Popping up Some Fun!
Initial Publication Date: August 3, 2009
Summary
In this hands-on chemistry activity, the students will investigate the properties of popcorn and discover what makes popcorn pop. The students will also compare the weight of popcorn before and after popping.
CollapseLearning Goals
1. Students will compare popped and unpopped popcorn
2. Students will hypothesize about why popcorn pops
3. Students will compare two different brands of popcorn to see which brand pops more.
Key concepts:
1. Popcorn pops because of moisture inside the kernels
2. Popped popcorn weighs more than unpopped popcorn
vocabulary words:
1. husk
2. kernel
3. moisture
2. Students will hypothesize about why popcorn pops
3. Students will compare two different brands of popcorn to see which brand pops more.
Key concepts:
1. Popcorn pops because of moisture inside the kernels
2. Popped popcorn weighs more than unpopped popcorn
vocabulary words:
1. husk
2. kernel
3. moisture
Context for Use
This is a K-2 classroom science lesson. Allow one hour for this lesson. See extension ideas for more in-depth exploration.
Prerequisites:
The students should have some experience using hand lenses and scales.
Prerequisites:
The students should have some experience using hand lenses and scales.
Description and Teaching Materials
Activity description:
-The teacher will read the popcorn poem with the class.
-The teacher will read portions of The Popcorn Book by DePaola.
-The students will observe a cob of popcorn with the husk on. Teacher will explain husk
-The students will observe cooked popcorn with a hand lens.
-The students will observe uncooked popcorn, both whole kernels and kernels that have been cut in half. Use attached sheet to draw observations.
-What do you observe (teacher charts on O/K/W/L chart)
-What do you know about this popcorn (taste, smell, feel, etc.)
-Looking at the unpopped and popped corn, what do you want to know?
-In groups weigh the popcorn. Which is heavier? Why?
-Demonstrate boiling water with a tight lid. The lid pops off when the water boils and steams. The same is true with popcorn. The moisture in the kernel turns into steam when heated and the outer shell of the kernel is broken.
-Bring students to the rug and show them two different brands of popcorn. Do you think one will pop more than the other? Demonstrate.
-Eat the corn!
-Complete packet of worksheets (attached) Further reading (Microsoft Word 28kB Aug3 09)
-The teacher will read the popcorn poem with the class.
-The teacher will read portions of The Popcorn Book by DePaola.
-The students will observe a cob of popcorn with the husk on. Teacher will explain husk
-The students will observe cooked popcorn with a hand lens.
-The students will observe uncooked popcorn, both whole kernels and kernels that have been cut in half. Use attached sheet to draw observations.
-What do you observe (teacher charts on O/K/W/L chart)
-What do you know about this popcorn (taste, smell, feel, etc.)
-Looking at the unpopped and popped corn, what do you want to know?
-In groups weigh the popcorn. Which is heavier? Why?
-Demonstrate boiling water with a tight lid. The lid pops off when the water boils and steams. The same is true with popcorn. The moisture in the kernel turns into steam when heated and the outer shell of the kernel is broken.
-Bring students to the rug and show them two different brands of popcorn. Do you think one will pop more than the other? Demonstrate.
-Eat the corn!
-Complete packet of worksheets (attached) Further reading (Microsoft Word 28kB Aug3 09)
Teaching Notes and Tips
Extension options:
1. Freeze one batch of 100 kernels and compare popping to a batch of 100 at room temperature. Which batch popped the most kernels?
2. Divide into groups and play toss the kernels. Kids stand behind tape mark on floor and toss kernels into a bucket. Which team had the most kernels land in the bucket?
1. Freeze one batch of 100 kernels and compare popping to a batch of 100 at room temperature. Which batch popped the most kernels?
2. Divide into groups and play toss the kernels. Kids stand behind tape mark on floor and toss kernels into a bucket. Which team had the most kernels land in the bucket?
Assessment
The students should effectively use various scientific tools, including hand lenses and scales. Assessment will be conducted by observation of the use of these tools and by discussion after the session.
Standards
4.2.1.1.1 - Objects have observable properties that can be measured