All Matter is Made of Particles -- Third Grade Digital Kit
Written By Rachael Freed
Ah, Sovereign Lord, you have made the heavens and the earth by your
great power and outstretched arm. Nothing is too hard for you.
(Jeremiah 32:17 NIV)
For every house is built by someone, but God is the builder of everything.
(Hebrews 3:4 NIV)
SW 7/6/2016
Goals of the British Columbia Education Plan
Our curriculum team is excited to bring you a summarized version of the new BCEd
plan core goals (competencies), strategies and content. As we develop the kits we will
be personalizing the content to suit your students’ need and interests. Big ideas and
concepts will be the focus as well as curricular threads, inquiry learning (discovering
how to ask the right questions based on who, how and why things occur, as opposed to
what things occur), technology integration, and collaboration. First Peoples content will
include the natural history/culture of our province and encourage our God given
diversity. The kits are designed to help you gain a greater understanding of the
following:
Biblical Worldview:
We believe that every child in our school needs to hear the voice of God interwoven into
all of their curriculum. Therefore we will be striving to make sure that this goal is an
overarching strategy.
Communication Competency:
Involves imparting and exchanging information, experiences and ideas, to explore the
world around them, and to understand and effectively engage in the use of digital
media.
Thinking Competency:
Encompasses the knowledge, skills and processes we associate with intellectual
development. It is through their competency as thinkers that students take subjectspecific concepts (ideas that interest them) and content, (topics that need to be covered
to increase knowledge, and transform them into a new understanding to increase
knowledge), and transform them into a new understanding. This includes specific
thinking skills as well as how students are allowed to learn, make mistakes and grow
from failure. Encompassed in this thinking is the ability to feel safe and comfortable so
that students can explore their surroundings.
SW 7/6/2016
Creative Thinking Competency:
Involves the ability to generate new ideas and concepts that have value to the individual
or others, and then develop these ideas and concepts from thought to reality. It requires
a curiosity and a wondering reflection about God’s creation, with a desire to make
something new and different from what they have read, seen or observed.
Critical Thinking Competency:
Encompasses a set of abilities that students use to examine their own thinking and that
of others, and process information they receive through observation, experience, and
various forms of communication.
Social Responsibility:
Involves the ability and disposition to consider the interdependence of people with each
other and the natural environment; to contribute positively to one’s family, community,
society, and the environment; to resolve problems peacefully; to empathize with others
and appreciate their perspectives; and to create and maintain healthy relationships.
Personal and Social Competency:
Is the set of abilities that relate to students' identity in the world, both as individuals and
as members of their community and society.
SW 7/6/2016
Learning Strategies
In response to the goals set out by the BC Ministry of Education, HCOS has made it a
priority to make use of the following learning strategies throughout our unit studies and
courses.
Biblical Worldview: Biblical worldview refers to the framework of ideas and beliefs
through which a Christian individual, group or culture interprets the world and interacts
with it. Individuals with a biblical worldview believe their primary reason for existence is
to love and serve God. A Biblical worldview is based on the infallible Word of God.
When you believe the Bible is true, then you allow it to be the foundation of your life. We
believe that every student at HCOS needs to develop a worldview based on their
Biblical thinking and beliefs.
Inquiry-Based Learning/Mindset: Students with an inquiry mindset have a God-given
curiosity; a desire to dream big, constantly challenge themselves, and a desire to
research more for increased understanding and clarity. Students who actively inquire
will scan their environments, generate good questions, try new approaches, observe
and collect evidence, synthesize the information, draw conclusions, and generate new
questions from their research.
Maker Education: The Maker Education Initiative’s mission is to create more
opportunities for all young people to develop confidence, creativity, and interest in
science, technology, engineering, math, art, and learning as a whole through making.
This may be through STEAM – science, technology, engineering, art and mathematics.
The “maker mindset” includes learning to use your imagination to make connections,
use intuition, persist through difficult circumstances in learning, collaborate with other
team members and community, and become disciplined learners. Maker education
often involves an interdisciplinary approach, teaching science, math and art together.
Here is an example. To learn more go to this page.
First Peoples Content: First Peoples content has been interwoven into every grade in
the new BCEd plan. Aboriginal content is for all learners of all ages, and includes a
healthy diversity of approaches. From learning about cultural traditions and schooling
injustice, creative ways of storytelling, and good stewardship of land and resources, we
can gather rich learning from the traditions of the people groups indigenous to BC. As
Christians we can draw many similarities from their holistic thinking, and share how our
beliefs and traditions might be similar or different.
