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Grade 3 Physical Kit

All Matter is Made of Particles

Written By Rachael Freed

The following resources are included in the physical kit and will

need to be returned to HCOS:

1. Properties of Matter by Rebecca Hirsch

2. What are Atoms by Lisa Thrumbauer

3. Janice Van Cleave’s Molecules by Janice Van Cleave

All unit studies are checked to ensure links are working. You can

access the up-to-date guides on our website:

www.hcslearningcommons.org, under Distance Learning Resources,

Unit Study Kits K-9. Or you can log in to L4U and search for the Unit

Study title. The guides can be found in the title record at the bottom of

the page under Resources and can be downloaded there.

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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 subject-

specific 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.

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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.

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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

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Christians we can draw many similarities from their holistic thinking, and share how our

beliefs and traditions might be similar or different.

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.

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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.

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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.

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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?

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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

swiebe@onlineschool.ca) , 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.

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Unit Guide

What is an atom? What are its parts?

Books to Read and Talk About:

What are Atoms? by Lisa Trumbauer

What is the smallest thing you could imagine? What are some things you can think of

that are made of matter? What are the three types of atoms? What are molecules?

What are elements? Can you name any elements? Can you answer the following: In

solids the molecules are _____ together? How do we know that liquids have molecules

close together? How are liquids different from solids? What about gases, are the

molecules close together or far apart?

Janice Van Cleave’s Molecules by Janice Van Cleave

There are a variety of science experiments/activities in this book all related to

molecules. You may want to choose several of them to do. You may want to keep a

journal about what you learned with each experiment/activity. Have fun!

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)

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Forming Bonds (Learn 360)

Bonding (Learn 360)

Activities (Select 3-4):

KidBlog: Read The Bay School Blogger by Nan Walker from the HCS Overdrive E-

Library 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

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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.

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.

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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

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

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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?

● 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

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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.

Why is matter known as the material of the universe?

Books to Read and Talk About:

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.

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)

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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)

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

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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”

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.

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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.

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!

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● 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

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.

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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)

● 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 10-

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15 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.

Bibliography

Bubble Suspension. (2015). Retrieved May 21, 2016, from

http://www.exploratorium.edu/snacks/bubble-suspension

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E is for Explore! (n.d.). Retrieved May 21, 2016, from

http://eisforexplore.blogspot.ca/search/label/science?updated-max=2012-05-

28T17:48:00-07:00

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