Sense-ational Science with Food!

Georgia Science Teacher Association2016 Conference

Stone Mountain, GA

By Donita Legoas

GSTA District 9 Rep.Pine Hill Middle School Science & Social Studies Teacher

Richmond County Schools…Augusta, GA &

Kristina IstreGSTA Middle School Teacher of the Year 2016

Pine Hill Middle School Science TeacherRichmond County Schools….Augusta, GA

legoado@BOE.Richmond.k12.ga.usistrekr@BOE.Richmond.k12.ga.us

Energy StickConcepts: circuits, insulators, conductors, teamwork

Materials: Energy Stick, 2 or more people

Available at www.stevespangler.com ($7.99), Cracker Barrel restaurant, or Hobby Lobby

Procedures: The Energy Stick features electrodes on each end of its 7.5" long tube. When these electrodes are touched simultaneously, long-lasting LED lights inside the tube flash and the tube makes a noise. Release one or both of the electrodes and the flashing lights and noise stop. Do it over and over again... it works every time!

Gather up an entire class to hold hands in a circle. Have one participant hold one electrode and the person next to him or her hold the other electrode. If everyone in the circle is holding hands, the Energy Stick will do its magic. But as soon as someone breaks the circle it will stop. How many people can you get to complete the circuit? 20? 50? 100?!?!

Edible RocksConcepts: 3 Types of rocks: Igneous, Metamorphic, Sedimentary, Compare/Contrast, Diagram, Models

Materials: paperplates waxed paper gum drops of various colors ice creamMagic Shell (chocolate or butterscotch flavor) plastic spoons mini Snickers bars

Procedures:Igneous Rocks:

1. Explain that when a rock gets really hot, it melts. It turns to a liquid called magma which is found deep inside the earth. The magma can break through cracks in the earth. When this magma comes out of the ground it is called lava. When this magma or lava cools, it forms an igneous rock.

2. Give each student a small amount of ice cream. (Individual cup servings are very helpful.)

3. Pour a small amt. of Magic Shell sauce on the ice cream and wait for it to harden.

4. Discuss how the liquid Magic Shell (lava) hardens as it cools.

**Beware: Do not put the Magic Shell in the refrigerator because it will harden too much (like an igneous rock) and will become unusable.

Metamorphic Rocks: 1. Give each student a small square of wax paper and 4 gumdrops of various colors to represent various types

of rock.2. Instruct students to place another piece of wax paper on top of the gumdrops and add heat and pressure by pushing down with the palm of their hands.

3. Lift the wax paper and discuss the results (the various rocks/gumdrops merged into one metamorphic rock due to the heat and pressure).

-Or-

1. Give each partner group a piece of bologna, a piece of cheese (Kraft singles works fine), and 2 pieces of bread.

2. Instruct them to make a sandwich and describe which kind of rock the sandwich could represent (sedimentary due to the layers of different parts.)

3, Each group will then add heat and pressure with a George Foreman grill and discuss which type of rock is now being represented and why. (metamorphic because the heat and pressure transformed the single ingredients into 1 combined sandwich)

Sedimentary Rocks: 1. Give each student a snack size Snicker candy bar and instruct students to take a bite. If you have

students who are allergic to nuts, Kit-Kat or Twix bars will also work instead of Snickers.2. Ask them to observe the inside of the candy bar and discuss how the nuts, cream, caramel, and chocolate

represent the layers and mixture of rocks and sediments found in sedimentary rocks. 3. Students should draw and label the parts of their “rock”.

-OR-Talk about sizes of rocks. Some are very small, but can be compressed into a new layer of rock. Tell the students this can sometimes look like a sandwich of rock. Make a peanut butter and jelly sandwich. You may add other things such as M&Ms or marshmallows to represent a layer of gravel. After adding the top layer of bread, put it into a baggie and pile several heavy books on top. Emphasize to students that mere layers are not enough to make a sedimentary rock. Those layers must be under extreme pressure for a long time.

On the Move Plate Tectonics LabThis link has an excellent visual representation of the directions for this lab:

http://daniellemillerscience.blogspot.com/2012/02/snack-tectonics.html

Concepts: plate tectonics, divergent, convergent, transform boundaries, subduction, fault lines, earthquakes.

