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Observing Using 5 Senses – HearChicken in a Cup

Grade Level(s): Preschool, 6

Standard 1: Students will learn the processes, communication, and nature of science. Obj. 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 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:

Pictures of things that fit the five senses (see attached example pictures) Glue sticks Plastic drinking cup – pre-punched hole in bottom center Yarn or cotton string – about 1 ½ foot length 1 paper clip Paper towel Water

Instructions:

1. Tie one end of the yarn to the middle of the paper clip.2. Push the other end of the yarn through the hole in the cup and pull it through.3. Dip your finger and thumb into the water and wet the yarn.4. Now time to make some noise! Hold the cup firmly in one hand. While you squeeze the

string, pull down in short jerks so that your wet fingers will slide along the string. If all goes well, you’ll hear a chicken!

The Science:

This is an example of how a sounding board works. The vibrations from the string would be almost silent without the cup, but when you add the cup, it spread the vibrations and amplifies them. Pianos and music boxes use wood to act as a sounding board to make the instrument louder.

Books:

“David Smells” by David Shannon

“My Five Senses”

Observing Using 5 Senses – SmellGrade Level(s): Preschool

Grade Pre-K: Standard 1: Students will learn the processes, communication, and nature of science.

Obj. 1-2: a, b, c, d


Materials:

Pictures of things that fit the five senses (see attached example pictures) Glue sticks Items to smell (e.g. vine tomatoes, onion, chocolate, dill pickles, jerky, roses, etc)

Instructions:

1. Students listen to a story about the five senses. 2. Students smell different types of smells.3. Using the pictures, students sort their pictures and glue items that can be smelled.

Books:

“Look, Listen, Taste, Touch, and Smell: Learning about your five senses” by Pamela Hill Nettleton

“Elmo can … Taste! Touch! Smell! See! Hear!” by Sesame Street “The Five Senses” by Keith Faulkner and Jonathan Lambert “My Five Senses (Let’s-read-and-find-out Science 1) by Aliki “Smelling (The Five Senses)” by Rebecca Rissman “Taste (The Five Senses)” by Maria Rius and JM Parramon

Observing Using 5 Senses – SeeGrade Level(s): Preschool


Obj. 1-2: a, b, c, d


Materials:

Pictures of things that fit the five senses (see attached example pictures) Glue sticks Magnifying Glasses Items to see (e.g. sand paper/sand, seashells, sugar, marbles, clay, rocks, etc)

Instructions:

1. Students listen to a story about the five senses. 2. Students look at different items using the magnifying glasses.3. Using the pictures, students sort their pictures and glue items that can be seen into their

science journals.

Books:

“Brown Bear, Brown Bear, What Do You See?” by “Seeing (The Five Senses)” by Rebecca Rissman “Sight (The Five Senses)” by Maria Rius and JM Parramon “Tasting (The Five Senses)” by Rebecca Rissman “Hearing (The Five Senses)” by Maria Rius and JM Parramon “Soft and Smooth, Rough and Bumpy: A Book About Touch” by Dana Meachen Rau and

Rick Peterson

Observing Using 5 Senses – TouchGrade Level(s): Preschool


Obj. 1-2: a, b, c, d


Materials:

Pictures of things that fit the five senses (see attached example pictures) Glue sticks Items to touch – may be same from seeing (e.g. sand paper/sand, seashells, sugar,

marbles, clay, rocks, slime, fur if no allergies, etc) Magnifying Glasses

Instructions:

1. Students listen to a story about the five senses. 2. Students touch different things to feel.3. Students may use their magnifying glasses to help sort what they are feeling.4. Using the pictures, students sort their pictures and glue items that can be touched.

Books:

“Our Five Senses Felt Set for Flannel Boards” by Playtime Felts “Hearing (The Five Senses)” by Rebecca Rissman “Hey! Hey! I Know My Five Senses” by Bridgette Johnson “The Five Senses – For Smart Kids” by Joshua Perue and R Perue “Mis Cinco Sentidos (My Five Senses)” by Turtleback School & Library

Observing Using 5 Senses – TasteGrade Level(s): Preschool


Obj. 1-2: a, b, c, d


Materials:

Pictures of things that fit the five senses (see attached example pictures) Glue sticks Items to taste (e.g. sweet, salty, sour) be aware of allergy needs in your classroom

Sweet: fruit, cookies, fruit snacks, etc. Sour: dill pickles, lemon wedges, sour patch kids, etc. Salty: chips, popcorn, seaweed, etc.

Instructions:

1. Students listen to a story about the five senses. 2. Students taste different foods and describe how they taste.3. Using the pictures, students sort their pictures and glue items that can be tasted.