SW 7/6/2016
HCOS Subscriptions
HCOS families have access to a wide variety of wonderful subscriptions which can be
used to enhance student learning. Several of these subscriptions are used throughout
the unit. Each year, a document containing the usernames and passwords for each
subscription is sent to families. If you have not received this document please contact
your child’s teacher.
SW 7/6/2016
Big Ideas
“Big ideas are statements that are central to one’s understanding in an area of learning.
A big idea is broad and abstract.” (CT) Big ideas represent the overarching theme of
each unit. They contain references to the content and key questions students will be
investigating throughout the unit. Big ideas are often cross-curricular in nature. Similar
themes can be found in many different subject areas within each grade-level.
Science
All matter is made of particles.
SW 7/6/2016
Curricular Competencies
“Competency represents the combined skills, processes, behaviours and habits of mind
that learners use to make sense of the world.” (CT)
Science
Questioning and Predicting: Cause and effect
Demonstrate curiosity about the Natural World
Observe objects and events in familiar contexts
Identify questions about familiar objects and events that can be investigated
scientifically
Make predictions based on prior knowledge
Consider ethical responsibilities when deciding how to conduct an experiment
Safely use appropriate tools to make observations and measurements, using formal
measurements and digital technology as appropriate
Make observations about living and non-living things in the local environment
Collect simple data
Experience and interpret the local environment
Sort and classify data and information using drawings or provided tables
Use tables, simple bar graphs, or other formats to represent data and show simple
patterns and trends
Compare results with predictions, suggesting possible reasons for findings
Make simple inferences based on their results and prior knowledge
Reflect on whether an investigation was a fair test
Demonstrate an understanding and appreciation of evidence
Identify some simple environmental implications of their and others’ actions
Contribute to care for self, others, school, and neighbourhood through personal or
collaborative approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving
Represent and communicate ideas and findings in a variety of ways, such as diagrams
and simple reports, using digital technologies as appropriate
Express and reflect on personal or shared experiences of place.
SW 7/6/2016
Content and Key Questions
Content refers to the topics that will be investigated throughout the unit. The key
questions serve as a guide as you and your child explore the content. Throughout this
unit the key questions will be the starting point for learning.
Science
Content: Atoms or molecules as particles of matter
Elaborations: the building blocks of matter
Content: Properties of Materials - related to the particles they consist of
Elaborations: density, viscosity, buoyancy, electrical conductivity
Key Question: Why is matter known as the material of the universe?
Key Question: What is an atom? What are its parts?
SW 7/6/2016
How to Use This Kit
The Ministry of Education is in the final stages of overhauling curriculum, learning
strategies, and learning goals for students in the Province of British Columbia. This kit is
designed with those goals in mind. On the next several pages you will discover the
content that serves as the “bulk” of this kit. Rather than being divided by day, the unit
plan uses the key questions detailed on page 8 to breakdown content, activities, and
experiences.
Each key question will have books to read from the HCS Overdrive E-Library, (if you do
not have your client code & pin, please contact Shandra Wiebe at
[email protected]) , videos to watch, and activities to share with your child. You
will not be required to complete all activities listed under each key question, instead, you
will be able to choose activities which most appeal to you and your child. Each key
question featured in the unit will include recommendations on how many activities to
complete in order to fully address the curriculum content and competencies. Finally,
each activity will have icons (shown on pages 2 and 3) showing which goals of the
BCEd Plan the activity addresses.
***You are encouraged to choose varied activities to ensure all goals are being
addressed. In order to fully meet the goals of this kit, it is important to read 4 or
more of the recommended books, and watch 12-16 videos.***
Reading and discussing/watching and discussing the books and videos listed in this unit
will consistently address the following goals of the BCEd Plan:
It is our hope that our redesigned format will allow for flexibility, individual preference,
and student-centered learning. When selecting activities to complete with your child we
recommend selecting a variety of activities to ensure that you touch on each BCEd Plan
goal throughout the unit. Most activities are designed to address multiple goals.
SW 7/6/2016
Unit Guide
What is an atom? What are its parts?
