it, the water warmed. As the water heats up, it begins to rise and cooler water replaces it at the bottom of the balloon. The cooler water soaks up more heat and the process repeats. The exchange of water happens so quickly that it keeps

the balloon from popping. If the heat of the flame is greater than the water’s cooling ability, then the balloon will pop. The soot on the bottom of the balloon is carbon. The carbon was deposited by the flame, but the balloon is undamaged.

Using water to control heat is valuable in everyday life. Superabsorbent polymer foams help firefighters as a way to protect homes from wildfires. Baby diapers use superabsorbent polymers for absorbing liquid from babies. Our own bodies use water to help control heat. When we exercise, our temperature rises. Our body produces sweat to help regulate our temperature so we don’t get overheated. As the sweat evaporates, it takes heat with it leaving our skin cooler.

Rising WaterGrade Level(s): K, 1, 2

Grade Kindergarten: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and properties of materials. Objective 1a: observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3- Students will gain an understanding of Physical Science through the study of the forces of motion and properties of materials. Obj. 1c: (Explain how a push or pull can affect how an object moves.)

Grade 2: Standard 3 - Students will gain an understanding of Physical Science through the study of the forces of motion and properties of materials. Obj. 2b: (Investigate and provide evidence that matter is not destroyed or created through changes.)

Materials:

Glass plate or shallow dish Lighter or matches Candle Clear container / glass cup 1 cup of warm water Food coloring Spoon

Instructions:

1. Add 2-3 drops of food coloring to the water in your glass cup or clear container. This will make seeing the water later easier.

2. Pour the colored water into the glass plate or shallow dish. You want about a ½ inch deep puddle in the plate. More is okay too.

3. Set the candle straight up in the center of the puddle and plate. Double check that your clear container or glass cup fits over the candle and into the water. Make sure the base of the cup is high above the candle wick and the top of your cup is under the water. Add water if necessary.

4. When the candle is stable and the water is calm, light the candle. The candle flame needs to burn brightly.

5. Place your cup or container over the burning candle until it settles on the plate. Keep watching the water level inside the cup. You may see some bubbles at first.

6. The candle will continue burning for a while, but keep watching. The water level is rising slowly. When the candle goes out, the water will rise quickly.

The Science:

Even though you think that the lack of oxygen in the cup causes the water to rise, you would be incorrect. There was still some rising of the water when the flame was lit so that isn’t the true reason for the water rising. The water would rise slowly at a steady rate as the oxygen was consumed. The flame heats the air inside the container and the hot air expands quickly. Some of the expanding air escapes from under the container and you might have seen some bubbles. When the flame goes out, the air in the container cools and the cooler air contracts taking up less space. The contraction of air creates a vacuum or lower pressure in the cup/container. The high pressure is on the outside of the cup/container pressing down on the water in the dish. The outside air pushes water into the container until the pressure is equalized inside and outside the cup/container. The water stops rising when the air pressure inside and outside are the same.

Colorful Convection CurrentsGrade Level(s): 6 (new)

USOE Grade 6: Strand 6.3 – Earth’s weather patterns and climate. Standard 6.3.3: Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates.

Materials:

4 bottles (empty) all the same size. (The mouth of the bottle should be about 1” in diameter.)

Warm/hot water Cold water Food coloring (yellow

& blue) 3x5 Index card or

playing card Masking tape Pens Paper towels

Instructions:

1. Fill two of the bottles to the rim with warm/hot water.

2. Add yellow food coloring to the warm water.

3. Fill the other two bottles to the rim with cold water.4. Add blue food coloring to the cold water.5. What happens if the bottle with warm water rests on top of the bottle filled with cold water?

Place the index card over the mouth of one of the warm water bottles. Hold the card in place as you turn the bottle upside down and rest it on top of one of the cold water bottles. The bottles should be placed so they are mouth to mouth with the card separating them.

6. Carefully slip the card out from between the two bottles. (Hold on to the top bottle when you remove the card.) Observe what happens.

7. This time, have the cold water bottle on top. Hold the card in place as you turn the bottle upside down and rest it on top of the warm water bottle.

8. Carefully slip the card out from between the two bottles. (Hold on to the top bottle when you remove the card.) Observe what happens.

