MIXTURES INVESTIGATION
INTRODUCTION TO SETTING
This investigation took place at the Bombeck Family Learning Center which is the Early Childhood Education demonstration/research school for the University of Dayton. This is the birthplace of the ACCESS Curriculum. The classroom environment consists of pre-K aged students and range ages from 3 to 5 years old. This class has approximately 20 children with 3 full time teachers as well as student teachers from the University. The room is set up for center-based learning and is divided into different areas that include the following centers/areas: dramatic play, manipulative (math) area, block area, literacy/story or book area, art center, science center and sensory tables. The room also includes 4 large tables for group work and eating meals. The classroom is child-centered and provides opportunity for children to choose where they would like to work and play. The classroom also offers each child the opportunity to make decisions on what he/she would like to engage in. The class is set up in such a way as the child chooses what learning experiences he/she would like to engage in and at what point during the day as well as the ability to move freely from experience to experience. Moreover, the class schedule creates time for children to participate in teacher directed activities in small and large groups.
RATIONAL FOR INVESTIGATION (S.T.E.M.)
An activity involving making “moon sand” out of flour and oil was introduced to the class. The children enjoyed adding the flour and oil together with spoons and their hands to make the moon sand. The children were also very interested in iPad apps called Cake Pops, Cookie Maker, Sundae and Donut which involved mixing ingredients together, so the teachers decided to follow the children's interests and do a study of mixtures.
HOW THE TOPIC RELATES TO S.T.E.M.
-Deeply involves science, math, technology and engineering standards
-Is a real life/real world problem for children to investigate. Children see mixtures in everyday routines such as cooking, the tooth paste they use to brush their teeth, etc.
-Generates questions to learn through hands on experiences
-Provides hands on learning by creating real life mixtures and exploring what happens when two things mix
-Uses technology to mix ingredients, when ingredients were not available to make cakes, cookies,etc.
-Integrates content
-Requires an inquiry approach concerning materials provided in order to learn about the materials
HOW THE TOPIC RELATES TO S.T.E.M.
-Deeply involves science, math, technology and engineering standards
-Is a real life/real world problem for children to investigate. Children see mixtures in everyday routines such as cooking, the tooth paste they use to brush their teeth, etc.
-Generates questions to learn through hands on experiences
-Provides hands on learning by creating real life mixtures and exploring what happens when two things mix
-Uses technology to mix ingredients, when ingredients were not available to make cakes, cookies,etc.
-Integrates content
-Requires an inquiry approach concerning materials provided in order to learn about the materials
STANDARDS ADDRESSED
|
SCIENCE
-Makes careful observations -Makes predictions -Engages in simple investigations, makes careful observations, make predictions -Explores objects, materials & events -Explores materials -Engages in simple investigations -Make inferences, generalizations and explanations based on evidence -Share findings (correct or incorrect) -Use simple tools LANGUAGE & LITERACY -Development/Expressive Language -Uses language to predict vocabulary -Uses language to share observations -Understands new words from a variety of settings -Follow 2 step directions |
SOCIAL COMMUNICATION
-Engages in turn taking APPROACHES TO LEARNING -Carry out activities from beginning to end -Uses imagination and creativity in interactions with materials and objects -Seek new and varied experiences PHYSICAL HEALTH & MOTOR DEVELOPMENT -Coordinates use of hands/fingers/wrist to perform tasks requiring precise movement -Coordinates use of hands/fingers/wrist to manipulate objects -Uses tools independently with coordination |
CONCEPT PLANNER
|
| ||||
DOCUMENTATION OF PROCESS
MAKING FINGER PAINT
Using dish soap, starch and primary colored paints, the children made their own finger paints. Using the red, yellow and blue finger paint, the children then mixed 2 colors together to come up with secondary colors on paper plates and plastic trays. The children then made prints on paper of the colors they made.
Using dish soap, starch and primary colored paints, the children made their own finger paints. Using the red, yellow and blue finger paint, the children then mixed 2 colors together to come up with secondary colors on paper plates and plastic trays. The children then made prints on paper of the colors they made.
MIXING
OIL, WATER & COLOR
Using clear jars, the children made mixtures using oil and colored water or soap and colored water. They then compared the differences between the mixtures. After they compared the mixtures, they shook the containers to see what would happen and then compared the mixtures again.
Using clear jars, the children made mixtures using oil and colored water or soap and colored water. They then compared the differences between the mixtures. After they compared the mixtures, they shook the containers to see what would happen and then compared the mixtures again.
