Cattaraugus Allegany BOCES Math Science Technology DeptCattaraugus Allegany BOCESOlean, New York, US,

July 13, 2008

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This document includes the Teacher's Guide and Student Activity Sheet for Learning Experience 5: Measuring Popcorn (Mass).

This wiki version can be edited or built up with other materials on the same topic by members of the Curriki community. The entire Energy Forms and Interactions collection is also available as downloadable PDFs.

- Science > General

- Grade 3
- Grade 4
- Grade 5

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This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of -0001-11-30.

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This resource received a 3* rating because it is part of Energy Forms and Interactions Science Kit, which received a rating of 3-Exemplary in the Curriki Review System and which you can see here: http://www.curriki.org/xwiki/bin/view/Coll_cabocesmst/EnergyFormsandInteractionsScienceKit

**TEACHER’S GUIDE**

**Materials:**

*For each group of 3
students:*

3 Student Activity Sheets for Learning Experience 5

Double pan balance

3 medicine cups

3 9 oz plastic tumblers

Cardboard tray

Gram centimeter cubes

*For the class:*

Air popper

Electrical outlet switch

Stopwatch

Aluminum foil

3 popcorn tubs

Regular popcorn

Dried popcorn

Moistened popcorn

2 ziplock bags

Measuring cup

Shallow pan

Oven

**Preparation:**

Keep all popcorn sealed in a plastic ziplock bag. Moisture will be gained or lost by the popcorn if the popcorn is left unsealed for long periods of time.

**Session 1:**

Keep regular popcorn sealed until you are ready to use. Fill one medicine cup to the 25 cc mark with unpopped popcorn for each group of students. The air popper will be used to pop the combined sample from the groups.

**Session 2:**

Aluminum foil should be used to line the baskets of the double pan balance when measuring the popped corn. Balances will need to be zeroed or calibrated by the student groups.

**Session 3:**

Prepare the dried popcorn kernels the day before this session. Preheat an oven to 180 degrees F. Use a measuring cup to measure 300 cc of popcorn. Spread the popcorn kernels in a single layer in a shallow pan and bake for approximately 90 minutes. Allow the kernels to cool and seal in a plastic ziplock bag. You could also just leave kernels uncovered in a very warm area for three to five days. Keep popcorn in a sealed plastic ziplock bag until you are ready to use. Fill one medicine cup to the 25 cc mark with the dried popcorn for each group of three students.

**Session 4:**

Prepare the moistened popcorn kernels several days before this session. Use a measuring cup to measure 300 cc of popcorn. Place the popcorn in a ziplock bag. Add 15 cc of water to the bag and seal the ziplock bag. Wait at least 24 hours before using. Keep popcorn in a sealed plastic ziplock bag until you are ready to use. Fill one medicine cup to the 25 cc mark with popcorn for each group of three students.

**Basic Skills Development:**

Observing

Measuring

Recording data

Discussing

Brainstorming

**Vocabulary:**

kernel

corn

seed

mass

difference

moist

**Objectives:**
Students measure and compare various masses of unpopped popcorn kernels and
popped popcorn.

*In what ways might we
measure popcorn?*

**Session 1**

Students are to complete the Student Activity Sheet for Learning Experience 5.

Each student group should count one hundred kernels of regular popcorn into a 9 oz. plastic tumbler. Each group of three students should measure the mass with the gram centimeter cubes and record the mass. Three group samples should then be combined. Each combined amount should contain 300 kernels.

**Discussion Questions:**

How did the mass for the 100 kernels of popcorn compare with other groups?

What was the total mass for the 300 kernels?

**Session 2**

The teacher will now pop the combined samples from Session

- Turn on the air popcorn popper by using the switch on the electrical strip.

Turn on the air popper and pop the corn into the paper popcorn tub. Pop the kernels for 180 seconds. The total mass of the popped and unpopped kernels should now be determined with a double pan balance. Record the total mass on the Student Activity Sheet for Learning Experience 5.

After recording the total mass of the popped and unpopped kernels, separate the popcorn on to the cardboard tray. Students should now count the number of kernels that popped and those that did not. The total number of popped and unpopped kernels should be counted and combined for each set of groups. Ask the students to record their observations on the Student Activity Sheet for Learning Experience 5.

**Discussion Questions:**

For each set of groups, how many of the 300 kernels popped?

For each set of groups, how many of the 300 kernels were unpopped?

Is there a difference in the mass found in session one for the 300 kernels and the mass found in

Session 2 for the 300 kernels after popping?

What could account for the difference?

**Session 3**

Each student group should count one hundred kernels of dried popcorn into a 9 oz. plastic tumbler. Each group of three students should measure the mass with the gram centimeter cubes and record the mass. Three group samples should then be combined. Each combined amount should contain 300 kernels.