The Science:

Warm air is lighter and less dense than colder air. Warm water is lighter and less dense than cold water. When the bottle of warm water is placed on top of the cold water, the denser cold water stays in the bottom bottle and the less dense warm water is stays in the top bottle. During the winter months’ daylight hours, the Sun heats the surface of Earth and the layer of air closest to the Earth. The warm air rises and mixes with other gases. When the Sun goes down, the less dense warm air high up in the atmosphere covers the colder air that is closer to the Earth’s surface. The colder air is denser than the warm air, and the cold air gets trapped. When the cold air gets trapped, we call that a temperature inversion. When a temperature inversion happens, air pollution gets worse because the exhaust from cars and other gases gets trapped in the denser colder air.

When the cold water bottle is on top of the warm water, the warm water rises to the top and the cold water sinks. The movement of the water is clearly seen as the yellow and blue mix making green water. The movement of these waters is called convection current. In our lives, warm currents can occur in oceans – like the warm Gulf Stream moving up north along the Eastern Seaboard. Convection currents in the atmosphere are what forms thunderstorms as the warm and cold air masses collide.

Skewer through a BalloonGrade Level(s): Pre, K, 1, 2, 3, 5, 6 (new)

Preschool: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1: set objects in motion by pushing, pulling, kicking, and rolling. Describe motion as fast or slow.

Kindergarten: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide. Objective 2b: explain why things may not work the same if some of the parts are missing.

Grade 1: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a & c: describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow; explain how a push or pull can affect how an object moves.

Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2b: investigate and provide evidence that matter is not destroyed or created through changes.

Grade 3: Standard 3 – students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1b: compare the forces of pushing and pulling.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objective 3a: Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).

USOE Grade 6 Strand 6.2- Energy Affects Matter. Standard 6.2.1: Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H20), atmospheric oxygen (02), and carbon dioxide (CO2).

Materials:

Balloons Bamboo skewers Water

Instructions:

1. Blow up the balloon until it’s almost filled then let some out, and tie it off.

2. Let the students attempt to get the skewer through the balloon.

3. Repeat the experiment several times, asking the students to write their experimentations and observations in their lab journals.

4. If they make changes with placement of the skewer, ask them why.

The Science:

Using the balloon where the molecules are under the least amount of pressure (the thick parts) is where you should try pushing the skewer through. If you could see the rubber that makes the balloon and see the molecules, you would see that there are many long strands or chains of molecules. These long strands are called polymers. The stretchiness of the balloon is because of the polymers. Blowing up the balloon stretches the polymers. If you draw dots all over the balloon and then re-inflate it, you’ll be able to see the areas where the molecules are under the least amount of stress. You’d see that the dots near the neck and the bottom are not stretched out while the dots in the middle of the balloon are a lot larger.

Pushing the skewer through the balloon caused the molecules to stretch around the skewer keeping the air inside the balloon. When the skewer is removed, the air comes out. Trying to put the skewer through the middle is almost impossible without some help.

Leakproof BagGrade Level(s): Pre, K, 1, 2, 3, 5, 6 (new)

Preschool: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1: set objects in motion by pushing, pulling, kicking, and rolling. Describe motion as fast or slow.

Kindergarten: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a: observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide. Objective 2b: explain why things may not work the same if some of the parts are missing.

Grade 1: Standard 3 – students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 1a & c: describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back-and-forth, and fast or slow; explain how a push or pull can affect how an object moves.

Grade 2: Standard 3 – Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials. Objective 2b: investigate and provide evidence that matter is not destroyed or created through changes.

Grade 3: Standard 3 – students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1b: compare the forces of pushing and pulling.


USOE Grade 6 Strand 6.2- Energy Affects Matter. Standard 6.2.1: Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding

that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H20), atmospheric oxygen (02), and carbon dioxide (CO2).

Materials:

Ziplock Sandwich bags Water Bamboo Skewers or pencils Paper Towels

Instructions:

1. Fill the sandwich bag ½ full with water, and seal the bags.2. Push the bamboo skewer through the bag without spilling the water. The long chains of

molecules (called polymers) seal back around the skewer to stop the water leaking out.

The Science:

The polymers seal the bags as the skewers go through them. If you push the skewers too far, the polymers cannot close and the bag leaks. Most zipper-lock plastic bags are made out of low-density polyethylene (LDPE) polymers. The flexibility of the bag helps form a temporary seal against the edges of the pencils or skewers as the pass through the bag. When the pencil or skewer is removed, the bag has been permanently pushed apart and the water leaks out.