Books to Read and Talk About:
Atoms and Molecules by Molly Aloian
Things to think about: What is an atom? What is a molecule? What things are made
from atoms and molecules? Are all atoms the same? Are all molecules the same? What
would the world look like if all atoms or molecules were the same? How do we know
that atoms exist? How do we know that molecules exist? How can we experiment with
atoms and molecules? What is matter? What are the states of matter? What do
molecules look like in a gas? In a solid? In a liquid? How do we interact with matter? Is
everything in the universe made from matter? Is all matter made from atoms and
molecules?
Atoms and Molecules: Experiments Using Ice, Salt, Marbles and More by Robert
Gardner
How to use this book: This lovely book features a wide-variety of activities to explore
atoms and molecules. Consider using these activities to supplement your study of the
physical world.
Videos to Watch and Talk About:
Atoms and Elements: Show me Science: Chemistry and Physics (Learn 360)
Atoms (Learn 360)
Exploring the Building Blocks of Matter (Learn 360)
Common Properties of Matter: Atoms, Elements, and States (Discovery Education)
The Magic School Bus Meets Molly Cule (Discovery Education)
SW 7/6/2016
Forming Bonds (Learn 360)
Bonding (Learn 360)
Activities (Select 3-4):
KidBlog: Read The Bay School Blogger by Nan Walker from the HCS Overdrive ELibrary together. Talk about blogging, what is blog? Who writes blogs? What sort of
information do you share on a blog? After reading the book together, visit Kidblog to
create a learning blog for your child. Kidblog allows students to publish writing, post
pictures of completed projects, and share information with family, friends, and teachers
in a protected environment. Using Kidblog can be a wonderful means of creating a
digital portfolio that your child can use throughout their grade-school years. Initially, your
child will need assistance with learning how to use the site and share information. In
time, your child will be able to post their work on Kidblog without assistance.
Build a Model Atom: What are atoms? What things are made of atoms? How do we
know that atoms are there? Read about atoms from World Book Kids. Use Advanced
Google Images to find pictures of different kinds of atoms. Then, construct your own
model atom. You will need coloured pompoms (three colours in equal amounts), craft
wire, and a hot glue gun.
1. “Each one of the pom-pom colors will represent a different part of the atom:
proton, neutron and electron.
2. To be very simple today, we are making a neutrally charged atom, so we will be
using equal amounts of protons, neutrons and electrons.
3. The wire represents the electron path. First, fashion electron paths for each of
your electrons. These are orbits around the nucleus, so make them a little wider
in the middle and narrow at the ends.
4. Hot glue the electron pom-pom onto the wire {we covered the end joint}.
5. Create a nucleus by gluing the proton and neutron pom-poms together in a ball.
6. Make short stability rods out of the wire to attach the electron paths to the
nucleus. To be fancy and minimize the visibility of these connector pieces, I
glued the stability “rod” piece into the nucleus and then attached it at the electron
path under the electron pom-pom at the original joint.
SW 7/6/2016
7. Once the electron/electron paths are attached to the nucleus, you will need to do
some atomic orbit arranging. The larger the atomic number, the more
arranging!”
8. Make as many atoms as you want!
Molecule Models: What is a molecule? What are some molecules that we encounter
every day? What are molecules made up of? Are all molecules the same? Learn more
about molecules from World Book Kids. Then, create models of molecules using
gumdrops, foam balls, pom poms, or mini-marshmallows. See ideas here. Create as
many different types of molecules as you can think of! Use Advanced Google Images to
find pictures of molecules to copy.
Flying Molecules Activity: Gas is made up of tiny particles known as atoms.
Molecules are made up of a combination of atoms. The atoms/molecules in gas are
SW 7/6/2016
constantly moving, they crash into each other, and they crash into the walls of their
container. Try this demonstrating to see what molecules are like in action! You will need
12 or more table tennis balls, one colourful table tennis ball, a wire or plastic basket
(laundry-basket style), cardboard cut so that it fits over top of the basket, tape, and a
hair dryer or fan. Begin by placing the balls in the basket, then, cover the basket
opening with your cardboard and attach it with tape. Hold the hair dryer or fan under the
basket and blow air up through it The moving air will agitate the balls causing them to
move around...be certain to watch your colourful ball (molecule) as it moves around the
container. More air pressure will cause the balls to move faster. When gas is heated,
the molecules move faster, when gas is chilled, the molecules move more slowly.
● What are some examples of contained gas that you know of?
● Which gases do we encounter most frequently?
● How to molecules move in a liquid? How could you demonstrate the movements
of molecules in a liquid?
● Can you draw a picture showing the movement of molecules in gas?