Books:

“Five Senses (Green Start)” by IKids “Mommy What Do I Feel?” by Sagit Cohen and Mahfuja Selim “The Five Senses – Time for Kids Nonfiction Readers” by Jennifer Prior “Mr. Brown can Moo, Can You?” by Dr. Seuss “You Can’t Smell a Flower with Your Ear!” by Joanna Cole and Mavis Smith “Our Five Senses Coloring Book” by Jillian Phillips and John Kurtz

Water Balloon in a JarGrade 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:

Large glass jar (a quart sized bottle works well) One water balloon (filled) Water A strip of paper Matches Straws

Use heat to change the air pressure inside a bottle causing a balloon set on top of the bottle to squeeze into it.

Instructions:

1. Fill the balloon until it’s a little too big to fit through the mouth of the jar.2. Light a strip of paper on fire and drop it into the jar.3. Quickly place the balloon on top of the jar.4. Observe carefully.

The Science:

The burning paper heat the molecules of air in the bottle and cause the molecules to move far away from each other. Some of the heated molecules actually escape out past the balloon that is resting on the mouth of the bottle (that’s why they water balloon wiggles on top of the bottle). When the flame goes out, the molecules of air in the bottle cool down and move closer together, making room for new air molecules. This is what scientists refer to as a partial vacuum. Normally, the air outside the bottle would come rushing in to fill the bottle, but the

balloon is in the way. The pressure of the air molecules outside the bottle is so great that it literally “pushes” the balloon into the jar. To get it out, students need to regulate the pressure inside and out using a straw.

Real-World Application:

When you fly in an airplane or drive high up in the mountains, your ears sometimes need to “pop.” This “popping” is caused by the same change in air pressure that “pops” the balloon into and out of the bottle. Air pressure decreases as altitude increases, so as you go higher, the air pressure decreases causing the air trapped in your inner ear to push your eardrums outward. Your body tries to regain balance by allowing some of the air in your inner ear to escape through the Eustachian tubes. When the tubes open, the pressure releases and you feel the “pop.”

On the way back down to a lower altitude the air pressure increases. The extra pressure from the outside of the ear pushes the eardrums inward. Air moves in through the Eustachian tubes, the ears “pop,” and balance is restored.

CO2 SandwichGrade Level(s): 2, 5

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 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 3: evidence for changes in matter that occur during a chemical reaction.

Materials:

Ziplock Quart sized bags Ziplock Snack sized bags Vinegar Baking Soda Safety Goggles Measuring cups and spoons

Instructions:

1. Put on safety glasses.2. Fill the snack sized ziplock bag with 1 Tablespoon of baking soda & seal it with some air

inside.3. Fill the quart sized ziplock bag with ½ cup of vinegar.4. Place the baking soda snack bag inside the quart bag with the vinegar. When you seal

the vinegar bag, try to get as much air out as possible.5. Try to break open only the small snack sized bag while keeping the quart bag closed.

When it opens, shake the bags to make sure the substances mix.6. Make observations about how large each bag gets and how long it takes before you

hear the giant POP!

The Science:

When you mix vinegar and baking soda, a chemical reaction takes place producing a gas called carbon dioxide. The bag puffs up because carbon dioxide takes up lots of space, eventually filling the bag. If there’s more gas than the bag can hold…POP!

Elephant ToothpasteGrade Level(s): 2, 5, 6 (old & 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 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 3: evidence for changes in matter that occur during a chemical reaction.

Grade 6: Standard 6 – Students will understand properties and behavior of heat, light, and sound. Objective 1d: observe and describe, with the use of models, heat energy being transferred through a fluid medium (Liquid/gas) by convection currents. Objective 1e: design and conduct an investigation on the movement of heat energy. (Old)

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 (O2), and carbon dioxide (CO2).

Materials:

Clean 16 oz. plastic bottle ½ cup hydrogen peroxide (H202) 1 pkg dry yeast OR 1 Tablespoon of dry yeast 3 Tablespoons of warm water Liquid dish soap Food coloring Small cup Safety glasses

The foam will overflow from the bottle, so be sure to do this experiment on a tray or washable surface.

Instructions:

1. Pour the Hydrogen Peroxide in the bottle.2. Add 8 drops of your favorite color of food coloring into the bottle.3. Add about 1 squeeze of dish soap to the bottle and swish gently.4. In a separate cup, combine the warm water and yeast together and stir for about 30

seconds or until the yeast is mostly dissolved.

5. When you’re ready for the experiment, pour the yeast mixture into the bottle and observe the results.

The Science:

The foam you made is special because each tiny foam bubble is filled with oxygen. The yeast acted as a catalyst (a helper) to take out the oxygen from the hydrogen peroxide. If you noticed, your foam and bottle got warm. Your experiment created a reaction called an EXOTHERMIC reaction. That means it created foam and heat!