Extensions:

Try different thicknesses of bags – thin produce bags, sandwich bags, freezer bags, etc. Try different items through the bags – pencils, skewers, sizes of pencils, flat or thin pencils, etc.

Eggshell Geode CrystalsGrade Level(s): Pre, K, 1, 2, 4, 5, 6 (new)

Preschool: Standard 2 – Students will understand Earth and Space Science. Objective 1 – Investigate non-living things.

Kindergarten: Standard 2 – students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: investigate non-living things. Indicators a & c – observe and record that big rocks break down into small rocks. Sort, group, and classify Earth materials.

Grade 1: Standard 2 – students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: investigate the natural world including rock, soil, and water.

Grade 2: Standard 2 – Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1c: sort rocks based upon color, hardness, texture, layering, particle size and type (i.e. igneous, metamorphic, sedimentary).

Grade 4: Standard 3 – students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil. Objective 1c: sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary-rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous-with or without observable crystals that are not in layers or with or without air holes or glass like; metamorphic-crystals/minerals, often in layers).



Materials:

Clean eggshells Water Variety of water soluble solids: table salt, rock salt, sugar, baking soda, Epsom salt, sea salt,

borax, cream of tartar Small insulated cups (Styrofoam) Spoons Food coloring Egg cartons Wax paper Magnifying glasses

Instructions:

1. Get the largest eggshells possible.

2. Clean the eggshells in hot water. (The hot water cooks the membrane and allows you to remove it with your fingers. If you leave the lining in, it could mold and your crystals will be black.)

3. Put your eggshells in the cartons to hold them upright.4. Pour half a cup of really hot water into the Styrofoam cup.5. Add about ¼ c. of a soluble solid to the water and stir until completely dissolved. Continue

adding small amounts of the sold until the solution is super saturated. (Keep adding until no more of the solid will dissolve.)

6. Add food coloring.7. Carefully pour your solution from the Styrofoam cup into your eggshell. (Fill it as full as possible

without overflowing or causing the shell to tip.)8. Set the shells to the side in a safe place to let the water evaporate.

9. As the crystals form, make observations using your magnifying glasses.

The Science:

This experiment shows how real-life geodes are formed in igneous and sedimentary rocks. The super saturated solution used the energy of the hot water to dissolve until there was no space between the molecules. As the solution cooled, the water lost energy and the crystals are forced from the solution to become a solid again. Since this happens slowly as the water evaporates, the crystals have time to grow larger than they were at the beginning of the experiment. Natural geodes in rock are formed in much the same way – mineralized water seeps into air pockets in rock and crystallizes.

Magnetic SlimeGrade Level(s): Pre, K, 1, 2, 3, 5 , 6 (new)





Grade 3: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1: Demonstrate how forces cause changes in speed or direction of objects. Indicators a & b – objects at rest will not move unless a force is applied to them. Compare the forces of pushing and pulling. Standard 4 – Students will understand that objects near Earth are pulled toward Earth by gravity. Objective 1a: demonstrate that gravity is a force, and that force is required to overcome gravity.Grade 5: Standard 1 – students will understand that chemical and physical changes occur in matter. Objective 1d: Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance). Objective 3a: identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).

USOE Grade 6 Strand 6.2- Energy affects Matter. Standard 6.2.1: Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H20), atmospheric oxygen (02), and carbon dioxide (CO2).

Materials:

Liquid Starch – Sta-flo is good White school glue Iron Oxide powder

Ziplock sandwich bags bowls Stir sticks Paper towels STRONG magnet

Instructions:

1. Pour ¼ cup of the starch into a ziplock bag.2. Add 2 TBLS of iron oxide powder and stir until well mixed.3. Add ¼ cup of white school glue and mix.4. Mix well inside the bag. Keep mixing until well mixed. (There may be some liquid left, but that

is fine.) 5. Pat the slime dry with a paper towel to get rid of any excess liquid. (The extra liquid will leave

your skin black, but the slime won’t once it’s dry.)

The Science:

The mixture produces a polymer (a long chain of molecules). Think of spaghetti – freshly cooked spaghetti leaves the bowl like a liquid because the strands slip and slide over each other. When the water drains off, the pasta begins to stick together and the spaghetti is a bit rubbery. Wait a little longer, and the noodles form a solid mass. You can even drop it on the floor and watch it bounce! Polymers act in a similar way. The long strands of molecules slide past each other easily, then stick together.