Materials: Graham Crackers Canned cake Icing Plastic knife or craft stick

Fruit roll ups Cup of water Waxed Paper/Paper plate

Lab Sheet

Procedures: 1. Give each group of 2 students 4 small sections of graham crackers , a fruit roll up, and a scoop of icing on a small square of wax paper.

2. Instruct students to spread the icing on their plate or wax paper.

3. Students will use their graham crackers to represent the continental plates and the fruit roll ups to represent the thinner oceanic crust. They will practice pushing and pulling (converging and diverging) the various plates and describe the results on their lab sheets.

4. When modeling the continental crusts, converging, dip one side of each of the graham crackers in water before having them converge.

Geology TreatsAdd this tasty activity to your next lesson on the layers of the Earth or just as an introduction to Earth Day!

Science Concepts: layers of the Earth

Materials: Creamy peanut butter powdered sugar corn syrup or honeyPowdered milk airtight container Whoppers

malted milk balls Measuring cups Nestle Quikplastic knife

Peanut Butter Dough Directions (Prepare in advance!):1. Mix together 1 ¾ Cup creamy peanut butter, 2 Cups powdered sugar, 1 ¾ Cups corn syrup or

honey, and 2 cups powdered milk and store in an airtight containerEarth Model Directions:

1. Have each student take a pinch of dough and wrap it around a malted milk ball.2. Roll the ball in a bowl of Nestle Quik chocolate powder.3. Have the student carefully cut the ball in half with a butter knife or bite it in half. Point out that

the cross section resembles the 3 main layers of the Earth: the crust, the mantle, and the core.4. Devour the delicious Earth model. (Store any uneaten ones in fridge.)

Koolaid Play Dough

Science Concepts of the dough making itself: senses, mixtures, compounds, states of matter, measurement, chemical vs. physical changes

Science Concepts that could be modeled using the dough: ocean floor topography, cell models, layers of Earth, solar system, landforms, etc.

Materials:2 1/2 Cups flour 3 Tbs. cooking oil ½ cup salt 2 Cups boiling waterHot plate or microwave bowl wooden spoon Measuring cups2 pkgs, unsweetened koolaid or lemonade of any flavor

Directions:1. Boil water2. Measure all ingredients into a bowl3. Stir quickly and mix well4. Allow mixture to cool.5. Knead in extra flour if it’s too sticky6. Store in an airtight container.

Jell-DohScience Concepts: Same as Kool-Aid Play-doh above

Materials: 1 cup flour ½ Cup Salt

1 tablespoon cooking oil 1 Cup water2 teaspoons cream of tartar 1 package Jell-O (3 1/2 oz)  Directions:

1. Combine all ingredients in a pot. 2. Cook on stovetop on medium heat and stir constantly until the mixture is thick like mashed

potatoes. 3. Allow it to cool, then knead with a sprinkling of flour until it is dry to the touch. 4. Store in an airtight container when not in use.

Edible Candle demoWhile observing a “candle” the importance of making good observations in science are discussed. The conversation shifts

to making inferences when the teacher blows out the “candle” and eats it.

Note: You can use a potato, apple, or cheesestick for this demo.

Science Concepts: inferences, qualitative vs. quantitative observations

Materials (for instructor only): Apple corer (if using an apple or potato) Large apple, white cheesestick, or potatoNut (almond, Brazil nut, pecan, or walnut) Paring knifeMatches Fruit Fresh (if using potato or apple)Optional: bubble gum and small aluminum pie plate

Getting Ready: (The following directions are for the use of an apple, but this can also be done with a potato or cheesestick.):

Prior to meeting with your class it will be necessary create the “candle”. Use an apple corer to create the cylindrical part (the base) of the candle by pushing it through the largest off-center portion of an apple. It is important to not use the core (seeds taste yucky) and optionally you may want to put Fruit Fresh on the outside of the apple to prevent browning. To minimize browning, the cored apple cylinder should not be created too far in advance of the activity. Use the paring knife to remove any peel and also create small slice in the top of the base which will serve as an entrance for the wick. To create the wick, cut a thin sliver of the nut about 2 cm long. Push the wick into the top of the candle where the knife cut a slot. Light the wick momentarily – this will blacken it to make the wick appear more realistic.

