Section 1: Science
Lesson Plans
AGES: 21/2–5
DEVELOPMENTAL
GOALS:
✄ To enhance
observational skills
✄ To practice rote
counting
One, Two, Three,
Blast-off!
ADULT PREPARATION:
1. Put water in a child-size pitcher.
2. Break Alka-Seltzer® tablets in quarters.
LEARNING
OBJECTIVE:
Using 35 mm film
canister with lid, water,
and Alka-Seltzer®, the
child will make a rocket.
MATERIALS:
35 mm film canister
with lid (the lid
must fit tightly)
Child-size pitcher
Water
Alka-Seltzer®
Small bowl
Paper towel
3. Place tablets in a small bowl.
4. Place paper towel on table.
PROCEDURES:
1. Using the small pitcher, the child fills the film canister one-half full
of water.
2. The child puts one or two quarter pieces of Alka-Seltzer® tablets
into the canister.
3. The adult will snap the lid on the canister, making sure it is on tight.
4. The child will turn the canister upside down, resting the lid on the
paper towel.
5. The adult and child will count, “One, two, three…”until the canister
breaks free of the lid and shoots into the air.
Note: Children and adults should stand back from the canister to
ensure that neither the canister nor the spray will hit them upon liftoff.
GROUP SIZE:
1–6 children
4
Copyright © 2005, Thomson Delmar Learning
Chemical Change
ADULT PREPARATION:
AGES: 4–5
1. Cut purple cabbage into chunks.
2. Boil in 2 quarts (8 cups) of water.
3. The water will turn purple.
4. Pour the purple liquid into a container and let it cool.
5. Dip a white paper towel or white paper into the purple liquid.
6. Let the liquid absorb throughout the towel/paper. Lay aside to dry.
7. The towel or paper must remain purple. Some white paper was
found to turn blue or green, indicating that it’s alkaline. Use only
the paper that keeps the purple color.
8. Once the towel or paper is dry, cut it into 1" by 4" strips.
9. Set out five small cups.
10. Using a permanent marker and masking tape, label the first cup
“vinegar.” Label the second cup “lemon juice.” Label the third cup
“baking soda.” Label the fourth cup “baking powder.”Label the
fifth cup “water.”
11. Put vinegar in the first cup.
12. Put lemon juice in the second cup.
13. Put water in the three remaining cups.
PROCEDURES:
1. Put on smocks.
2. The child will put a heaping spoonful of baking soda in first of the
water cups and stir well.
3. The child will put a heaping spoonful of baking powder in the second
cup of water and stir well.
4. Leave the remaining cup of water untouched.
5. The adult will label each strip vinegar, lemon juice, baking powder,
baking soda, or water.
6. Ask the child, “What will happen when we dip the strips in the
cups?”
7. The child will dip each labeled strip into each liquid. Leave the top
of each strip dry where the solution’s name is written.
DEVELOPMENTAL
GOALS:
✄ To observe
transformations
✄ To practice inferring
LEARNING
OBJECTIVE:
Using stained paper
towel strips, cups,
vinegar, water, baking
soda, lemon juice,
baking powder, and
a spoon, the child
will observe
transformations.
MATERIALS:
Drained cabbage juice
White paper towel or
white paper
Scissors
Five small clean cups
Vinegar
Water
Baking soda
Lemon juice
Baking powder
Spoon
Paper towels
Permanent marker
Masking tape
Smocks
8. Allow the strip to absorb liquid and then lay on a fresh paper towel.
continued
Copyright © 2005, Thomson Delmar Learning
5
Chemical Change
continued
9. The strips dipped in lemon juice and vinegar turn pink, indicating
both are acidic.
10. The strips dipped in the baking powder and baking soda solutions
turn blue, indicating both are alkaline.
GROUP SIZE:
2–4 children
6
Copyright © 2005, Thomson Delmar Learning
Corn Syrup Bottles
ADULT PREPARATION:
AGES: 2–5
1. Rinse the plastic bottles and remove the labels.
2. Put the bottles upside down, allowing them to dry out.
3. Put 2 tablespoons of water in each cup.
4. Put several drops of liquid watercolor or food coloring in each cup.
Mix well with a spoon. Use a different color in each cup. If children
are unable to use eyedroppers, put the tinted water in a small
squeeze bottle.
DEVELOPMENTAL
GOALS:
✄ To stimulate fine
muscle development
✄ To provide a visual
experience
5. Put corn syrup in a small bowl.
6. Using a permanent marker, write the children’s names on the bottles.
PROCEDURES:
1. The child will put on a smock.
2. The child will put the funnel in the mouth of the plastic bottle.
3. Next the child measures and pours 2 tablespoons of corn syrup into
the funnel.
LEARNING
OBJECTIVE:
Using light corn syrup,
coloring, eyedropper,
plastic bottle, funnels,
sequins, and glitter, the
child will make a visual
sensory bottle.
4. Once the syrup has drained, the child removes the funnel.
5. Using the eyedropper or small squeeze bottle, the child will add
several drops of the tinted water solution to the bottle.
