Spring 2012 Vol. 1 Issue 1
Engaging Activities for the Elementary Science Classroom!
CISERâ€™s 20 years of commitment to STEM education in the region continues with our newest endeavor, . . This on-line magazine is designed to engage elementary students in science activities that encourage exploration and wonder. The required materials are readily available and students can complete the activities in a classroom or at home.
Additional activities are available through the CISER outreach site at http://www.ciser.ttu.outreach/curriculumforteachers.aspx
In this issue: (click titles to visit the activity) - Predict a Pop
- Grow a Sweet Potato Vine
- Make It Sweet with Camouflage - Blend the Butterfly
- Explore: Colorful Chemistry CISER Wonders: Elementary Science Curriculum Magazine Spring 2012
Volume 1 - Issue 1
Editor: Ashley Brimeyer Contributing Writers Ashley Brimeyer Susan Talkmitt Anna Wilkerson
Activities from HHMI CISER Copyright 2012 Visit us at - http://www.ciser.ttu.edu/outreach/
CISER Wonders CAN YOU SPOT THE BUTTERFLY ON EVERY PAGE?
On any page, click the butterfly to return here
WHAT DO YOU Wonder ABOUT BUBBLES?
p o P a t c i ed
s n r e t t a p f o t s e u q a
THE CHALLENGE Predict when the bubble will pop!
MATERIALS (per group) 125 mL (1/2 cup) bubble solution in cup 1 straw per student black table surface or black trash bags
Letâ€™s Get Started 1. Pour half of the bubble solution on the black table surface or black trash bag attached to the table. 2. With the straw just touching the edge of the bubble solution, gently blow through the straw to make a bubble dome. 3. Make several bubbles. This may take practice. 4. Remove the straw. 5. Look for patterns just before the bubbles pop. 6. Discuss with your partner the patterns you observe as you watch the bubbles. 7. Record observations.
EXPLANTATION As the bubble gets thinner on top (pulled down by gravity) the wavelengths begin to cancel out and black spots appear.
you can grow a plant
! ! ! d e e s a without
Plants can be grown from other parts of plants including stems, leaves and roots. Try growing your own plant from a different plant part.
Grow a sweet potato vine! A sweet potato is a root that stores food produced by the plant. Why do you think the plant needs to store food?
Did you know?
MATERIALS - A sweet potato - 6 toothpicks - 1 jar slightly larger than the potato - water
Plants use energy from the sun to make sugar through a process called photosynthesis. This sugar is the food that fuels the function of plant cells.
Fertilizer is sometimes called â€œplant foodâ€? on the label;
however, fertilizer is a source of nutrients to help a plant make sugar. It is not the actual food used by plants for energy.
LETâ€™s GET STARTED 1. Choose a sweet potato that is beginning to bud. 2. Stick toothpicks in the potato around the middle area as shown (see Figure 1). Toothpicks will help the potato to sit in the top of the jar. The toothpicks should stick out of the potato so it can sit on the jar. 3. Place the pointed end into the jar facing down. Half of the potato will be out of the jar (see Figure 2).
4. Add water just below the top edge of the jar. Set the jar in a sunny window and watch for changes. Add water as needed to keep the level the same. 5. Watch the sweet potato as it grows and keep a journal to tell what you see.
DRAW A PICTURE
TELL ABOUt IT
WHAT DO YOU Wonder ? WHAT ARE OTHER PLANTS GROWN FROM ROOTS, STEMS, OR LEAVES?
MAKE IT SWEET MATERIALS - 1 bag of candy corn - 2 single-serving bags of M&M candy - plastic shoebox with lid - stop watch to time the activity - classroom graph
ADVANCED PREPARATION - Mix the candy corn with the M&Ms in the container. - Copy the graph master for students and make data chart for classroom information
LETâ€™S GET STARTED 1. Tell the students that you will time them to see how quickly they can select an M&M from the container. They must select an M&M and not a candy corn. Once they are ready, have a helper quickly pass the container around the room to allow students to get an M&M. Determine the time required. 2. Next, have students graph their results by marking the colors of M&Ms they selected on the classroom graph. Once the class results are recorded, they should transfer the information to their individual graphs.
WITH CAMOUFLAGE HAVE YOU EVER WonderED WHAT CAMOUFLAGE IS REALLY ABOUT? ITâ€™S A LOT SWEETER THAN YOUâ€™D THINK! 3. Look at the results and have students discuss their observations. The results typically show a smaller number of yellow and orange, if any at all. Students suggest that these colors are removed or that the candy corn camouflages the colors. Once they have discussed their thoughts, share that the orange and yellow M&Ms were not removed. In fact, their next task will be to select an orange or a yellow M&M from the container. 4. Again, time the students as they select only one yellow or one orange M&M each, and have a helper quickly pass the container. Determine the time required. 5. Compare the times of the two trials and lead into a discussion fo the benefit of coloration in the natural world.
WHAT DO YOU Wonder ABOUT CAMOUFLAGE? materials (per student) - 1 paper butterfly Click here for Butterfly PDF - markers, crayons, or map colors - scissors - tape
advanced preparation - Copy the butterflies for students - Set up a center of supplies if students do not individualy have the required materials - Assign the job of â€œbirdâ€? to a student or teacher. (This person does not particiapte in coloring and hiding the butterflies.)
CAMOUFLAGE T H E B U T T E R F LY letâ€™s get started 1. Have each student color and cut out a butterfly to camouflauge in the room. Once the butterflies are finished, have students hide them in the room. Use tape (on backside) to secure the butterflies. 2. Ask a student from another room or a teacher to visit the classroom as a bird. The bird will fly around the room looking for food. It must find 4 butterflies within 1 minute to survive. 3. After one minute, stop the search. If the bird has not found 4 butterflies they will fly of or die. If the bird does find 4 butterflies, give them another minute to find 4 more. Students can repeat the activity for another minute if they want to bring in another bird. After the search, ask the students to show the locations of their butterflies. 4. Compare the butterfly patterns to see the adaptations that were useful in survival. Have the students share their observations in a classroom discussion.
COLORFUL purpose To investigate the effect of different pH solutions on egg dying.
materials - food coloring - vinegar - baking soda - warm, distilled water - 3 plastic spoons
- 3 boiled eggs - 3 16oz. cups - pH test paper - labeling marker - paper towels
advanced preparation - Hard boil the eggs - Heat distilled water - Set up a supply station - Label the three paper cups as shown Cup 1
Acid (pH 2-3)
Base (pH 11-12)
WHAT DO YOU Wonder ABOUT EGG DYING?
Neutral (pH 6-7)
CHEMISTRY of egg dying letâ€™s get started 1. Fill each cup half full of warm water. 2. The pH is the variable in this activity. Adjust the pH of
the water to the values given.
- Cup 1: Add 1 tsp of vinegar with a spoon. Test with the pH test paper.
- Cup 2: Do not adjust the pH. Test the pH test paper.
- Cup 3: Add 1/2 tsp baking soda with a second spoon.
Test with the pH test paper.
3. Add 8 drops of one food color (ex: red) to each cup. Use only one color per experiment to avoid adding another variable. 4. Add one egg to each cup. 5. Let the eggs sit for 10 minutes. 6. Remove the eggs and let them dry on paper towels. 7. Record your observations in the data chart. Color the eggs to show your results.
Acid (pH 2-3)
Neutral (pH 6-7)
Base (pH 11-12)