● Document your experiment for your KidBlog.
Bubble Suspension Activity: Experiment with soap bubbles and carbon dioxide gas in
this fun experiment demonstrating buoyancy. You will need dry ice (be careful, dry ice
should never be touched with your bare skin, use gloves at all time), a clear plastic
container such as a small aquarium or a shoebox-size plastic container, leather gloves
(the thicker the gloves, the better), bubble solution, and a bubble wand. Begin by
placing a slab of dry ice flat in the bottom of your container. Allow carbon dioxide to
accumulate for several minutes. Blow bubbles so they float down into the clear
container, the bubbles will hover on the denser layer of carbon dioxide which has
accumulated above the dry ice. After a few minutes, the bubble will begin to expand and
sink. Why does this happen? Carbon dioxide is denser than the air we breathe, this
causes it to form a layer underneath the oxygen in the container. A bubble is full of air,
this causes it to float on the carbon dioxide layer--somewhat like a helium balloon floats
in the air (helium is lighter than the air we breathe). Gradually, the soapy exterior of the
bubble allows carbon dioxide in. Bubble are semi-permeable, this means that bubbles
will allow something inside of them, but not other things. The cells in our bodies are also
semi-permeable. Water, oxygen, and carbon dioxide are able to enter into our cells, but
other molecules are not able to do so. Once the carbon dioxide enters the bubble, the
bubble becomes heavier and begins to sink.
● What are some other ways you could experiment with bubbles?
● Why do our bodies cells need to be semi-permeable?
SW 7/6/2016
● What would happen to our bodies if water, oxygen, and other good things
couldn’t enter our cells?
● Why do our cells need to shut some things out?
● Cells are made of molecules, and molecules are made of atoms. All matter,
including humans, is made up of molecules and atoms.
● Document your experiment for your KidBlog.
Liquid Molecules: Have fun experimenting with the ways in which liquids interact. For
this experiment you will need oil, water, food colouring, and a pie pan. Create small
container of coloured water. Poor oil in the pan (olive oil, canola oil, baby oil etc.). Then,
use a spoon or a dropper to add drops of the varying coloured water to the pan of oil.
● What happens to the water?
● Can you force the water molecules to mix with the oil molecules?
● What happens to the oil and water when you stop mixing?
● What other liquids can you try mixing together? Which ones mix? Which ones
don’t?
● Oil is denser than water, this causes the water to float in the oil.
● Document your experiment for your KidBlog.
Transform Milk Molecules: Conduct this amazing experiment to transform milk into
plastic! To begin, take 1 cup of 2% milk and warm it in the microwave for about 1.5
minutes (hot, not boiling). Stir in 4 tablespoons of vinegar. The milk will begin to clump
as the acid in the vinegar breaks down the protein in the milk. Stir your solution for
approximately 1 minutes. Then, strain the milk through s trainer. Push the lumps to try
to remove as much liquid as possible. Transfer your plastic to paper towels and
continue to press out all of the liquid. You will now be able to shape and colour our
plastic! Consider using cookie cutters and adding food colouring or marker colour to
your shapes. Once you are happy, poke a hole in each shape (for hanging), set them
aside and allow them to dry. After about two days they will be hard and ready for
hanging!
● Why did the acid in the vinegar eat away at the protein in the milk?
● Could you see this happening?
● Do you think this experiment would work with 1% milk? Whole milk?
● Document your experiment for your KidBlog.
SW 7/6/2016
Why is matter known as the material of the universe?
Books to Read and Talk About:
Matter by Julie Murray
Things to think about: What is matter? Is everything in the universe made from
matter? What are some examples of matter? What are the states of matter? What is
matter made from? How do we use matter? How can you experiment with the states of
matter? Can you transform matter from one state to another state? Why is matter
known as the material of the universe? Who created the universe? Who created
matter? Read the story of creation in Genesis 1 and 2.
Properties of Matter by Rebecca Hirsch
Things to think about: What is matter? Is everything in the universe made from
matter? What are some examples of matter? What are the states of matter? What is
matter made from? How do we use matter? How can you experiment with the states of
matter? Can you transform matter from one state to another state? Why is matter
known as the material of the universe? Who created the universe? Who created matter?
Read the story of creation in Genesis 1 and 2.
Matter Properties - Liquids and Solids by Natalie Regier
Things to think about: What is a liquid? What is a solid? Can a liquid become a solid?