Lava Lamps - DensityGrade Level(s): 1, 2, 5, 6 (new)

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 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 create 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:

Clean plastic bottle (can be small water bottle) Vegetable oil (the cheaper the better) Food coloring Alka-Seltzer tablet Large flashlight Water

Instructions:

1. Fill the bottle ¼ full with water.2. Fill the bottle up to the bend in the neck of the bottle with vegetable oil.3. Add about 8-10 drops of food coloring. Notice that the food coloring will not color the

oil, only the water.4. Break the Alka-Seltzer tablet into four pieces.5. Place your lava lamp on the lens of a large lit flashlight.6. Drop one of the pieces of Alka-Seltzer into the oil and water mixture. Watch what

happens.

The Science:

You may have noticed that oil and water do not mix. Even if you shake the bottle, the oil and water separate out again. Water molecules are polar molecules. This is determined by the shape of the molecule. Vegetable oil is a nonpolar molecule. This is made of long chains of hydrocarbons. To put it plainly, polar molecules like to hang out with other polar molecules. Just as nonpolar molecules like to hang out with other nonpolar molecules. The Alka-Seltzer tablets react with the water to make tiny bubbles of carbon dioxide. These bubbles attach themselves to the blobs of colored water, and cause them to float to the surface. When the bubbles pop, the color blobs sink back to the bottom of the bottle where the whole things starts all over again.

Milk PaperGrade Level(s): K, 1, 2, 3, 5, 6 (old)

Grade 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.

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.

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 3: Standard 3 – Students will understand the relationship between the force applied to an object and the resulting motion of the object. Objectives 1a: Show that objects at rest will not move unless a force is applied to them. Objective 2a: predict and observe what happens when a force is applied to an object.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objectives 1: Matter is neither create 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.

Grade 6: Standard 6 – Students will understand properties and behavior of heat, light, and sound. (old)

Materials:

Whole Milk Food coloring (Neon works well) Aluminum pan or dinner plate Dish soap (Dawn works well) Q-tips Watercolor paper

Instructions:

1. Pour enough milk to cover the bottom of the pan or plate about ¼ inch thick. Allow the milk to settle.

2. Add 2-3 drops of each color from the food coloring choices. Keep the drops close together in the center of the pan/plate of milk.

3. Predict what will happen when you touch the Q-tip into the milk. Try it.

4. Dip the Q-tip in the dish soap. Place the soapy end into the middle of the milk and hold it there. Watch what happens.

5. What makes the colors move?6. Working quickly, dip your watercolor paper into the milk mixture and count to five.7. After five seconds, remove the paper and lay it on a flat surface to dry.

The Science:

Milk is mostly water, but also has vitamins, minerals, proteins, and fat. Fats and proteins are sensitive to changes in the surrounding solution (milk). Dish soap weakens the chemical bonds that hold the proteins and fats in the solution. The molecules of fat bend, roll, twist, and contort in all directions as the soap is placed in the milk. The food coloring provides an easy way to observe all the action of the molecules. As the soap gets evenly mixed, the movement gradually gets slower.

Dry Ice CanistersGrade Level(s): K, 2, 3, 5

Grade 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 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 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. Objective 1: Describe that matter is neither created nor destroyed even though it may undergo change. 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). Objective 3b: Explain why the measured weight of a remaining product is less than its reactants when a gas is produced. Objective 3d: Compare a physical change to a chemical reaction.

Materials:

Dry Ice Water Film canisters (available from amazon)

Instructions:

1. Students put in their canisters a small amount of water. About ¼ inch of water in the bottom.

2. Students get one small piece of dry ice.3. Students place their lids back on their canisters, and then hold the canister tightly with

their hands. The canister needs to be held away from their faces, and pointing at the ceiling. (Safety first!)

4. As the gas builds, the pressure inside the canister will cause the lids to pop off with a big popping noise. (Make sure students keep track of their lids.)

The Science:

The dry ice (also known as solid carbon dioxide) sublimates as it reacts with the air and the water. It changes directly to its gaseous state. As it turns into the gas, the pressure inside the container increases. When the pressure is too great, the lids pops.

!!!THIS EXPERIMENT CAN ALSO BE DONE WITH ALKA-SELTZER TABLETS. JUST SUBSTITUTE THE DRY ICE WITH THE TABLET. MAKE SURE YOU BREAK THE TABLET INTO SMALLER PIECES!!!

Density DrinksGrade Level(s): PreK, 1, 2, 6 (new)

Grade PreK: Standard 2 – Students will gain an understanding of Earth and space Science. Objective 1b: Materials that children can taste and smell.

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 1- Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science. Objective 2a: develop social interaction skills with peers. Objective 2b: share ideas with peers.