Real World Application:

Iron filings can also be used, but a neodymium magnet has a much stronger magnetic force field than a regular magnet. It will work better with the iron oxide powder or iron filings than a regular magnet would. Always double check!

Glow SlimeGrade Level(s): Pre, K, 1, 2, 3, 5, 6 (new)






Grade 5: Standard 1 – students will understand that chemical and physical changes occur in matter. Objective 1d: Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance). Objective 3a: identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).


Materials:

White school glue Liquid starch Glow in the Dark paint Gel food coloring Ziplock bags Stir sticks Measuring cups

Instructions:

1. Pour ½ cup of white school glue into a ziplock bag.2. Add 2 Tablespoons of glow in the dark paint.3. Add about 20 drops of gel food coloring.4. Mix the ingredients together until it is well blended.5. Add the liquid starch and mix until thick and slimy. Knead the slime with your hands and return

it to the starch mixture (in your bag) for another mixing if there is some unmixed glue hiding in your slime.

6. If it’s too slimy, add more starch.7. Play with your slime in a black light setting.

The Science:



Many different things can glow in the dark. Many are found in the ocean and are bioluminescent creatures. “Bio” means life. “Lumin” means light. There is plankton, algae, bacteria, jellyfish, worms, crustaceans, seastars, fish, sharks, and fireflies. There are other creatures that luminesce under ultraviolet light – they glow in the dark under a black light. Some of these creatures are scorpions, some spiders, centipedes, millipedes, and crayfish.

Mood SlimeThermochromic Slime

Grade Level(s): Pre, K, 1, 2, 3, 5, 6 (new)






Grade 5: Standard 1 – students will understand that chemical and physical changes occur in matter. Objective 1d: Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a

new substance). Objective 3a: identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).


Materials:

White school glue Water Thermochromic pigment Liquid Starch Food coloring Ziplock bags Stir sticks Paper towels Measuring cups Measuring spoons

Instructions:

1. Mix ¼ cup of white school glue with 1 Tablespoon of water in a ziplock bag and mix well.

2. Sprinkle in 3 teaspoons of thermochromic pigment over the mixture and stir it in.3. Mix in food coloring.4. Add ¼ cup liquid starch and mix it well.5. Discard any leftover liquid. 6. Keep it in the refrigerator to get a good color change when playing with it with your hands.

The Science:


The heat sensitive color change relies on leuco dyes. These are pigment molecules that alter their structure in response to a change in temperature. Typically, the dyes change from one state into another, so you get two colors. The liquid crystals in mood rings change color as the space between the crystals and liquid increases or decreases. Liquid crystals show more colors, but the most common color change is made by heat or cold.

Tips:

Drape the slime over cold drink containers or hot cups. Heat the slime with a blow dryer. Hot packs and cold packs. Use a thermometer to determine if there are temperature changes that coordinate with the color change.

Simple MachinesGrade Level(s): Pre, K, 1, 2, 3

Preschool: Standard 1 – Students will learn the processes, communication, and nature of science. Objective 1-2: a, b, c, d. Strategies & Activities: Emphasize the use of the five senses in the environment, (e.g., “I feel ____.” “I smell _____.” “I see _____.” “I hear _____.” “I taste _____.”)

Kindergarten: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials. Objective 1: Identify how non-living things move. Indicator a- Observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.

Grade 1: Standard 3 – Students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1 – demonstrate how forces cause changes in speed or direction of objects. Indicators a, b, & c: show that objects at rest will not move unless a force is applied to them. Compare the forces of pushing and pulling. Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.

Grade 2: Standard 3 – Students will understand Physical Science through the study of the forces of motion and the properties of materials.

Grade 3: Standard 3 – students will understand the relationship between the force applied to an object and resulting motion of the object. Objective 1 – demonstrate how forces cause changes in speed or direction of objects. Indicators a, b, & c: show that objects at rest will not move unless a force is applied to them. Compare the forces of pushing and pulling. Investigate how force applied through simple machines affect the direction and/or amount of resulting force.

Materials:

Simple machines for students to experiment with: inclined plane, wheel & axle, pulley, lever, screw, and wedge.

Instructions:

1. Set up the classroom with stations of the different simple machines.

2. Students interact with each of the machines and write in their science journals about the movements, forces, actions, and/or conclusions that could be drawn about the machines. Or respond to questions verbally.

