# Lesson Plan Title:

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```					                OSU Extension
and

The Logan County Junior Fair Board

Present

2010
Science Fun at the Fair

+

This program is made possible by funding from a
Logan County Co-Op
Operation Round Up Grant
Lesson Plan Title:
Making Ice Cream

Concept / Topic To Teach:
States of matter

Standards Addressed:
NS.K-4.2 Physical Science

General Goal(s):
To learn that matter can change from a solid to a liquid to a gas

Specific Objectives:
Students will understand and be able to identify the states of matter

Required Materials:
1 gallon zipper-style bag
1 quart zipper-style bag
4 cups ice
1 cup ice cream salt or table salt
1 tablespoon sugar
½ cup 18% light whipping cream
½ teaspoon vanilla extract
Cups and spoons

Step-By-Step Procedures:
Pour the milk or cream, vanilla extract, and sugar into the small zipper bag. Squeeze as much air out as possible,
mix well and seal the bag carefully.
Place the small zipper-type bag into the large bag. Cover with ice and salt. Seal the large bag tightly.
Shake, toss and flip the “ice cream machine” for 5 to 10 minutes. If the bag gets too cold to handle, wrap it with
a towel or pass it from person to person If the mixture hasn’t frozen after 10 minutes, add more salt and ice.
Open the larger bag and remove the smaller bag. Wipe the smaller bag thoroughly before opening it so the salty
water does not contaminate the ice cream. The ice cream should be the consistency of soft serve ice cream. Eat
right out of the bag or serve in small cups.

Closure
What are the three states of matter?
What sort of change occurred to go from a liquid to solid? What would have to happen for it to go from a solid
to liquid? What would we have to do to turn the liquid into a gas?

Does it taste good?

Assessment
Was the milk mixture a solid, liquid, or gas when we started?- Liquid
When we were done was it a solid, liquid, or gas?- Solid
Why did the milk mixture change from a liquid to a solid?- Because the ice was cold, which made the milk cold
and freeze

Adaptations:
Try it with soy or rice milk for those with lactose problems

2
Extensions:
Try making different flavors of ice cream
Make ice cream using milk with different amounts of fat- 2%, whole milk or half-and-half. Compare flavor and
texture.
Design a mechanical method of shaking to replace the work you and your friends did to freeze the ice cream.

Possible Connections To Other Subjects:
Math- measuring skills
Following directions
Exercise
Agriculture, cows, and dairy
Nutrition

3
Lesson Plan Title:
Bubbles

Concept / Topic To Teach:
Size relations

Standards Addressed:
NS.K-4.1 Science as Inquiry

General Goal(s):
Teach that small objects make small bubbles and large objects make large bubbles

Specific Objectives:
Glycerin’s role in bigger, better bubbles

Required Materials:
Water
Dish soap
Glycerin
Pan to hold mixture
Objects of various sizes to use to blow bubbles

Step-By-Step Procedures:
Mix the water, soap, and glycerin in the pan
Dip the various objects in the mixture
Blow beautiful bubbles!

Closure
Make your own super bubbles at home and try to make bubbles of all different sizes
Assessment (how you know they learned something)
Show different sized objects and question the kids on the size of the bubbles it will produce

Adaptations:
None

Extensions:
Design bubbles tricks such as making a small bubble and enclosing it inside a larger one. Take photos.
Use straws or other materials to create square bubbles.
Research other interesting soy products such as ink, plastic, glue, and countertops.

Possible Connections To Other Subjects:
Soy (glycerin)
What makes the colors in bubbles
Surface tension
Shapes

4
Lesson Plan Title:
Dancing milk

Concept / Topic To Teach:
What is in milk?

Standards Addressed:
NS.K-4.1 Science as Inquiry

General Goal(s):
Observe the effect of soap on food-colored milk

Specific Objectives:
Soap keeps the fat in the milk moving, allowing the colors to swirl

Required Materials:
Clear plastic cup
3 colors of food coloring
Milk
Dish soap

Step-By-Step Procedures:
Pour milk into the clear plastic cup (about half full)
Add 4-5 drops of each food coloring in a circular shape
Squirt a drop of dish soap in the center of the food coloring circle
Watch it swirl!