Materials:

Juices or drinks that have different density levels (The density of juice is often determined by how much sugar or fruit is in it. The more sugar or fruit, the denser the juice is. Powdered and canned juices do not work well since they are mostly water. You’ll need to experiment to determine juices that are colorful and have a nice difference in density.)

o Berry blue Propel Zeroo Black Raspberry Red Glaceau Fruit water sparkling zero calorieo Cool Blue Gatoradeo Fruit Punch Gatoradeo Pina Colada Sobeo Berry Lemonade Blue Jones Sodao Fruit Punch Welch’s Chillerso Squirt Sodao Tropicana Pomegranate-Blueberry juiceo Tropicana Pure premium orange juiceo Nature’s Promise White Grape juice

A small, clear cup (the more narrow it is, the easier it is to separate the density levels) Eye dropper or Pipette

Instructions:

1. Before beginning the experiment, make guesses about the juices that will be more dense and form a hypothesis of how the levels of your drink will turn out. Check the number of ingredients, the sugar content, and the water content.

2. You need to determine which juices are the most and least dense. 3. Pour one of your juices into your glass and fill it about 1 inch high.4. Fill a dropper or pipette with another juice and slowly drop it onto the inside of the glass

so that it runs down the side of the glass. Watch to see if the juice goes below or above the other juice. (If it simply mixes, it has the same density as the juice, and you’ll need to try something different.)

5. Continue experimenting with other juices to determine which juices go to the bottom (more dense), and which ones go to the top (least dense).

6. Once you have the density differences figured out, start over with a clean glass and use the dropper or pipette for each level to create your final density drink.

The Science:

The density in liquids demonstrates the amount of atoms/mass that are present in a particular volume of juice. If you had a cup with 200 ml of plain water, and a cup with 200 ml of water that has lots of sugar dissolved in it, the cup of sugar water would be heavier even they have the same volume of liquid. The invisible sugar molecules are dispersed in the water making it heavier.

Moon Phases(http://www.nasa.gov/centers/jpl/education/moonphases-20100913.html)

Grade Level(s): K, 2, 3, 6 (old & new)

Grade 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.

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 2a: 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 through the night sky. Objective 2d: use a model to demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the sky.

Old Grade 6: Standard 1 – students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis. Objective 1d: design an investigation, construct a chart, and collect data depicting the phases of the moon.

USOE Grade 6 Strand 6.1 – Structure and motion within the Solar System. Standard 6.1.1: 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. Examples of models could be physical, graphical, or conceptual.

Materials:

Styrofoam balls Pencil Lamp without lamp shade OR Large Flashlight Oreo cookies Moon phases recording sheet (paper cut into 8 to glue Oreo cookies and to label the

moon phase) Glue Craft sticks

Instructions:

1. Discuss the moon phases with students.2. Place the lamp in the center of the room.3. Have each student hold their “moon” (the Styrofoam ball attached to the pencil) in their

hands.

4. Explain that the lamp bulb is the sun, each of their Styrofoam balls is the moon, and each student is the Earth. Let the students know that after each phase of the moon, they will be creating an Oreo cookie to resemble what they saw. (Example: if it was a full moon that they saw, they would have an Oreo cookie that would be all white frosting visible.)

5. First have the students face the lamp and extend their “moon” directly in front of them, raising their “moon” high enough so they can also see the lamp. This view is an example of a New Moon.

6. Make the Oreo cookie match, glue it to the moon phase recording sheet, and label it New Moon.

7. Next, with their arms extended, have the students turn their bodies counterclockwise (to the left) about 45 degrees. They should face their “moons” and observe what they see. They should see the right-hand edge of the “moon” is lit up in a crescent shape. This is the Waxing Crescent.

8. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Waxing Crescent.

9. Have the students continue turning left (a 90 degree turn) so their “moon” is lit up. It should light up the right half of the “moon.” This phase is the first quarter.

10. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it First quarter.

11. Have the students move another 45 degrees, and check their “moon.” They should see greater than half, but less than whole of their sphere lit. This is called a Waxing Gibbous moon.

12. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Waxing Gibbous.

13. Have the students move left again so that they are facing directly opposite the sun. They should see that their “moon” is fully lit up. Make sure they hold their “moon” up high enough so the sunlight isn’t blocked by their own head. This is the full moon.

14. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Full Moon.

15. Have the students rotate left again another 45 degrees, and check their moon. They should see a something similar to the Waxing Gibbous moon except the darkened shadow area is now on the right of their moon not the left. This phase is called the Waning Gibbous Moon.

16. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Waning Gibbous Moon.

17. Rotate left again 45 degrees so they are facing 90 degrees from the sun, and check their moon. They should see that the left half of the moon is lit up. This phase is called the Third or Last Quarter.

18. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Third or Last Quarter.

