©Brooke Perry 2011

Snowflake

Fun

5 Simple math/science activities

©Brooke Perry 2011

1. Snowflake Measurement & Estimation- How many

snowflakes tall are you?

Copy the snowflakes on the next page. You may have to copy 10-12

pages of them or use some pre-made snowflakes from the teacher

supply store. You can mount the snowflakes on a wall or tall cabinet or lay

them out on the floor in a large meeting area. If you want to record the

results and keep it posted for several days, you’ll probably want to mount it

in a more permanent place instead of on the floor. You can also create

labels or name badges to record each students results. Another idea is to

use pictures to record the results. It just depends on how much variance

you have in your student’s height. Students need to make their prediction,

and then record their results. I added tally mark practice and number

words to allow students to practice writing different forms of numbers.

Don’t forget to include yourself or a “mystery guest.” Your students will

love seeing your measurement too!

©Brooke Perry 2011

©Brooke Perry 2011

1 2 3 4 5 6 7 8 9

©Brooke Perry 2011

10 11 12

13 14 15 16 17 18

©Brooke Perry 2011

19 2 21 22 23

24 25

©Brooke Perry 2011

How many snowflakes tall am I?

My Prediction:

I think I will be ______ snowflakes tall.

My Results:

I was actually ______ snowflakes tall.

1. I can use tally marks to show how many

snowflakes tall I am.

______________________

2. I can write the number word.

______________________

3. I can write the tens and ones in my number.

____ tens ____ ones

4. My number is odd even

©Brooke Perry 2011

2. Symetry-Coffee Filter/Doilie Snowflakes

Give each student a coffee filter or doilie. Show them how to fold

in into eighths. You can also show them how to use fourths for very

young students-this may give them more room for cutting and help

them to avoid cutting too much.

After folding, students will cut their own snowflake, and open it up.

Students can discuss the line of symmetry and the parts of the

snowflake that are the same.

This is a really simple, short math activity. The snowflakes turn out

beautifully and can be used to decorate bulletin boards, hang in the

window, or hang them from the ceiling. You can leave them as they

are or mount them onto construction paper for a splash of color.

©Brooke Perry 2011

3. Snowflake Science-ice cream in a bag, (Solids, liquids, gases)

Here is the recipe for ice cream in a bag. You can also complete a similar activity in a coffee

can. This is a great activity for reviewing the states of matter, and for allowing students to

observe how “heat” or the “absence of heat” causes change.

What you'll need:

1 tablespoon sugar

1/2 cup milk or half & half

1/4 teaspoon vanilla

6 tablespoons rock salt

1 pint-size plastic food storage bag (e.g., Ziploc)

1 gallon-size plastic food storage bag

Ice cubes

How to make it:

Fill the large bag half full of ice, and add the rock salt. Seal the bag. Put

milk, vanilla, and sugar into the small bag, and seal it. Place the small bag

inside the large one, and seal it again carefully. Shake until the mixture is

ice cream, which takes about 5 minutes. Wipe off the top of the small

bag, then open it carefully. Enjoy!

Tips: A 1/2 cup milk will make about 1 scoop of ice cream, so double the recipe if you

want more. But don't increase the proportions more that that -- a large amount

might be too big for kids to pick-up because the ice itself is heavy.

This recipe is from:

http://crafts.kaboose.com/ice-cream-in-a-bag.html

©Brooke Perry 2011

This is just a fun activity that helps students to understand that when the

temperature reaches freezing point, water freezes and turns into icicles

or snowflakes. You can incorporate science tools by using

thermometers, magnifying glasses, and timers (to see how long it takes

for the temperature to drop or for the liquid to begin freezing).

©Brooke Perry 2011

4. Snowflake Problem Solving-you can use problems to accompany an art project.

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many snowflakes are there in all?

______ + _______ = _______

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many snowflakes are there in all?

______ + _______ = _______

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many snowflakes are there in all?

______ + _______ = _______

©Brooke Perry 2011

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many more snowflakes are there

in the air? ____ - ____ = _______

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many more snowflakes are there

in the air? ____ - ____ = _______

_____ snowflakes are in the air.

_____ snowflakes are on the ground.

How many more snowflakes are there

in the air? ____ - ____ = _______

©Brooke Perry 2011

5. Snowflake Experiment &Art-Using the scientific method.

Question: Which mixture makes the best snowflakes?

Discuss/Make Predictions

Record Hypothesis

Test/Experiment

Record Findings

Discussion/Conclusion-were your predictions accurate?

Materials:

4 bowls

q-tips

Water

Black or blue construction paper (dark colors will allow the crystals to

show up best)

Epson salt, table salt, regular sugar, and powdered sugar

Procedure:

-use an equal amount of the salt/sugar along with an equal amount of

water in each bowl. Allow students to test by drawing snowflakes on

their construction paper. Allow them to dry, and review the results.

©Brooke Perry 2011

The best way to keep the results accurate and organized is to divide the

students into four groups. Have the students rotate through four

different station areas/tables (label them carefully with large numbers).

If students fold their paper into fourths and write down number 1-4 or

ABCD, they can see which mixture works best. You can also use the

labels that I created to attach to the pages. Remind the students that

they need to draw in the section that matches the number or letter at

their station area/table.

Another way to complete the experiment without each student having

their own page is to give each student a “job”: mixers, observers,

painters. . .You can use a giant piece of black butcher paper and divide it

into four sections. This way everyone gets to participate, but you can

make sure that the results are valid and clear. You can use your

professional judgment about which way will be best. It just depends on the

age/maturity level of your students.

©Brooke Perry 2011

You can probably tell that I love math and science just as much as I love

literacy. I am thinking about presenting at CAMT this year. I have

selected a title, and I have lots of ideas. I just need to take the time to

submit the proposal and get it in the mail! I hope these activities are helpful!

-Brooke