Can a solid become a liquid? What are some examples? What are examples of solid in
the universe? What are examples of liquids in the universe?
Matter and Its Changes by Doug Sylvester
Things to think about: What is matter? How does matter change? How can humans
change matter? How do humans use matter? What in our universe is made of matter?
What are the states of matter? How can you experiment with matter? Why is matter
known as the material of the universe? What is matter made of?
SW 7/6/2016
Captain Kidd’s Crew Experiments with Sinking and Floating by Mark Weakland
How to use this book: This lovely book contains several fun sinking and floating
experiments to try at home. Consider using activities from within this book to
supplement your study of matter and its properties.
Floating and Sinking by Julie Murray
Things to think about: What is floating? What is sinking? What causes something to
float? What causes something to sink? Can you always tell whether an object will float
or sink? How can you experiment with floating and sinking? Try testing to see whether
different objects float or sink.
Videos to Watch and Talk About:
Matter: Building Blocks of the Universe (Discovery Education)
The Nature of Matter: Soaring Into Science (Learn 360)
States of Matter: Solid, Liquid, and Gas (Learn 360)
Matter: Real World Science (Learn 360)
The Changing Phases of Matter (Learn 360)
Real World Science: Magnetism (Discovery Education)
Matter and Its Properties: What Makes Up Matter? (Discovery Education)
Science Facts and Fun: Everything is Something (Discovery Education)
Particles and Matter (Discovery Education)
Greatest Inventions With Bill Nye: The Science of Materials (Discovery Education)
Describing Matter (Discovery Education)
Investigating Change: Observe and Make Predictions About Changes in Matter
(Discovery Education)
Describing Matter and its Properties (Discovery Education)
SW 7/6/2016
Activities (Select 3-4):
Nebula Jar: Matter is the material of the universe. Everything in the known universe is
made of matter. Matter is made of particles, atoms and molecules. Have you ever spent
time outside at night and looked at the stars? Have you spent time wondering what is up
in space? Space is filled with extraordinary beauty. We can see God’s hand throughout
creation, including in outer space. Can you think of places in the Bible where it talks
about creation? Can you think of a Psalm where the Psalmist sings about creation?
Take a look at a photograph of a nebula. What do you see? What do you wonder? Do
you know what a nebula is? How can you find out more? Learn about Nebulae using
Explora or World Book Kids. Nebulae are made of matter--nebulae are interstellar
clouds of dust, hydrogen, helium, and other gases. Now, create a nebula in a jar! For
this project you will need a clean, glass jar with a lid, 2 colours of tempura paint, cotton
balls, glitter, and water. Fill ⅓ of your jar with water, add several drops of paint. Put the
lid on your jar and shake it to mix the paint and the water. Then, add a small amount of
glitter. Stretch out cotton balls and add them to the water until the bottom of your job is
filled with cotton. Press the cotton into the bottom of the jar with a butter knife. Fill
another ⅓ of the jar with water, add several drops of a contrasting paint, then repeat the
previous steps. Fill the final ⅓ of the jar with water, and repeat the previous steps.
Bouncing Polymer Balls: Create your own bouncy balls! For this project you will need
borax, cornstarch, white glue, warm water, food colouring, measuring spoons, spoon or
craft stick to stir the mixture, 2 small plastic cups or other containers for mixing, marking
pen, a watch with a second hand (or a cellphone with a timer), a ruler, and a ziplock
bag.
1. Begin by labeling one cup “Borax Solution” and the other cup “Ball Mixture.”
2. “Then, Pour 2 tablespoons warm water and 1/2 teaspoon borax powder into the
cup labeled 'Borax Solution'. Stir the mixture to dissolve the borax. Add food
coloring, if desired”
SW 7/6/2016
3. “Pour 1 tablespoon of glue into the cup labeled 'Ball Mixture'. Add 1/2 teaspoon
of the borax solution you just made and 1 tablespoon of cornstarch. Do not stir.
Allow the ingredients to interact on their own for 10-15 seconds and then stir
them together to fully mix. Once the mixture becomes impossible to stir, take it
out of the cup and start molding the ball with your hands.”
4. “The ball will start out sticky and messy, but will solidify as you knead it.”
5. “Once the ball is less sticky, go ahead and bounce it!”
6. “You can store your plastic ball in a sealed ziploc bag when you are finished
playing with it.”
Have fun playing with your bouncy balls!