The Science:

Simple machines were invented to make work easier. Work is defined as force acting on an object in the direction of motion. Mathematically, work has an equation. W = F x D. For example, to lift an object we must work to overcome gravity and move the item up. To lift something twice as heavy, you have to work twice as hard. It would also take twice as much work to move something twice as far. A machine would make work easier by increasing the amount of force, increasing the distance or speed of the force, changing the direction of the force, or transferring force from one place to another.

The Wheel & Axle is the most significant because it helped us transport things to greater distances. The force required to move something just got reduced because of the wheel and axle. Some examples include: carts for carrying goods or people, moving a file cabinet using a flat cart, wagons, chariots.

A lever could be used to make force and distance a little easier. A lever is similar to a teeter totter. There is a long beam and a fulcrum (a pivot). Archimedes’ Law of Lever states, “Magnitudes are in equilibrium at distances reciprocally proportional to their weights.” Some examples include: see-saws, crowbars, pliers, scissors, hammer and nail.

An inclined plane is a flat surface that has been raised at an angle like a ramp. An inclined plane could help lift a heavier object that would be too difficult to lift straight up. The steeper the ramp, the more effort is required, but would still be less than lifting it directly up. Some examples are: ramps, sloping roads and hills, plows, chisels, hatchets, carpenter’s planes, and wedges.

A pulley would be used to lift things straight up. A block and tackle uses multiple pulleys to make the amount of force for lifting smaller, but the distance a lot longer. Some examples include: cargo lift, dumb waiter, elevators, wells, exercise machines, cranes, construction equipment.

A screw is a long incline plane around a shaft. The force to turn the screw is a lot less than the force the screw has on other material. Some examples are: jar lids, drills, bolts, light bulbs, faucets, bottle caps, ball point pens.

A wedge is a moving inclined plane that goes under loads to lift them or split them. Some examples are: knife blades, shovels, door stops, scissors, an ax, teeth, saw, needle, ice picks.

Solar Eclipse ViewerGrade Level(s): K, 1, 2, 3, 6 (new)

Kindergarten: Standard 2 – Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 2: Observe and describe changes in day and night. Indicator a & c – compare and contrast light and dark in a day-night cycle and identify the changes as a pattern. Examine what happens when you block the sun’s light. Explore shadows and temperature changes.

Grade 1: Standard 2 – students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 2: Observe and describe the changes and appearance of the sun and moon during daylight. Indicators a & b – observe the sun at different times during the day and report observations to peers. Observe and chart the moon when it is visible during the day.

Grade 2: Standard 2 – students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 2 – observe and record recognizable objects and patterns in the night sky. Indicator a: observe, describe, and record patterns in the appearance and apparent motion of the moon in the night sky.

Grade 3: Standard 1 – Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky. Objectives 1 & 2: Describe the appearance of Earth and the moon. Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky. Indicators 1a – Describe the shape of Earth and the moon as spherical. Indicators 2a – Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).

Grade 6: Standard 1 – Structure and motion within the solar system. Objective 1 – develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

Materials:

Shoebox (the longer the box, the larger the image) Scissors Duct tape or strapping tape Aluminum foil White paper Pin or needle Box cutter or X-acto knife

Instructions:

1. Cut a small hole (about 1 inch across) in one end of the shoe box, near an edge.

2. Tape a piece of tinfoil over the hole.3. Use a pin or needle, punch a hole in the center of the foil.4. Tape a small piece of white paper to the inside of the box, at the opposite end from the foil-

covered hole. The paper should be positioned so that light entering the box through the pin hole will hit it. This is where you’ll look for the sun.

5. Cut a 1-inch diameter hole in the box near the image screen (the white piece of paper), but on a different side of the box – the side adjacent to the screen. This is your viewing hole; it must be positioned so you can look through it at an angle and see the image screen.

6. At the time of the eclipse, stand with your back toward the sun.7. Stand so that when you look through the viewing hole, you can see a tiny bead of light on the

image screen; that’s the sun. During the eclipse, you’ll see the shadow of the moon pass in front of the sun.

The Science:

The moon will pass directly between the sun and the Earth causing a solar eclipse. It is extremely dangerous to look at the sun even if most of its light is obscured by the moon. Just as a magnifying glass can focus sunlight onto something that will start a fire, the lenses in your eye can also focus that sliver of light onto your retina to burn it. Your retina is found at the back of your eye. Your retina has no pain receptors; you can permanently damage your vision without even feeling it happen.