19. Rotate left again 45 degrees, and check their moon. They should see only a crescent moon lit up on the left side while the right side is in shadow. This phase is the Waning Crescent Moon.

20. Make a matching Oreo cookie, glue it to the moon phase recording sheet, and label it Waning Crescent Moon.

21. Finally, as the finish the rotation, they will end up with another New Moon.22. After students have finished their recording sheets, have them simulate the moon

phases in a continuous motion going counterclockwise. As they slowly rotate, they will see all the phases in a smoother way.

Dancing RaisinsGrade Level(s): K, 1, 2, 5, 6 (new)


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, back-and-forth, up-and-down, fast or slow, etc.) 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 1b: Communicate observations that similar objects of varying masses fall at the same rate.

Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objective 1: Describe that matter is neither created nor destroyed even though it may undergo change. 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). Objective 3b: Explain why the measured weight of a remaining product is less than its reactants when a gas is produced. Objective 3d: Compare a physical change to a chemical reaction.


Materials:

Clear cups Measuring spoons Raisins Baking Soda Vinegar Water Stirring sticks or spoons Dancing Music

Instructions:

1. Fill the cup ½ full with water.2. Add 1 tablespoon of baking soda and stir until it is dissolved completely.

3. Place a few raisins into the cup and observe what happens. Are they dancing? Maybe they need some help.

4. Turn on some dance music. Observe what happens? Are they dancing yet? Maybe we need to add something else.

5. Have the students fill the cup with vinegar (pouring slowly) until the cup is ¾ full. 6. Continue with the music, and observe what happens.

The Science:

You’ll notice that the raisins sank initially. The raisins are dense, but because their surfaces are rough and dented, they are filled with air pockets. These air pockets attract the carbon dioxide gas in the liquid creating the little bubbles you should have observed on the surface of the raisins. The carbon dioxide bubbles increase the volume of each raisin without raising its mass. When the volume increases and the mass doesn’t, the density of the raisin is lowered allowing the raisin to be pushed up by the surrounding fluid which now has a higher density than the raisin. The bubbles increase the volume, but don’t change the mass. With a greater volume, the raisin displaces more fluid, when then applies to more buoyant force, pushing the raisins upwards (Archimedes’ Principle). At the surface, the bubbles pop and the raisins’ density changes again. That’s why they sink again. The whole process is repeated, making it look as though the raisins are dancing.

Cloud in a Bottle(Teacher demonstration)

Grade 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:

2 liter clear plastic bottle Warm water Matches

Instructions:

1. Fill the bottle one-third full of warm water, and put on the cap.2. Observe that the water begins to add water vapor to the bottle.3. Light the match, and put it inside the bottle.4. With the match inside, put the lid on the bottle and twist it on.5. Squeeze the bottle several times. Observe what happens.

a. You should see that the smoke and other bits begin to collect together.b. You’ll see that as you release the bottle, it becomes hazy or cloudy. As you

squeeze, it adds air pressure.

The Science:

There are three things necessary for cloud formation: 1) water vapor; 2) dust, smoke or other particles in the air; and 3) air pressure. Water vapor can be made to condense into small cloud droplets. By adding the bits or particles from the air, it enhances the process of water condensation, and squeezing the bottle add air pressure. These three processes create a cloud.

Dry Ice Balloon(Teacher demonstration)

Grade Level(s): 2, 4, 5



Grade 5: Standard 1 – Students will understand that chemical and physical changes occur in matter. Objective 1: Describe that matter is neither created nor destroyed even though it may undergo change. 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).

Materials:

Water Water Balloon Pan Dry Ice Gloves

Instructions:

1. Use gloves to place a small piece of dry ice inside a balloon.2. Tie a knot in the balloon to seal it.3. Place the balloon in the pan of water.4. Watch the balloon – what’s happening?

The Science:

When dry ice is exposed to air, it sublimates into gas (carbon dioxide – CO2). Dry ice is frozen carbon dioxide, and it needs to be really cold to stay frozen. The balloon gets bigger because the gas is trapped inside the balloon. Careful! If the piece of dry ice was too big, the balloon will pop.

Dry Ice Bubbles (Cloud in a Hand)Grade Level(s): K, 2, 4, 5, 6 (new)




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:

Dry Ice bubble machineo Plastic container with easy snap lido Clear plastic hoseo Small dipping cup

Dry Ice Water Gloves Dish soap Cups

Instructions:

1. Fill the bubble machine ½ full with warm water.2. Make a soapy solution by putting a squirt of dish soap into the cup, and add about ½ cup

of water.

