A Scientific Method Activity Hoppin' Corn FREEBIE -

Rated 5 out of 5, based on 8 reviews

5.0 (8 ratings)

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Grade Levels

2nd - 4th

Subjects

Basic Principles, Other (Science)

Resource Type

Activities, Laboratory, Centers

Standards

CCSSW.2.7

CCSSW.3.7

CCSSW.4.7

NGSSK-2-ETS1-1

NGSS3-PS2-1

Formats Included

Pages

4 pages

FREE

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Description

Standards

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Reviews

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Q&A

Description

Use this hands-on scientific method activity during a matter unit, or as a fun science center. Perfect for some fun after break!

You will need:

- a clear jar (such as a mason jar)

- 2 cups of water

- 2 tablespoons baking soda

- 6 tablespoons white vinegar

- food coloring (optional)

The question and procedure is filled in on the recording sheet. Students will need to formulate and record their hypothesis, materials, observations, and conclusion. There are guiding questions to help students think about what happened during the experiment.

The reaction created by the mixture of the baking soda and vinegar causes CO2 to form, creating gas bubbles that make the corn "hop" around.

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Total Pages

4 pages

Answer Key

N/A

Teaching Duration

30 minutes

Last updated 5 months ago

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Standards

to see state-specific standards (only available in the US).

CCSSW.2.7

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

CCSSW.3.7

Conduct short research projects that build knowledge about a topic.

CCSSW.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

NGSSK-2-ETS1-1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

NGSS3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.

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