Salt Lake City will have its next Solar eclipse on August 21, 2017 beginning at 10:13 am – 12:59 pm. It is expected to have a 93% coverage. The last solar eclipse viewable in Salt Lake was 38 years ago.

Traveling FlameGrade Level(s): 5, 6 (new)

Grade 5: Standard 1 – students will understand that chemical and physical changes occur in matter. Objectives 1 & 3: Describe that matter is neither created nor destroyed even though it may undergo change. Investigate evidence for changes in matter that occur during a chemical reaction. Indicator 3a – identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).

USOE Grade 6: Standard 2 – Energy Affects Matter. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Objective 2: develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, gas) and during phase changes (melting, freezing, condensing, and evaporating).

Materials:

Candle Lighter

Instructions:

1. Light the candle. 2. Blow out the candle.3. As the smoke travels,

light the lighter again and keep the flame near the smoke. The flame will travel down the smoke/gas and relight the candle.

The Science:

Heat melts the wax close to the wick of the candle. The melted wax flows up the wick by capillary action (the ability of a liquid to flow in narrow spaces without the assistance of external forces, or even in opposition to external forces like gravity). The wax is vaporized (becomes a hot gas), and its hydrocarbons break down into hydrogen and carbon. The gaseous wax burns in oxygen to produce water vapor, carbon dioxide, heat, and light.

The “smoke” is complex. It contains soot which is a black material made mostly of carbon that comes from burning organic things. You can see soot on surfaces near or over candles. The yellow flame that we see is made up mostly of burning soot. What you DON’T see is the blue flame surrounding the yellow flame where the temperature can be around 2,500°F. Another part of the smoke is unburned

wax vapor. This is what can make the candle wax be white or gray. For a few seconds, the temperature of the wax vapor is high enough that it will burn with the touch of a flame. The smoke trail is very straight if the air is still and you can touch any part of the trail connected to the wick. When you blow on the air, it moves so you need to be near the smoke so you can relight it. The wax vapor reignites and the blue flame travels along the smoke to the wick where the candle will relight and begin burning again.

Extensions:

How does the temperature of the wax change the candle’s performance? Wrap a candle to keep moisture away from the wick and put it in the refrigerator for 24 hours (don’t freeze it). Leave an identical candle at room temperature.

How does the size and type of wick change the way the candle burns? The flame height? The brightness of the flame?

Would a scented or unscented candle make a difference? How does the scent affect the flame?

Heat ConvectionGrade Level(s): 6 (new)

USOE Grade 6: Strand 6.3 – Earth’s weather patterns and climate. Standard 6.3.3: Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates.

Materials:

Clear quart container or jar Water Freezer Coffee mug or other container that can withstand heat Blue food coloring Spoon Dropper or pipette

Instructions:

1. Fill the clear jar halfway with cold water.2. Place the jar in the freezer for 15 minutes. You don’t want

the water to freeze, but definitely to get cold.3. Fill the coffee mug about ¼ full with hot water. You want

really hot water, but not boiling.4. Add 10 drops of blue food coloring to the hot water and stir.5. Remove the clear jar from the freezer and set it on the table. Wait until the movements from

carrying it have stopped.6. Fill the dropper/pipette with hot blue water.7. Lower the tip of the dropper/pipette until it is near the bottom of the large jar.8. Carefully release two drops of hot blue water into the cold water. Observe what happens,

looking at the side and top of the jar.9. Add ten more drops, two drops at a time, observing what happens between each set.10. Once you have added all the hot blue liquid drops, observe the jar for another five minutes.

When you squeeze the drops of blue water near the bottom of the jar, most of it rises through the cold water and then continues to travel across the water’s surface. Ripples of blue color move through the water. A blue layer forms at the top of the water in the jar. As time goes by, some of the blue water begins to sink, and after 5-10 minutes, all of the water turns a lighter shade of blue.