● Do you think the balls would be different if you added more or less of certain
ingredients?
● Why do you think the ball bounces?
● How does the ball feel different from other bouncy balls?
● How do you think the molecules in your bouncy ball would look?
● Document your experiment for your KidBlog.
Kid-Safe Gak: Have fun with matter by creating kid-safe slime! You will need basil
seeds, cornstarch, water, and food colouring. “Measure 1/4 cup of basil seeds into a
bowl and add one full 16oz box of cornstarch. Mix them together. Add food coloring to
2.5 cups of water. Add the water to your cornstarch and seed mixture and stir well. I
find that it's easiest to do this part with my hands. You will ultimately end up kneading
the slime like bread dough as over the span of 5 minutes, the seeds will begin to absorb
the water and it will begin to thicken the mixture. If you find any clumps of seeds while
kneading, break them up with your fingers. Once the slime is completely uniform feeling
- you're good to go!” Have fun playing with your slime!
● Is your slime a liquid or a solid? How can you tell?
● What do you think the molecules in your slime behave like?
● Does your slime change when it is heated? When it is cooled?
● Document your experiment for your KidBlog.
Edible Science--Rock Candy: Experience transforming matter by creating rock candy!
For this project you will need wooden skewers (cut in half), water, sugar, clothespins,
and glass jars or drinking glasses. The amount of water and sugar required varies
based on the number of jars you have available and how many pieces of rock candy
you plan to make. 1 jar can generally accommodate two pieces of rock candy.
SW 7/6/2016
Approximately 2 ¼ cups of sugar to 1 cup of water. Once you have decided how much
rock candy you would like to make add your water and sugar into a pot or saucepan
(large--it will expand). Consider starting with 4 cups of water and 4 cups of sugar. Mix
the sugar together until it begins to dissolve. Then, place your pot on the stove, bring
your ingredients to a low boil over a medium heat, continue to add sugar one cup at a
time until you can no longer dissolve any more of it. Turn off the heat and allow your
rock candy mixture to cool for 15 minutes. Prepare your wooden skewers by soaking
them in water and then rolling them in a coating sugar (this will help your sugar crystals
to attach to the skewers). Allow them to dry completely. Carefully, slowly, pour your
sugar solution into your glass jars, if you would like to add food colouring or flavouring to
your rock candy, now is the time to do so. Gently insert your skewers into the solution. If
you would like, use a clothespin to hold your skewers in place. Make sure that your
sticks are not touching the sides or bottom of the glass or each other--the crystals need
room to grow. Leave your jars in a sunny area and wait for a week (try not to disturb
them). After your week is up you will be left with rock candy!
● What different states of matter do you see?
● What causes the sugar to dissolve?
● How much sugar did we put in the water?
● Why did the sugar stop dissolving at a certain point?
● What do the sugar crystals look like?
● Do the sugar crystals look exactly like the sugar you put in the water?
● What do you think your crystals would look like under a microscope?
● Document your experiment for your KidBlog.
Create Hot Ice: Experiment with matter and molecules by creating your very own hot
ice! For this experiment you will need 4 cups of white vinegar, 4 tablespoons of baking
soda, a pot, a glass measuring cup or mason jar (heat safe glass), a dish, a spoon.
Begin by pouring 4 cups of vinegar into your pot. Now, add 4 tablespoons of baking
soda, 1 tablespoon at a time. Add the baking soda slowly so that it doesn’t fizz over the
edges of your pot. Now, stir the mixture until all the baking soda is dissolved and it is no
longer fizzing. Place the mixture on the stove and boil over a medium low heat until the
mixture is reduced by about 75%. You will need approximately ¾ cup to 1 cup of liquid.
Pour the concentrated mixture into a glass measuring cup or container and place it in
the fridge to cool for 30-45 minutes. You will notice a white coloured dried powder
around the inside of your pot, scrape it off and place it in the centre of your dish.
Remove your mixture from the fridge being careful not to shake it. What will happen
when you pour the liquid onto the plate of powder? Begin pouring very slowly and
SW 7/6/2016
crystals will begin to form instantly. Continuing pouring and see how high you can make
your crystal tower!
● Try touching your hot ice, how does it feel?
● What happened?
● Why do you think this worked?
● What do vinegar molecules look like? How could you find out? (Explora or World
Book Kids)
● Document your experiment for your KidBlog.
You have created what is known as a sodium acetate solution. This is a supercooled
liquid. The sodium acetate you created is in liquid form below its usual melting point.