3. Drop a few pieces of good sized dry ice into the machine. It will immediately begin bubbling and smoking.

4. Cover the machine with the lid and watch the smoke come out the hose.5. Dip the end of the tube into the soap solution and watch as a fog bubble is produced.6. Gently shake the fog bubble off the tube and watch as it falls to the ground. The bubble

is heavier than normal bubbles because it’s filled with gas and water vapor. When the bubble pops, a cloud escapes.

a. You can hold the bubble in your hands if you have cloth gloves on your hands.b. You can also hold the bubbles in your hands if your hands are coated in soap

solution.

The Science:

Regular bubbles pop upon contact because oil and dirt break the solution. Bubbles will bounce off surfaces that are free from oil and dirt. When dry ice is combined with water, it is a combination of carbon dioxide and water vapor – it is actually a cloud of tiny water droplets.

Iron CerealGrade Level(s): 1, 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 1c: explain how a push or pull can affect how an object moves. Objective 2b: predict measureable properties such as weight, temperature, and whether objects sink or float, test and record data.

Grade 5: Standard 3 – students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron. Objective 1a: compare various types of magnets (e.g., permanent, temporary, and natural magnets) and their abilities to push or pull iron objects they are not touching.

Materials:

Box of Cheerios Measuring Cup Magnet Wands Plastic Bowl Water Quart-sized Ziplock bags

Instructions:

1. Pour a cup of cereal into a bag. Make enough for the students in your class.2. Have the students crush the cereal into a powder while it is still inside the bag. (They

can use hard books, the magnet wand, or any other way to crush the cereal.)3. Pour the crushed cereal into the bowl.4. Add enough water to completely cover the cereal.5. With the magnet wand, have the students stir their cereal carefully so it doesn’t slosh

over the sides.6. As the work, the iron filings in the cereal will stick to the magnet wand.7. Have the students remove the magnet from the cereal and figure out what they see.

(They should see black bits or iron filings on the magnet wand.)

The Science:

Many foods say they contain iron. Metallic iron is digested in the stomach and eventually absorbed in the small intestine. If all the iron in your body was collected, you would have enough iron to make two small nails.

Iron is an important component of blood called Hemoglobin. Hemoglobin is the compound in red blood cells that carries oxygen from the lungs so it can be used by our bodies. The iron in the hemoglobin is what gives blood its red color.

If we don’t get enough iron, we can be tired, catch diseases more easily, and can make our heart and breathing rates too fast. A healthy adult requires about 18 mg of iron each day. Iron is very important for helping maintain a healthy body.

Cleaning PenniesGrade Level(s): 2, 5,

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

Materials:

Dirty pennies Taco sauce Vinegar Tomato Paste Salt Water Dinner plate (larger paper ones work well)

Instructions:

1. Set up that you’ve heard taco sauce makes a great cleaner for pennies.2. Put a small amount of taco sauce on the penny. Make sure you cover the entire top

surface of the penny. 3. Let the taco sauce sit for 2 minutes while you predict what will be happening.4. After the two minutes, rinse the pennies and look at the side that had the taco sauce. It

will be cleaner. A good way to compare is to look at both sides to see which is cleaner.5. Since it works, let the students know that there are 4 main ingredients in taco sauce:

tomato paste, vinegar, salt, and water.6. Let the students experiment with these four ingredients to test which 1 works. (Hint –

none will work completely since it is a combination of ingredients that work.) Remember to allow time for the ingredients to work – at least 30 seconds by counting out loud.

7. After the students have found out that only 1 ingredient doesn’t work, have them experiment with combining 2 ingredients. They need to write down what combinations they are trying and which work or don’t work. They might need to smear the ingredients around a little to mix them so they can work. Remind them to allow time for the ingredients to work, but to use 60 seconds by counting out loud.

a. Vinegar + water = Not workb. Tomato paste + salt = not work

8. After a little time of experimentation, ask the students for the results of their experiments. What ingredients were responsible for the cleaning? Vinegar + Salt!

The Science:

Salt and Vinegar alone didn’t work to clean the pennies. When they are mixed together, the salt dissolves and breaks down into sodium and chloride ions. The chloride ions combine with the copper of the penny to remove the tarnish from the surface. This is similar to lemon juice and salt to clean tarnish from various metals. You might think the tomato paste would have some acidity levels, but it doesn’t have the same power as the vinegar and salt combination.

Secret of DiapersGrade Level(s): 1, 5, 6 (new)

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 2c: predict, identify, and describe changes in matter when heated, cooled, or mixed with water.

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:

Disposable diapers (several different brands) Measuring cups Measuring spoons Gallon sized Ziplock bags Plastic cups Scissors Newspaper Water

Instructions:

1. Place a diaper on the newspaper, and carefully cut through the inside lining and remove all the cotton-like material. Put it all in the gallon-sized ziplock bag.

