Why does popcorn pop?

Type of resource: Web page

Web address https://creativefamilyfun.net/popcorn-science-experiments/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&utm_content=tribes&utm_term=318460642_9343012_125230

Language: English

Description

To discover why corn kernels pop.

Scientific concept introduced

Steam, concentration, explotion.

Creative and critical thinking

To develop the ability to observe and discover

Mathematical reasoning

Measurig

Scientific thinking

Observe, ask questions, analyze facts and obtain conclusions;

predicting;

testing hypothesis;

observing;

experimenting.

Learning how to learn

Building self-confidence, feeling of self-efficacy in learning; Self-discipline and self-regulated learning (cognitive autonomy)

Additional

Reading, listening with comprehension; sharing ideas, sharing responsability for a task; Hand-eye coordination.

Why does popcorn pop?

Overall aims

Get to know that popcorn is corn kernels.
Discover why a kernel pops.
Discover the eclosion of material by high temperature

Vocabulary – keywords should be understood

Corn, water, popcorn, steam, heat, hot.

Expected learning outcomes (operational aims)

Children will be able to experiment with the process of cooking popcorn at home.
The students will get to know why corn kernels pop.
Children will discover where popcorn comes from.
Children will discover why corn changes to popcorn and the meaning of popcorn.

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

Problem-solving
Initiative
Communication
Digital competences

ADDITIONAL SKILLS

–

Teaching methodologies/activity outline

The proposal of the activity is divided into two parts. In the first one, children will learn about the popcorn origin and why kernels pop. This first activity will be done using a resource called Nearpod, in which the students will have theory and activities related to the activity. In the second activity, children with the help of an adult figure will be able to make their own popcorn.

First activity: Nearpod

Begining– Nearpod starts asking the children: What do you know about popcorn? Children have to say everything they know about popcorn. The teacher or adult will write down in the Nearpod what the student is saying. Afterwards, the teacher will explain the theory to solve doubts.
Do you know where popcorn comes from? In this slide, the teacher will ask the children if they know where popcorn comes from and the children will have to think about it and reason their answer. After their answer, the teacher will explain the theory to solve any doubts that can come up.
- Significative questions: Does anyone know where popcorn comes from? How is popcorn made? What process does the seed have when growing?
Why does popcorn pop? In this slide, children will be able to observe a process of pictures of how a kernel pops. Firstly, the teacher or adult will ask the children if they can talk about what can be happening in the pictures. Secondly, the children will expose their hypotheses about what they think is going on. Lastly, the teacher will read the slide and explain it to the children.
- Significative questions: What can you observe in the slide? What is inside corn? What do you think happens when corn gets in contact with fire? To make corn pop do you think it needs to be warm or hot? Do you think this happens quickly or slowly?
Nearpod Activities:

Matching pairs: In this activity children will have to find the correct pair of the picture. Once they find it they will have to explain to the teacher what is happening in the picture and why they belong together. It is important that the teacher does not guide or help the students in these activities since we are checking if the children have understood what has been explained to them.
Time to climb: In this activity, the student will have to answer some questions about the theory. The teacher will have to read the questions aloud, and the child will choose the answer. It is important that the teacher does not guide or help the students in these activities since we are checking if the children have understood what has been explained to them.

Second activity

Make popcorn:

Once all the Nearpod activities are done, the student will be able to make his own popcorn. In order to make it, the students have a list of ingredients and a video recipe in the last slide of the Nearpod. Children will have to be as much autonomous as they can, the adult will be present to make questions and supervise the children with the microwave.
- Significative questions: What do we need to make popcorn? Why does popcorn pop? Do you remember where popcorn comes from?

Assessment of learning

Initial assessment: In the first slide of the Nearpod, the child will have to say everything he knows about popcorn. The teacher will write it down in the Nearpod. Nearpod will be the assessment tool.

Formative assessment: The results of the activities done by the children with the Nearpod will be used to see if the students have understood the theory explained by the teacher.

Final assessment: To assess the elaboration of the popcorn, the teacher will have an observation guideline to assess the student. The assessment tool will be the observation guideline.