Once you touch it or bump it, the liquid’s molecules begin to stick together, this causes
the liquid to crystallize and transform into a solid. As the sodium acetate crystallizes,
energy is released in the form of heat.
Skittle Rainbow-Density Experiment: Experiment with Skittles and create a density
rainbow! For this experiment you will need one or two bags of Skittles, 5 small glasses,
a glass of hot water (hot, but not scalding), a tablespoon, a pipet or syringe. Open up
your bag of Skittles and count out the following amounts: 2 red, 4 orange, 6 yellow, 8
green, and 10 purple. Once you have counted out your Skittles, place each group in
their own glass of hot water (2 tablespoons of water in each glass). The hot water will
help the candies to dissolve, feel free to stir them. If they are not dissolving, try
microwaving your glasses for 30 seconds to reheat the water. Once the candy is
dissolved let the water cool to room temperature (cool water is denser than warm
water). You will want all of your glasses to be the same temperature. Once your liquids
have cooled, ask your child which colour they believe is the most dense. Which is the
least dense? Place your glasses in order from most dense to least dense. Which colour
belongs on the bottom of your rainbow? Use a clean jar and a pipette to carefully
transfer the purple water into the jar. Slowly add the remaining layers using the pipette
to dribble the water down the side of the jar (if you try pouring the water in the colours
will mix). Once all of the layers have been added, place the jar in a window and admire
the colours.
● Which layer is the most dense?
● Which layer is the least dense?
● What caused each colour to be a different density?
● What would happen if two of the colours were the same density?
● What do water molecules look like? How could you find out? (Explora or World
Book Kids)
SW 7/6/2016
● What do sugar molecules look like? How could you find out? (Explora or World
Book Kids)
● Document your experiment for your KidBlog.
Ice Cream in a Bag Experiment: Transform a liquid into a solid! You will need a 1
quart ziplock bag, ½ cup of whole milk, ½ cup of heavy cream, ¼ cup of sugar, ¼
teaspoon vanilla extract, and 1 pinch of table salt. You will need a 1 gallon ziplock bag
with ½ cup of rock salt, and enough ice cubes to fill the bag half full. Put the smaller
sealed bag inside of the larger bag and seal. Now, shake, mash and roll the bag for 1015 minutes. Check your liquid mixture, has it become ice cream yet? Once your ice
cream has reached a soft-serve consistency, pull out a spoon and enjoy!
● What caused the liquid to transform into a solid?
● Do you think your liquid mixture would freeze like ice cubes if you left it in the
freezer?
● What else could you put in your ice cream?
● What are other ways to transform a liquid into a solid? A liquid into a gas? A solid
into a liquid?
● Document your experiment for your KidBlog.
SW 7/6/2016
Bibliography
Bubble Suspension. (2015). Retrieved May 21, 2016, from
http://www.exploratorium.edu/snacks/bubble-suspension
E is for Explore! (n.d.). Retrieved May 21, 2016, from
http://eisforexplore.blogspot.ca/search/label/science?updated-max=2012-0528T17:48:00-07:00
Edible Science: Rock Candy {Tutorial} - Happiness is Homemade. (2011). Retrieved
May 21, 2016, from http://www.happinessishomemade.net/2011/07/08/rock-candytutorial/
Edible Slime or Gak (Chemical and Borax Free!). (n.d.). Retrieved May 21, 2016, from
http://www.funathomewithkids.com/2013/10/edible-slime-or-gak-chemical-andborax.html
Gas Model. (2015). Retrieved May 21, 2016, from
http://www.exploratorium.edu/snacks/gas-model
Hot Ice Science Experiment - Playdough to Plato. (2015). Retrieved May 21, 2016, from
http://www.playdoughtoplato.com/kids-science-experiment-hot-ice/
How to Make a Bouncing Polymer Ball. (n.d.). Retrieved May 21, 2016, from
http://chemistry.about.com/od/demonstrationsexperiments/ss/bounceball.htm#step2
Science for Kids - Experiments | Growing A Jeweled Rose. (n.d.). Retrieved May 21,
2016, from http://www.growingajeweledrose.com/2013/04/science-for-kidsexperiments.html
Skittles Rainbow - Playdough to Plato. (2014). Retrieved May 21, 2016, from
http://www.playdoughtoplato.com/kids-science-skittles-rainbow/
SW 7/6/2016