**Discussion Questions:**

How did the mass for the 100 dried kernels of popcorn compare with other groups?

What was the total mass for the 300 dried kernels?

**Session 4**

The teacher will now pop the combined samples from Session 3. Each combined sample should contain 300 kernels from each group. Turn on the air popcorn popper by using the switch on the electrical strip. Time the popcorn popper for 60 seconds with a stopwatch. Turn the popper off. Add the 300 kernels of popcorn kernels to the air popper. Turn on the air popper and pop the corn into the paper popcorn tub. Pop the kernels for 180 seconds. The total mass of the popped and unpopped kernels should now be determined with a double pan balance. Record the total mass on the Student Activity Sheet for Learning Experience 5.

After recording the total mass of the popped and unpopped kernels, separate the popcorn on to the cardboard trays. Students should now count the number of kernels that popped and those that did not pop. The total number of popped and unpopped kernels should be counted and combined for each set of groups. Ask the students to record their observations in under dried kernels on the Student Activity Sheet for Learning Experience 5.

**Discussion Questions:**

For each set of groups, how many of the 300 kernels from the dried sample popped?

For each set of groups, how many of the 300 kernels from the dried sample were unpopped?

Is there a difference in the mass found in session one for the 300 dried kernels and the mass found in Session 3 for the 300 dried kernels after popping?

What could account for the difference?

**Session 5**

Students are to complete the Student Activity Sheet for Learning Experience 5. Each student group should count one hundred kernels of regular popcorn into a 9 oz. plastic tumbler. Each group of three students should measure the mass with the gram centimeter cubes and record the mass. Three group samples should then be combined. Each combined amount should contain 300 kernels.

**Discussion Questions:**

How did the mass for the 100 moistened kernels of popcorn compare with other groups?

What was the total mass for the 300 moistened kernels?

**Session 6**

The teacher will now pop the samples from the combined groups. Each combined sample should contain 300 kernels from the group. Turn on the air popcorn popper by using the switch on the electrical strip. Time the popcorn popper for 60 seconds. Turn the popper off. Add the 300 kernels of popcorn kernels to the air popper. Turn on the air popper and pop the corn into the paper popcorn tub. Pop the kernels for 180 seconds. The total mass of the popped and unpopped kernels should now be determined with a double pan balance. Record the total mass on the Student Activity Sheet for Learning Experience 5.

After recording the total mass of the popped and unpopped kernels, separate the popcorn on to the cardboard trays. Give one tray to each original group that provided the 300 kernels. Students should now count the number of kernels that popped and those that did not. The total number of popped and unpopped kernels should be counted and combined for each set of groups. Ask the students to record their observations on the Student Activity Sheet for Learning Experience 5.

**Discussion Questions:**

For each set of groups, how many of the 300 kernels from the moistened sample popped?

For each set of groups, how many of the 300 kernels from the moistened sample were unpopped?

Is there a difference in the mass found in session one for the 300 moistened kernels and the mass found in Session 3 for the 300 dried kernels after popping?

What could account for the difference?

**Extension:**

Ask students to research different kinds of popcorn poppers. When were they invented? Who used these poppers? How do they pop popcorn? How do they compare to today's poppers?

**STUDENT ACTIVITY SHEET for
Learning Experience 5 **

**Name_________________**

MEASURING POPCORN (MASS)

What is the mass of 100 kernels of popcorn? _________________________

How did the mass of 100 kernels of popcorn compare with other groups?

______________________________________________________________

What is the mass of the combined 300 kernels of regular popcorn? _________

How many of the 300 kernels of regular popcorn were unpopped? __________

If you subtract the unpopped kernels, how many kernels must have popped? __________

What was the total mass of the 300 popped kernels and unpopped kernels after popping? __________

What was the difference between the total mass of the original unpopped kernels before popping and the total mass after popping? ___________

What could account for the difference? ______________________________

What is the mass of 100 dried kernels of popcorn? _____________________

How did the mass for the 100 dried kernels of popcorn compare with other groups? ______________________________________________________

What was the mass of the combined 300 dried kernels?________________

If you subtract the unpopped kernels, how many kernels must have popped? __________

How many of the 300 kernels from the dried sample were unpopped? ______

What was the difference between the total mass of the dried unpopped kernels before popping and the total mass after popping? ___________

What was the difference between the mass of the popped and unpopped dried kernels? ____________

What could account for the difference? ______________________________

_____________________________________________________________

What is the mass of 100 moist kernels of popcorn? ____________________

How did the mass for the 100 moist kernels of popcorn compare with other groups? ______________________________________________________

What was the mass for the 300 moist kernels? ________________________

How many of the 300 kernels from the moistened sample were unpopped? __________

If you subtract the unpopped kernels, how many kernels must have popped? __________

What was the difference between the mass of the popped and unpopped moistened kernels? ____________

What could account for the difference? ______________________________

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