2. Blow a little air in the bag until the bag resembles a pillow and seal.3. Shake the bag for a few minutes to remove the powdery particles from the stuffing.4. Carefully remove the cotton-like material leaving only the powder.5. Pour the powder into the cup and add 1 tablespoon of water. Watch what happens.6. Continue adding water a tablespoon at a time until it becomes saturated.

The Science:

The water-absorbing chemical in the diapers is a superabsorbent polymer called Sodium Polyacrylate. This polymer (long chain of molecules) expands when water is added. They act like giant sponges. Some super polymers can absorb up to 800 times their weight in water!

Real-World Application:

Superabsorbent polymers are used a lot today in various ways. Forestry, gardening, and landscaping use these polymers as a way to conserve water. This way of saving water is helping many places in the world where water is scarce.

Slime(Liquid Starch recipe – good for about 1 week)

Grade Level(s): 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 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. 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:

Measuring Cups Washable Elmers School Glue Liquid Starch Water Food coloring (optional) Quart-sized Freezer Ziplock Bags

Instructions:

1. Measure ½ cup of glue (one 5 oz bottle of glue) into the ziplock.2. Measure ½ cup of water into the ziplock.3. Add a few drops of food coloring to the desired color.4. Seal the bag completely.5. Mix by squishing the bag. Make sure there are no white spots of glue in your bag.6. Add ½ cup of liquid starch.7. Reseal the bag, and mix again.8. As the mixture changes, keep squishing until it forms a blob that has only a little liquid

left in the bag.

9. Once there is only a little liquid, take the slime out of the bag and work with it until it is pliable (about 10 minutes).

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:Glacier movement has helped shape land through erosion and deposition. The landforms created by glaciers are U-shaped valleys and other structures. Motion and change define a glacier. Glaciers grow and shrink depending on the climate. The slow moving properties of the slime simulate the movement of a glacier. At a molecular level, ice is made up of layers of molecules much like the layers of the slime. Ice can stretch or break depending on the amount of pressure applied similar to our slime.

Rock Cycle TaffyGrade Level(s): 2, 4,

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:

Rock Cycle poster Taffy, Starbursts, or other similar type candy Scissors Plastic bag Aluminum foil Hot plate Pot holders

Instructions:

1. Go over the rock cycle.2. The candy represents an igneous rock (it has been melted and cooled to create their

candy). Cut the candy into many pieces to create “Sediment.”3. Take the “sediment” and put it into the bag.4. Compact & Cement the “sediment” into a rock shape. As it is squished and stuck

together, it will form a Sedimentary Rock.5. From here, the students need add heat and pressure to their sedimentary rock to create

a metamorphic rock. (The heat comes from their hands, and the pressure comes from pressing down and flattening their candy.)

6. When their candy has been flattened, have the students fold their candy in half and continue pressing the candy flat. As they continue folding and flattening, this creates their metamorphic rock.

7. To change their metamorphic rock back into an igneous rock, the students need to create a bowl out of their aluminum foil. It will sit on top of the hot plate.

8. Place their metamorphic rock into the foil bowl, and watch as it melts.

9. Once the candy is completely melted, let it cool by placing it in a refrigerator or in an ice bath.

10. Once it is cooled, the students can see how the candy has a glassy appearance as well as being hard.

!!! I do not continue with steps 7-10. Students understand that if they melt their candy it will become liquid and then cooling will harden it again. If you continue, the students cannot eat their rocks. Use steps 7-10 as a demonstration where you perform them.!!!

Screaming BalloonsGrade Level(s): K, 1, 3, 6 (old)

Grade 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 1b: compare and contrast how the physical properties of objects affect their movement, e.g., hard, soft, feathered, round, square, cone, geometric shapes.

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 1c: investigate how forces applied through simple machines affect the direction and/or amount of resulting force. 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.

Materials:

Clear balloons (9-inch balloons work best) ¼ inch nuts

Instructions:

1. Squeeze the nut through the mouth of the balloon. Make sure the nut goes all the way into the balloon so that there is no danger of it being sucked out while blowing up the balloon.

2. Blow up the balloon. Be care not to overinflate the balloon because it will pop. Tie the end.

3. Palm the balloon in your hand.4. While holding the balloon, swirl the balloon in a circular motion. The nut will bounce

around and then roll creating a sound. 5. Once the nut is spinning, use your hand to hold the balloon while the nut continues to

spin.

The Science:

This experiment incorporates motion & sound. One force that acts on the nut is the shape of the balloon makes the nut move in a circular path. Otherwise, the nut would continue in a straight line. Another force is friction. There isn’t a lot of friction between the edge of the nut and the balloon. More friction would cause the nut to slow down and stop. The biggest force is Centripetal Force (the inward force on a body that causes it to move in a circular path). A nut has six sides, and the flat sides cause the nut to bounce or vibrate inside the balloon. The sound is made by the sides of the nut vibrating against the inside wall of the balloon.