The Science:

Energy is all about action. Thermal energy is transferred in many ways. The thermal energy of a substance can be determined by adding up all the kinetic and potential energy of its molecules. Convection is one form of energy transfer where heat energy is transferred by large scale movement in a

gas or liquid. Convection currents form, which are streams of gas or liquid powered by convection. Some of this movement is caused by differences in density. The hot blue water molecules had more kinetic energy than the cold water molecules. That means the blue water molecules were colliding more, and pushing each other apart. This lowered the density of the blue water because fewer molecules could fit in the given volume. The less dense blue water rose through the cold water and floated at the top. The streams of blue fluid you saw were convection currents. Over time, the hot water mixed with the cold water evening out the temperature of all of the water in the jar. That process was helped along by the convection currents. The blue food coloring was also diffused throughout the liquid. Diffusion happens constantly. The blue food coloring molecules moved from higher concentration in the hot water and zero concentration in the clear water to create a more uniform distribution throughout the liquid, giving it an even, light blue appearance.


Convection current is defined by Dictionary.com as “the transfer of heat by the mass movement of heated particles into an area of cooler fluid.” Convection currents drive the Gulf Stream and other currents turn over and mix up the waters in the world’s oceans. Cold polar water is drawn down from higher latitudes and sinks to the ocean bottom, pulled down toward the equator as lighter, warmer water rises to the ocean’s surface. The warmer water is pulled northward to replace the cold water that’s been pulled southward. This process distributes heat and soluble nutrients around the world.

There can be convection in air and earth also. Convection in air drives the circulation of air in the earth’s atmosphere. The sun heats the air which becomes less dense and rises upward. As it rises, it cools and becomes less dense so it spreads out and descends toward the equator again. These constantly moving air currents drive the air circulation on earth as well as keeping clouds up.

Geologists believe that molten rock deep within the earth is circulated by convection currents. The rock is heated and rises up from the bottom of the mantle. As the molten rock loses heat into the earth’s crust, it cools and sinks back down to the core. The constantly moving rock may be contributing to the cause of volcanoes, earthquakes, and continental drift.

Stained Glass SugarGrade Level(s): 5, 6 (new)

Grade 5: Standard 1 – students will understand that chemical and physical changes occur in matter. Objectives 1 & 3: Describe that matter is neither created nor destroyed even though it may undergo change. Investigate evidence for changes in matter that occur during a chemical reaction. Indicator 3a – identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).

USOE Grade 6: Standard 2 – Energy Affects Matter. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Objective 2: develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, gas) and during phase changes (melting, freezing, condensing, and evaporating).

Materials:

1 ¾ cups granulated sugar 1 cup water ½ cup light corn syrup 1/8 teaspoon cream of tartar Heat plate Sauce pan Thermometer Stir stick & stir spoon Food coloring Aluminum pan Non-stick spray

Instructions:

1. Combine all the ingredients into the saucepan. Stir the solution. You don’t want the sugar to caramelize (discolor) too much, so slowly heat the solution. Use a spoon to stir constantly, but slowly until the solution is at a slow boil. Protect your hand from hot splatters.

2. Spray the aluminum foil pan with non-stick spray. As the solution heats up to a slow boil, it will become transparent or clear. Stop stirring, but keep it boiling and place the thermometer in the solution. The target temperature is 289-300°F so you may have to gradually increase the heat from the burner to get there. This is called the “hard crack stage” of candy making. Watch the thermometer! The temperature rises quickly.

3. When the syrup has landed in the hard crack temperature range, carefully pour it into the prepared foil pan. Spread the hot liquid evenly over the bottom of the pan.

4. Scatter drops of food coloring all over the surface of the hot syrup in a random order.

5. Use the stir stick to creatively and randomly spread the colored drops through the syrup. DO NOT LICK THE LIQUID – IT IS HOT!!!!!!

6. Let it cool completely so the syrup can harden completely.7. Carefully remove your stained glass sugar creation from the pan.8. You can enjoy it.

The Science:

Stained Glass Sugar is created when you dissolve sugar in water and heat it to the correct temperature. You made a “reduction” by boiling away excess water to concentrate flavors and ingredients. As the water boils off, both the temperature and the sugar concentration rise. The sugar dissolved in water will normally just crystalize back to sugar again. The addition of the corn syrup to the solution stops this from happening. Corn syrup holds the dissolved sugar molecules in suspension in the solution. The last ingredient, Cream of Tartar separates the original, complex sugar crystals into glucose and fructose, sugar’s simpler parts. Adding food coloring creates the “stained glass” look. Light passing through the translucent sugar will show off the colors and patterns.


In the movies or on TV when there is a scene with broken glass, a lot of the “broken glass” is just sugar glass. Sugar glass can look and break like real glass, but it’s much cheaper to use and replace.

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