Closure
Milk has fat and the soap breaks up the fat. The colors move swirls into the places where the fat used to be.
Assessment (how you know they learned something)
What part of the milk was affected by the dish soap?- Fat

Adaptations:
Try it with soy or rice milk

Extensions:
Try it with fat free, 2%, or vitamin D milk

Possible Connections To Other Subjects:
Colors and color wheel
Dairy and Animal Science
Nutrition

5
Lesson Plan Title:
Tie dye paper

Concept / Topic To Teach:
Primary and Secondary Colors

Standards Addressed:
NS.K-4.1 Science as Inquiry

General Goal(s):
To learn that primary colors can be combined to make secondary colors

Specific Objectives:
To learn what secondary colors are made from primary colors
Red + Blue = Purple
Red + Yellow = Orange
Yellow + Blue = Green

Required Materials:
Shaving Cream
Food Coloring
Disposable foil pan
White card stock
Spoon
Spatula

Step-By-Step Procedures:
Fill pan with shaving cream
Smooth out top with spatula
Drop 20-25 drops of food coloring on top of shaving cream
With the back of the spoon, swirl food coloring
Place card stock on top of shaving cream, and press down lightly
Remove card stock from shaving cream and remove extra shaving cream from card stock
Closure
Colors mix together to make new colors

Assessment (how you know they learned something)
What are the two types of colors?- Primary and Secondary
Review results of mixing different colors

Adaptations:
None

Extensions:
Wavelengths of colors

Possible Connections To Other Subjects:
Colors and color wheels
What colors animals see

6
Lesson Plan Title:
Cornstarch Quick Sand
Slime (page 8)

Concept / Topic To Teach:
States of matter, what makes a solid a solid and a liquid a liquid. Solutions and suspensions (mixture of 2
substances) and how mixing can change the way the substances move, how fluids move and comparing them
Standards Addressed:

General Goal(s):
What is the difference between a solid and a liquid. What is this mixture, a solid or liquid? Its both. When
suddenly hit (lots of stress is put on the mixture) it’s a solid, but when pressure stress is applied slowly it
“flows” more like a liquid.
Specific Objectives:
What makes a solid?
What makes a liquid?

Required Materials: (cornstarch quicksand)
Cornstarch
Water

Step-By-Step Procedures: (cornstarch quicksand)
Pour approximately ¼ of a box (about 4 oz) of cornstarch into a mixing bowl and slowly add about 1.2 cup of
water. Stir (you can stir with your hands!)

Continue adding cornstarch and water is small amounts until you get a mixture that has the consistency of
honey.

Play with the mixture and see why it might be a solid and why it might be a liquid. This type of substance is
called a non-newtonian fluid. A non-newtonian fluid is a substance that, depending on the stress applied, can
act as either a solid or a liquid.

7
Required Materials: (slime)
1 Gallon Water
1 cup Borax
Glue mixture (½ glue, ½ water) – Elmer’s glue works best
Dixie Cups (3oz size)
Plastic cups (clear 9oz cups)
Food coloring (optional)
Craft Sticks
Plastic closeable baggies

Step-By-Step Procedures: (slime)
Before the class starts, prepare the Borax and Glue solutions.
Add the 1 cup Borax to the gallon of water and mix until the borax is dissolved. In a separate container, make a
glue mixture that is 1:1 glue and water and mix until glue and water and completely mixed together.

Go over safety procedures and rules. Give students small Dixie cup, craft stick, and larger clear cup.

To make the slime:
1. Fill the Dixie cup completely full of glue (all the way to the top)
2. Pour this mixture into the clear cup. Note: If you want to add food coloring, add it now. One or two drops
will do. If you add food coloring, stir with the craft stick.
3. Fill the Dixie cup ½ full with the Borax
4. Pour the Borax solution into the clear cup
5. Begin stirring the borax and glue mixtures and the solution should start to become more gooey and slimy and
less runny.
Play with the slime. Be careful not to get it on carpet, clothing or hair. It can be hard to get out of those items.
Scrape the wet borax into the baggie, close the lid and mix like crazy. It will change from a liquid so a slime
type substance.

Closure
While kids are playing with the slime and quicksand, ask them if it’s a solid or a liquid. Why? Discuss with
child the difference between a solid and a liquid. Name some solids and liquids. How is this different from
other solids and liquids you’re familiar with?

Assessment (how you know they learned something)
Able to distinguish between solids and liquids.

Adaptations:
None

Extensions:
What other non-Newtonian substances can you think of? Is there a way we could use these fluids to aid us in
everyday life?
Lessons on viscosity

Possible Connections To Other Subjects:
Polymers and polymer chains
Viscosity

8

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