Pop Bottle Music(Teacher Demonstration)

Grade Level(s): Pre-K, 6 (old)

Grade Pre-K: Standard 1 - Students will learn the processes, communication, and nature of science. Obj. 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 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 3d: make a musical instrument and report on how it produces sound.

Materials:

8 glass bottles (all of the bottles need to be the same) Water Spoon

Instructions:

1. Fill one bottle full with water and leave a second bottle empty. 2. Use the back of the spoon to gently clink both bottles. How are the sounds different?3. Blow air across the tops of all three bottles. What do you notice?

a. By varying the amounts of water in each of the 8 bottles, it’s possible to create a musical scale.

b. Click and blow across the bottles. What differences do you notice?c. To really put on a show, put food coloring so each bottle is different. The food

coloring doesn’t change the sound, but looks cool.d. Then practice playing a song that students will recognize (Mary had a Little Lamb,

Jingle Bells, Twinkle Twinkle Little Star, etc.)

The Science:

The sound is all about vibrations. When you hit the bottle with the spoon, the glass vibrates. Tapping an empty bottle will produce a higher sound than tapping a bottle full of water. Adding water to the bottle dampens the vibrations created by the spoon. The less water in the bottle, the faster the glass vibrates and the higher the pitch. The more water you add, the slower the glass vibrates creating a lower pitch. The same bottle that makes a low-pitched sound when you tap it with a spoon will make a high-pitch sound when you blow air across the top. When

you blow into the bottle, you are making the air vibrate NOT THE GLASS. An empty bottle has a lower sound than a bottle with more water because there is more air to vibrate.

Water BeadsGrade Level(s): Pre-K, 1, 2, 4, 5

Grade Pre-K: Standard 1: Students will learn the processes, communication, and nature of science. Obj. 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 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 2c: predict, identify, and describe changes in matter when heated, cooled, or mixed with water.

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.

Grade 4: Standard 1 – students will understand that water changes state as it moves through the water cycle. Objective 2c: Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).

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 2b: compare changes in substances that indicate a physical change has occurred. Objective 2c: describe the appearance of a substance before and after a physical change.

Materials:

Orbeez or other type of water beads Water Clear cups

Instructions:

1. Fill a cup with water2. Place a few water beads in the water3. Wait 4-6 hours, but observe at different times throughout the day. You’ll be able to see

the water beads grow.

The Science:

Water beads more than 99% water when they are completely hydrated. They are superabsorbent polymers. They can absorb large amounts of water. The polymers in water beads can typically absorb up to 200 times their weight in water. They are similar to the polymers found in disposable diapers. If you use clear water beads, you can’t see them in water because the material they are made from has the same refractive index as water. When

you take the clear beads out of the water you can see them because air and water have different light waves.

Real-Life Application:

Superabsorbent polymers are used a lot today in various ways. Forestry, gardening, and landscaping use these polymers as a way to conserve water. This way of saving water is helping many places in the world where water is scarce.

Content Objectives

Pre-K thru Grade 6

Objectives are basic summaries of the standards and objectives found in the

Utah State Core.

Experiments

Experiments are compiled from websites and books. Reference books and

website from the content objectives pages.

Musical StrawGrade Level(s): Pre-K, K, 1, 3, 6 (old)

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 in the pitch of the sound produced. Objective 3d: Make a musical instrument and report on how it produces sound.

Materials:

Straws Scissors

Instructions:

1. Flatten the last inch of the straw with your teeth. (Make sure that the end doesn’t curl, but is FLAT.)2. Cut the corners off the flat end of the straw.3. Place the flat end of the straw in your mouth. Seal your lips around it, and blow until a “sound” is produced. (You’ll

feel the entire straw vibrate as the sound is made.) a. If you don’t make sound, you might need to reposition the straw and try again. b. This is an example of a “double-reed” mouthpiece like an oboe.

4. You can continue to change the sound if you cut small sections off the bottom of the straw while you “play.” Just be careful as you play and cut!

The Science:

This experiment works with vibrations. The flat ends of the straw will vibrate as air moves over them. The vibration is passed on to the column of air inside the straw. This is similar to double reed mouthpieces on some woodwind instruments. The vibrating reed will make a sound very similar to an oboe based on the length of the straw. When you cut off pieces of the straw, you change the length of the air column and so change the pitch. The English Horn, Oboe, and Bassoon all use this idea of vibration to make sound.

Variations:

If you can find two straws with one slightly smaller than the other (it fits snugly inside the other), you can follow the same steps to produce a “trombone.” Use the smaller straw and follow the same directions from above. Slide the bigger straw over the smaller straw and begin blowing. Move the larger straw back and forth to change the pitch of the sound.

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