6. The adult will help the child put the cap on the bottle.
7. The child will shake the bottle to mix the color.
8. The child may remove the cap.
9. Using a clean funnel the child will add glitter or sequins to the
bottle. Do not use the funnel used for corn syrup (unless it has been
washed and dried). The glitter and sequins will stick to the syrup.
10. The child will remove the funnel.
11. The adult will put the cap on the bottle tightly.
12. Shake the bottle to mix in the sequins/glitter.
13. Move the bottle slowly to see the mixture slide around the bottle.
Note: This is a visual sensory experience. Adding too much coloring
will dilute the syrup. The object is for the syrup to move slowly when
the bottle is turned. If the syrup is too thin, it will run swiftly as the
bottle is turned. You may want to use full-strength food coloring or
liquid watercolor if the colors are not as vibrant as you want.
MATERIALS:
Light corn syrup
Cups
Food coloring or liquid
watercolors
Water
Eyedropper or small
squeeze bottle
16- or 20-ounce plastic
bottles with lids
(one for each child)
Funnels
Measuring spoon
(tablespoon)
Spoon for stirring
Sequins or glitter
Smock
Permanent marker
continued
Copyright © 2005, Thomson Delmar Learning
7
Corn Syrup Bottles
continued
SAFETY PRECAUTION:
Toddlers enjoy playing with these after they are made. Hot glue the
cap to ensure the child cannot remove it.
GROUP SIZE:
2–4 children
8
Copyright © 2005, Thomson Delmar Learning
Cracked Eggs
ADULT PREPARATION:
AGES: 2–5
1. Put eggs into a saucepan.
2. Cover with water.
3. Heat eggs until the water boils.
4. Boil for 3 minutes.
5. Remove eggs and let cool.
6. Mix the powdered drink mix in a pitcher with the amount of water
the package requires. Do not add sugar. Dark colors such as purple,
blue, or red work best.
7. Pour the drink mix in a child-size pitcher.
PROCEDURES (DAY 1):
1. Children must wash hands.
2. The child will roll an egg on a table, inserting pressure with the
hand, causing the shell to crack all over. Do not remove shell.
DEVELOPMENTAL
GOALS:
✄ To increase fine
motor skills
✄ To observe
transformations
LEARNING
OBJECTIVE:
Using drink mix, clear
cups, and a hard-boiled
egg, the child will stain
an egg with cracked
lines.
3. The child will put the egg into a clear cup.
4. Using the child-size pitcher, the child will cover the egg with
drink mix.
5. The adult will write the child’s name on a piece of masking tape
with a permanent marker, and place the tape on the cup.
6. Put all the cups on a tray.
7. Refrigerate the eggs, soaking in the drink mix overnight.
8. Children and adults wash hands after handling an egg.
PROCEDURES (DAY 2):
1. The adult will drain the drink mix off the eggs; discard the drink mix.
MATERIALS:
Powdered drink mix
(red, purple, or blue)
Water
Child-size pitcher
Saucepan
Small clear cups
Tray
Masking tape
Permanent marker
Eggs
2. Children must wash hands.
3. The child will peel the shell off the egg. The adult may help if needed.
4. Discard the egg shells.
5. The drink mix will have soaked through the shell, where it is cracked,
staining the boiled egg.
6. Children may eat the eggs for snack if desired.
continued
Copyright © 2005, Thomson Delmar Learning
9
Cracked Eggs
continued
SAFETY PRECAUTION:
If eggs were not refrigerated, do not eat them.
GROUP SIZE:
2–4 children
10
Copyright © 2005, Thomson Delmar Learning
Frost
ADULT PREPARATION:
1. If using a can, remove the lid from the can with a smooth-edge
can opener.
2. Wash the can and remove the label.
3. If a smooth-edge can opener is not available, tape around the edge
of the can with masking tape to prevent cuts.
AGES: 2–5
DEVELOPMENTAL
GOALS:
✄ To observe temperature changes
✄ To recognize frost
PROCEDURES:
1. Fill can or plastic cup halfway with ice cubes.
2. Sprinkle 2 tablespoons of salt on the ice cubes.
3. Fill remaining space in the can or cup with ice cubes.
4. Sprinkle 2 more tablespoons of salt on the ice cubes.
5. Pour 3⁄4 cup cold water over the ice/salt mixture.
6. In 20–30 minutes, frost will form on the lower half of the outside of
the can/cup because of the difference in temperatures inside and
outside the can.
7. Frost does not form on the top half of the can. The inside of the can
is exposed to air temperature and is warmer on the top half inside
the can.
Note: Amounts given are for a 15-ounce can. For a smaller cup use
a smaller amount of water; fill within 1⁄2"–1" of the top of the cup.
During warmer months, frost is more difficult to create; use a total
of 6 tablespoons of salt to achieve the same results. Using the tin
can creates more frost than the plastic cup. However, without a
smooth-edge can opener, you may want to use the plastic cup as
a safety precaution.
GROUP SIZE:
LEARNING
OBJECTIVE:
Using an aluminum
can or plastic cup, ice
cubes, salt, water, and
measuring cup and
spoon, the child will
create frost.