FROZEN BAKING SODA, WATER & VINEGAR
Using a frozen baking soda and water mixture, the children put vinegar on top of the frozen discs with eye droppers to see what would happen. They were asked to predict what would happen based on their prior knowledge. The discs foamed when the vinegar touched the frozen surface.
Using a frozen baking soda and water mixture, the children put vinegar on top of the frozen discs with eye droppers to see what would happen. They were asked to predict what would happen based on their prior knowledge. The discs foamed when the vinegar touched the frozen surface.
MAKING GAK
Using glue and Borax, the children followed a recipe to make Gak. They then added watercolor to the Gak mixture.
Using glue and Borax, the children followed a recipe to make Gak. They then added watercolor to the Gak mixture.
MIXING BAKING SODA WITH KETCHUP
The children conducted an experiment using baking soda and ketchup. When the two ingredients were mixed together, the mixture began to foam. The children were asked why they thought the mixture foamed, and then there was a discussion about their answers. Using prior knowledge that baking soda and vinegar foamed ,some of the children correctly deduced that there was vinegar in the ketchup.
The children conducted an experiment using baking soda and ketchup. When the two ingredients were mixed together, the mixture began to foam. The children were asked why they thought the mixture foamed, and then there was a discussion about their answers. Using prior knowledge that baking soda and vinegar foamed ,some of the children correctly deduced that there was vinegar in the ketchup.
MAKING OOBLECK
The children created a suspension of cornstarch and water called Oobleck. Oobleck acts as both a solid and a liquid depending on how much pressure is applied to the mixture. When a lot of pressure is applied it acts as a solid but when the pressure is lessened it acts like a liquid.
The children created a suspension of cornstarch and water called Oobleck. Oobleck acts as both a solid and a liquid depending on how much pressure is applied to the mixture. When a lot of pressure is applied it acts as a solid but when the pressure is lessened it acts like a liquid.
MAKING BUTTER
Using heavy whipping cream, the children made butter to go with the pumpkin bread they were also making. The cream was put in two containers and then passed around the table so each child could shake it. The children counted to 10 and then passing the container on to the next child.
Using heavy whipping cream, the children made butter to go with the pumpkin bread they were also making. The cream was put in two containers and then passed around the table so each child could shake it. The children counted to 10 and then passing the container on to the next child.
SAND PAINTING
Using a mixture of paint, sand and a variety of tools the children made paintings. First they mixed the paint and the sand together. Then using the different tools including brushes, combs and sponges ,the children made their creations.
Using a mixture of paint, sand and a variety of tools the children made paintings. First they mixed the paint and the sand together. Then using the different tools including brushes, combs and sponges ,the children made their creations.
MIXTURES CULMUNATING ACTIVITY & PARENT BRUNCH
The culminating event for our investigation was the class invited the parents to help assemble various mixture bottles and to share a brunch with their child/children. The children and the parents were each given a different recipe to follow for making a shaker bottle. The items that were needed for the different recipes were located on a cart in the classroom. Each recipe covered a science concept or sensory regulation. After gathering the supplies that were needed the parents and children made their bottles together.
The culminating event for our investigation was the class invited the parents to help assemble various mixture bottles and to share a brunch with their child/children. The children and the parents were each given a different recipe to follow for making a shaker bottle. The items that were needed for the different recipes were located on a cart in the classroom. Each recipe covered a science concept or sensory regulation. After gathering the supplies that were needed the parents and children made their bottles together.
ASSESSMENT OF LEARNING.
| MIXTURES PORTFOLIO SHEET |
RESOURCES & MATERIALS
|
RESOURCES:
CHEM for Kids http://www.chem4kids.com/files/matter_mixture.html Science Sparks http://www.science-sparks.com/2012/07/16/making-mixtures/ Kids Spot http://www.kidspot.com.au/kids-activities-and-games/Science-Experiments+10/Oily-Mixtures+11054.htm eHow http://www.ehow.com/info_8456916_science-mixtures-kids.html Bottle Shaker http://craftingagreenworld.com/2010/10/31/kid-craft-how-to-plastic-juice-bottle-shaker/ Oobleck http://www.instructables.com/id/Oobleck/ GAK http://www.howtodothings.com/hobbies/how-to-make-gak Making Butter http://homestead-honey.com/2013/12/31/making-butter-in-a-jar-with-kids/ Moon Sand http://theimaginationtree.com/2013/06/home-made-moon-sand-recipe.html |
MATERIALS:
Dish soap Paint Jars Oil Baking soda Vinegar glue Borax Ketchup Sand Brushes, Combs, Sponges |