An optional candle holder can be created with the help of bubble gum and a small aluminum pie plate. Chew the bubble gum and place it the center of a clean, unused aluminum pie plate. Gently press the base of the candle into the bubble gum and it should stand up straight. The point of using bubble gum as an adhesive is to ensure the candle is still safe to eat when pulled from the holder.

It is recommended that a few wicks are lit and allowed to burn completely in order to know how long the candle lasts.

Procedures:1. Start class by discussing the importance of observations in science. Perhaps go over the definition of observations and review what our senses are. Additionally, qualitative and quantitative observations can also be discussed.2. Tell the class that today they will be making careful observations of a candle and they should do their best to describe what they observe.3. Light the “candle” and compile a list of observations from the students. You may wish to discuss if the observations tend to be more qualitative than quantitative.

4. Blow out the candle and eat it.5. Have students make inferences about what they just observed. Additionally, students can revise earlier observations based upon them witnessing the candle being eaten.

Explanation: Observations can be defined as data gathered using our senses. The most common sense used for observation is sight; however, the other senses can be helpful when investigating a natural phenomenon. Except in special circumstances, taste is generally not used in the science lab. Observations can be divided into quantitative and qualitative, with quantitative observations involving measurement and numbers while qualitative observations do not. An inference is a reasonable explanation that attempts to explain an observation. An observation is a fact (or is meant to be), while inference is a guess that attempts to explain a fact (or what is believed to be factual). Inferences can change as more observations are made.

A nut contains stored chemical energy that can be released during combustion (when it is lit on fire). They contain large amounts of both saturated and unsaturated fats. Burning peanuts is a reaction with oxygen (combustion) that releases the energy contained in the bonds of these fats in addition to the energy released from burning proteins and carbohydrates.

Sources of the Edible Candle Demo info: Potato: https://www.flinnsci.com/media/478451/cf10563.pdfCheesestick: www.e-missions.net/elabs/style/doc/Pre-missionLessonEdibleCandle.pdfApple: https://sciencewithtoys.wikispaces.com/Edible+candle

Oreo Moon Phases

Materials for each child: * 8 Oreo® cookies (4 for younger children) Or, do what we do….. do it in groups! We didn’t want to provide 8 cookies per child! * Paper towel * A plastic spoon and/or a plastic knife * Marker (optional)

Procedures:

1. Halve and scrape Oreo cookies to illustrate Moon phases. (The diagram at the bottom can be used to assist students if needed.)

2. Draw the Earth in the center of the plate. 3. Then arrange cookies on the plate in a circular shape beginning with the New Moon and ending with the

Waning Crescent Moon. Arranging the cookies/moons in a circular shape allows students to see that it is a never ending cycle.

4. Label the sun on your plate using a yellow crayon or marker. (The sun should be near the New Moon.)

1 2 3

New MoonCompletely (or almost completely)

dark.

Waxing CrescentA small sliver of light on the right.

First Quarter (or Half) Moon

The right half of the Moon is light.

4 5 6

Waxing GibbousThree quarters of the right side of the Full Moon

The entire Moon is bright.Waning Gibbous

Three quarters of the left side of

Moon is light.The light is in the shape of a

humpback (which is what the word “gibbous” means!)

the Moon is light.

7 8

http://analyzer.depaul.edu/paperplate/

Oreo%20Moon%20Phases.htmThird Quarter

(also Half) MoonThe left half of the Moon is now light. Waning Crescent

A small sliver of light now appears on the left side.

Scary Acids and Bases

This is a great experiment for Halloween or any time of the year. The students LOVE the creepy materials that they are able to test during this lab. Students use litmus paper (which can be purchased at most School Supply Stores or from any Science Supply Catalog) to test a variety or acids and bases. If you have never used litmus paper, the red litmus paper turns blue indicating liquids that are a base and the blue turns to red indicating an acid. If there is no change in color, it is neutral (such as water).