MATERIALS:
Aluminum can or
plastic cup
(15-ounce)
Smooth-edge can
opener (if using can)
Masking tape
Salt
Ice cubes
Water
Measuring cup
Measuring spoon
(tablespoon)
2–4 children
Copyright © 2005, Thomson Delmar Learning
11
Seeds without Soil
AGES: 2–5
DEVELOPMENTAL
GOALS:
✄ To observe seeds
sprouting
✄ To develop gardening techniques
LEARNING
OBJECTIVE:
Using dry lima beans,
a resealable plastic
bag, crosslinked
polyacrylamide, water,
and a measuring cup,
the child will observe
seeds sprouting.
MATERIALS:
Dry lima beans
Resealable sandwichsize plastic bag
Crosslinked polyacrylamide (such as Soil
Moist® found in
plant stores)
Water
Measuring spoon
(tablespoon)
Measuring cup (1⁄3 cup)
Permanent marker
Masking tape
12
ADULT PREPARATION:
1. Write each child’s name on an individual resealable plastic bag with
a permanent marker.
2. Add one tablespoon of crosslinked polyacrylamide to each bag.
3. Put water in a large container.
PROCEDURES:
1. The child will measure out 1⁄3 cup of water by dipping the measuring
cup into the container of water.
2. The adult will hold the resealable bag open.
3. The child will add the water to the resealable bag.
4. The child will then add 3 or 4 dry beans to the bag.
5. The adult will seal the bag and tape it to a window.
6. The crosslinked polyacrylamide will absorb all of the water, yet will
keep the seeds moist.
7. The seeds will begin to sprout in 3–7 days.
8. When cleaning up, do not dispose of this mixture in a drain. Mix in a
garden plot or empty into the trash. Crosslinked polyacrylamide
continually absorbs and grows; it may cause problems for
drainage systems.
SAFETY PRECAUTION:
Only the adult may handle the crosslinked polyacrylamide, in order
to prevent children from accidentally ingesting it.
GROUP SIZE:
1 child
Copyright © 2005, Thomson Delmar Learning
Spreading Colors
ADULT PREPARATION:
AGES: 2–5
1. Fill a small spray bottle with water for each child.
2. Set a pad of newspaper on the table for each child.
3. Place a coffee filter on the paper.
DEVELOPMENTAL
GOALS:
4. Use your hand to flatten the coffee filter.
✄ To recognize colors
5. Write the child’s name on the filter with a permanent marker.
✄ To practice making
predictions
PROCEDURES:
1. The child will color the coffee filter with water-based markers. Allow
the child to determine how much of the filter should be colored. The
amount colored will not alter the experiment.
2. Ask the child to identify the colors used.
3. Ask the child, “What will happen to the colors when we spray them
with water?”
4. The child will spray the coffee filter with water.
LEARNING
OBJECTIVE:
Using a round coffee
filter, spray bottle,
water, and waterbased markers, the
child will observe
colors spreading.
5. The colors will spread throughout the filter.
6. Hang to dry.
GROUP SIZE:
2–4 children
Copyright © 2005, Thomson Delmar Learning
MATERIALS:
Round coffee filters
Small spray bottles
Water
Newspapers
Water-based markers
Permanent marker
13
Texture Turtle
AGES: 2–5
ADULT PREPARATION:
1. Paint a paper plate green. Let the plate dry completely.
DEVELOPMENTAL
GOALS:
✄ To stimulate the
sense of touch
✄ To expand
vocabulary
LEARNING
OBJECTIVE:
Using a turtle pattern,
sandpaper, felt, silk,
and burlap, the child
will identify textures.
MATERIALS:
Paper plate
Glue
Green paint
Paintbrush
Green construction
paper
Scissors
Felt
Burlap
Sandpaper
Silk
Marker
2. Using construction paper cut a large oval for the turtle’s head.
3. Cut 4 smaller ovals for the turtle’s legs.
4. Cut a small triangle for the turtle’s tail.
5. Put a small portion of glue on one end of the head, legs, and tail.
6. Glue these pieces to the underside of the paper plate. Make sure
the parts are visible from the green-painted side.
7. Using a marker, draw eyes on the head of the turtle.
8. Cut same-size shapes of sandpaper, burlap, felt, and silk.
9. Glue the fabric shapes to the turtle’s back.
10. Let the glue dry completely.
PROCEDURES:
1. Show the child the turtle. Ask the child, “What is the name of this
animal?”
2. Explain to the child that this turtle has different textures, and that
the shapes on the turtle’s back feel differently.
3. Ask the child to feel each shape.
4. Ask the child to describe how the shape feels (rough, smooth, soft,
or scratchy).
EXPANSION:
Using 4 large socks, place a piece of each fabric in separate socks. The
sandpaper piece needs to be folded and glued together so both sides
feel the same. Give the children the socks. Ask them to reach inside the
sock and feel the shape without looking at it. The child then identifies
the fabric shape verbally or by pointing to the same shape on the
Texture Turtle.
GROUP SIZE:
1–4 children
14
Copyright © 2005, Thomson Delmar Learning