By: Melissa Camacho
Teacher Notes
Missouri Grade Level Expectations:
1.1.A.a. - Objects, and the materials they are made of, have properties that can be used to describe and classify them
1.2.A.a. - Forms of energy have a source, a means of transfer (work and heat), and a receiver
Concept being addressed:
Students will use their senses to observe and discuss unknown things.
Activity to teach the concept exploration:
Start the science activity by having a hidden popcorn popper under a box. Start the popper and ask the students to use their senses to find out what is under the mystery box? Tell the students that using their senses helps to learn about unknown things. Write their responses on chart paper. Remove the box and give each student a sample of the popcorn to observe. The students will then observe and discuss the popcorn. The students will also observe other flavors such as buttered, unbuttered, garlic, onion, and identify and discuss how they are alike and different.
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Data collected during the activity exploration:
Have the students in groups to observe how the popcorn feels. Ask them what does the popcorn feel like? Have them write and draw a picture on group paper. Then have the students taste the popcorn. Ask the students what does the popcorn taste like? Have them write and draw how the popcorn tastes like. After tasting the popcorn, have the students discuss and record the sound the popcorn makes when taking a bite. Repeat the activity with other flavors and share the observations with the teacher.
Data used to derive the concept introduction:
The students will then chart their observations with the teacher. The teacher will chart on graph paper the students observations of each flavor. The students will identify and discuss how they are alike and different on teachers graph paper.
Extended activity used to apply the concept application:
Put a vegetable or fruit in a small bag. Shake the bag and ask the students to use their senses to determine what is in the bag? Tell the students that the bag will be passed around and have the students guess what is in the bag without looking inside. Pass the bag around and ask the students to smell what is in the bag. Write their predictions on chart paper. After the bag has gone all around, pass the bag the second time and ask the students to feel the object. Write their predictions on chart paper. The final pass around, have the students look inside the bag. Discuss and record the content inside the bag and how they learned what was in it.
Materials:
chart paper
student paper
popcorn popper machine
different types of popcorn
box
vegetable or fruit
small bag
History of concept:
Popcorn pops because each kernel has a tiny bit of water inside it. When the kernels are heated, the water inside heats up to the point where it exerts enough pressure to burst the kernel open. The soft material inside puffs up as it explodes causing popcorn!
Websites:
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0015...
http://www.col-ed.org/cur/sci/sci33.txt
Reference:
Bock, Marjorie A., Barger, Rita, 1998. The popcorn book: A diagnostic teaching unit. Intervention in School and Clinic, Vol. 33, pg. 290-316.