Materials needed: A container of red and blue litmus paper. Each group will need 6 blue and 6 red litmus test strips.

*(Hint: Warn the students ahead of time that they need to work it out in their groups who will test each material because otherwise you will have to keep passing out new strips when they waste them. We also cut the litmus paper in half or in thirds to save money. You only need to test a drop of the liquid and we are too cheap and teach too many students to provide a whole strip. ).

Each group will need 6 egg carton sections, small containers, or some other container to place their liquid samples.

Go around with your labeled jars of Creepy Ingredients and have each group get a sample of each of the following to test:

Remember, don’t tell them the “real” ingredient until the end of class.

*Lemon juice = bat urine * Dish Soap= Ghoul’s Snot *Coke=Werewolf Spit

*Red food coloring water= Dracula’s blood *Baking soda and water mixed up = Freddy’s Wart Puss

*Glow Stick Liquid = Plutonium 210 (BEWARE: use this sparingly, it is a little caustic. Example: it eats nail polish off your nails and will dry your skin. It’s a little dangerous but it has a cool effect. It’s a small price for Science. Right?!)

North Pole Bureau Of InvestigationsCase #1225: Case of the Christmas Cookie Mystery

(This case and “Case of the Valentine Cookie Mystery” found at www.sciencespot.net)

Mrs. Claus needs your help! Each Christmas, Mrs. Claus makes a batch of her special sugar cookies to give Santa all the energy he needs to deliver presents to all the good little boys and girls around the world. A bad little elf has snuck into the kitchen and messed up all the special baking powders. He has left a note with three mystery bags of white powder. The North Pole Bureau of Investigations has provided samples of six white

powders found at Santa's house and the three mixtures left by the elf. Without your help, Mrs. Claus will not be able to make her cookies and there will be no Christmas! Help Mrs. Claus save Christmas!

The Romantic Bureau of Investigation

Case #2-14: Case of the Valentine Cookie Mysterysciencespot.net/Media/Valentines_mysterypowder.pdf

Cupid needs your help! Every year, during the few weeks before Valentine’s Day, Cupid starts making batches of his special heart shaped cookies for boys and girls to give to their sweethearts on Valentine’s Day. A naughty little Leprechaun snuck into Cupid’s kitchen and messed up all the special baking powders! The Leprechaun left a note with three mystery bags of white powder. The Romantic Bureau of Investigations has provided samples of six white powders found at Cupid’s house and the three mixtures left by the Leprechaun.

Mini Creamer Ice CreamConcepts:

Chemistry Freezing point Phases of matterSolutions Physical vs. Chemical ChangePractice measuring techniques to support future scientific experimentation Practice following instructions

Materials: Mini French vanilla Creamers Ice cream saltIce Gallon Size freezer bags

Procedures:1. Fill a gallon sized freezer bag with 2 cups of ice.2. Put 3 Tbs. of ice cream salt in the bag along with 4-6 unopened creamers.3. Zip the bag and shake for 5 minutes.4. Peel back the creamer and enjoy. (You might want to wipe off the creamers with a papertowel

because they will have salt on them.)

Overview Create an ice cream or sorbet treat. While the treat is freezing, discuss the properties of the ice cream, freezing, and freezing points.

Discussion: (Complete while shaking the bag and eating the treat.)What contributes to the smooth texture that you feel in your mouth when eating ice cream? (fat content)At what temperature does water freeze? (32 F)Why do we add salt to the ice? Why not just use ice? (As the ice melts, a water-salt solution results: a saline solution. The freezing point of saline is lower than the freezing point of plain water. This creates an environment cold enough to freeze the ingredients to form the frozen treat.)What is freezing point depression? (lowering the freezing point of a liquid by adding something to it)Why else might we want to lower the freezing point of water? (to melt ice from roadways and sidewalks in the winter)What other questions might we ask? What other experiments could we do? (Check the temperature of the treat mixture over time with solutions containing different concentrations of salt. Explore how other additives (e.g. sugar, epsom salt, …) affect the freezing point

Weathering Made Simple with Froot LoopsConcepts: Weathering and ErosionObjective: To demonstrate how rocks change through weathering.

