Fizzy Ice

Exploring science is an exciting and wondrous part of early childhood. To carry out their scientific “wonderings,” children need time to explore and discover scientific concepts in risk-free, playlike settings. It is through these repeated experiences involving interaction with people and materials—the physical and social environments—that children construct their own knowledge (Piaget, 1952; DeVries & Kohlberg, 1990). When children are interacting with materials, observing, questioning, thinking, making predictions, and experimenting to confirm their ideas in a meaningful setting, they are making maximum use of the brain’s capacity for learning (Bredekamp & Rosegrant, 1993).

The following activity during one of our Young Explorer Sessions provided the perfect opportunity for our young visitors to explore and investigate properties of ice.  The language captured by our facilitator provides a glimpse into the rich learning that was taking place that morning.

For one of our Young Explorers programs this January we chose to explore ice….Fizzy Ice at that!
Here are the supplies we needed:
• 2 Large bags of ice in a big container
• Vinegar.
• Water Colour.
• Pipettes
• Baking Soda.

After the supplies were gathered, we were ready to begin!
We began by shaking baking soda over the large pieces of ice. This made the ice look like an arctic world.

Whoa…that smells yukky [vinegar].”

Look, Chelsey….Its fizzing!”

The children began to drop different colours on the ice and were amazed by the reaction that was made when the vinegar reacted with the baking soda. They were also amazed by the mixing of colours and how the liquid dripped in-between each ice cube. As the ice began to melt it encouraged a lot of conversation about lakes, waterfalls and rivers.

I can hear the bubbles…they make a fizzy pop!”

- “Look, it’s dripping, it’s like a water fall!”

See, the colours mixing Mom, it is purple!! Its melting….it looks like a big lake!”     “It’s a big rainbow on the ice!”

Submitted by Lynda Gellner B.ED, M.ED
Pictures and Documentation provided by Chelsey Hobman

Pumpkin Exploration

This fall at Scott we have had many different invitations set up for the children to explore. 

One of the many has been pumpkins.

First, we cut open all the pumpkins and emptied them out.   Once empty we put all the pumpkin seeds, etc. into a clear ziploc bag.  The children were then able to get a close look at what is inside a pumpkin.

Next we painted a few of the pumpkins and tried out an activity called "drip-painting." The activity uses acrylic paint so it is important to wear old clothes or a paint shirt to avoid stains.  The children were given a squeeze bottle of the paint .  They started at at the top of the pumpkin and squeezed out some paint and watched as it dripped down the sides of the pumpkin.  This can be continued with as many colours as desired around the entire pumpkin. 

Lastly, we tried pumpkin-cano’s. The pumpkin was placed in the bottom of the water table for an easy clean up. (Note: a tray or large dish would work as well.) The children then poured enough baking soda into the pumpkin to just cover the bottom of the pumpkin.  They added a few drops of dish soap (optional) and then poured vinegar into the pumpkin and watched the "science" happen! The children loved the erupting pumpkin-cano’s so much we repeated it several times each taking turns dumping and pouring different measurements of the ingredients into the pumpkin. 

Doing Science experiments with children help to develop math skills while they measure and experiment with different measurements.  They begin to develop critical thinking by seeing what happens if they change what ingredient is added first, etc. (For example: adding the vinegar before the baking soda, etc). Pouring and dumping the various ingredients also develops both fine and gross motor skills. 

As winter is quickly approaching be sure to come to our locations to see what new changes are happening. Also be sure to check out the November calendar to stay updated. 

Laura Bieber