Question: Which rock will weather faster: a rock weathered in a stream of water, a rock weathered by colliding with other rocks, or rocks that are broken and collide against other rocks?

Materials:3 Froot Loops (or generic cereal) per student (to represent rocks)Lab Sheet or paper to create a data tableWatch with a second hand or a timerPencil

Student Procedures:Part 1:

1. Formulate a hypothesis to explain your answer to the question found above. 2. Place rock #1 in your mouth between your teeth3. DO NOT BITE the rock, just hold it gently between your teeth.4. Swish your saliva over the rock without moving it.5. As soon as your rock weathers away, record the time on your data chart.

Part 2:1. Place rock #2 in your mouth.2. Tumble the rock with your tongue against your teeth. Your teeth are like the other rocks in the

stream.3. As your rock weathers away, record the time on your data chart.

Part 3:1. Break the rock into 2 or 3 pieces.2. Tumble the rock with your tongue against your teeth, but DO NOT CHEW THE ROCK.3. As soon as your rock weathers away, record the time on your data chart.

Lab Analysis:Which rock weathered the fastest?What is responsible for the different speeds of weathering?Would any change occur if you changed the size of the rock?What would happen to the speed of weathering if we used another type of rock like a Jolly Rancher?

Pumpkin’ Chucking CatapultsExcellent Website to use with catapults: (has lesson plan, PPT, quizzes, etc.) http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_catapult/cub_catapult_lesson01.xml#attachments

Concepts: engineering design force accuracy precision anglessimple machines Budget history

Materials: (These are some of the materials we supply, but there are lots of options)Popscicle/craft sticks plastic spoons rubber bands stringspring-loaded clothes pins Milk or soda bottle lids cardboard masking tape

Paper clips small cups Styrofoam bowlshot glue gun (optional) Plastic deli containers graph papermini or pumpkin shaped marshmallows

Directions:1. Introduce the different types and the use of catapults as war weapons throughout history using

Power Point2. Show “Pumpkin Chunkin’” clips on www.sciencechannel.com

3. Using graph paper, students must design their catapults. (A budget is sometimes given and students must “buy” their materials at a given price.)

4. After the plan has been drawn and a list of materials needed is made, students may collect their materials from the teacher and build their catapults.

5. Competitions may be held for the farthest pumpkin shot or the one that is closest to a target (accuracy).

Edible Car CompetitionSource of Activity: http://www2.ivcc.edu/mimic/nsf/Middle%20School%20Activities/STEM%20Activities%20Handbook.pdf

Overview Students will have fun employing the engineering design cycle to build an edible car. They will work in small groups and have the opportunity to hone their communication and teamwork skills. After constructing their edible car, they will race the cars down a ramp and calculate the average velocity. In conclusion, they will reflect upon the design process and propose ways to improve the car design through best practices.

Learning Goals Discuss and employ the engineering design cycle Practice communication and teamwork skills Practice problem-solving skills Demonstrate an understanding of scientific principles underlying the design Calculate average speed or velocity

Location The activity can be conducted indoors or outdoors. Car Materials: Body Materials (e.g. rice crispy bars, cucumbers, bananas, loaves of hard bread, hot dogs, ice cream cones, celery, Twinkies) Wheels (e.g. mini chocolate donuts, cookies, fruit loops, gummy rings, pinwheel pasta, life savers) Axles (pretzel rods, pretzel sticks) Adhesives and Adornments (gum drops, mini marshmallows, marshmallows, thin licorice rope, cake icing, sprinkles)

Construction Tools and Other Supplemental Materials: Plastic knives Paper towels or wipes for clean-up Ramp, ~3ft in length (e.g. board, inclined table) Masking tape Plastic garbage bags Spatula Measuring device (e.g. ruler, yard stick, tape measure) StopwatchCalculator Prizes for various categories (e.g. speed, design, creativity, detail, nutritional value, etc.). Can utilize computer generated certificates.

Activity Suggested time: minimum of 60 minutes. For more details, see the website at the top of this activity.

Edible Cell Models and Anatomy Projects

Go to TeachBesideMe.com for some awesome ideas to integrate edible Life Science models into your class.

Edible Butterfly Life Cycle Models