FALL SEMESTER
September, 12
TIME
9:00-9:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:15-9:45
Let’s Get to Know Each Other
 Play name game: Go around circle and say name
and something you like that starts with the first
letter of your name (I’m Melissa and I like
marshmallows). With each new addition, go back
around the circle and repeat each name and what
they like (Melissa likes marshmallows; Evie likes
elephants, Phil likes French fries, etc.)
 Ice-breaker game: Stand in a circle holding hands.
Place a hula hoop on one pair’s arms and everyone
has to pass the hula hoop around the entire circle
without letting go of each other’s hands.
Self-portraits
 Using anything in the scrap lab or just paper and
crayons, make a self-portrait of yourself. It could be
realistic or abstract.
 Get in another circle and show our self-portraits.
Talk about what you made and why.
 Play the name game again…this time we say our
name and make a movement. Each time we add a
person, we go back around the circle and repeat
their names and make their movements (Melissa
*clap once*, Evie *pat head*, Phil *jump once*,
etc.)
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
9:45-10:30
10:3010:45
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Hula hoop
Paper, crayons, scrap lab
September, 19
TIME
9:00-9:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:15-9:25
Play name game: Go around circle and say your name and
your favorite animal. With each new addition, everyone
goes back around the circle and repeats the name and
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
9:25-10:30
10:3010:45
animal of everyone else (Melissa penguins, Evie cheetah,
Phil fishing cat, etc.)
Prepping for our STEAM experiments
 Introduce the ideas of “hypothesizing” and “making
observations”. Talk about using our senses to
observe, physical characteristics (e.g. mass, volume,
height/length/depth, states of matter) and
educated guessing. Depending on size of group, we
could divide into smaller groups or stay in one large
one. Within a group, we will conduct an experiment
to practice hypothesizing and making observations.
o Put a chart on the wall with spaces for
“hypothesis” and “observations” and
“conclusion”. Choose one child to be the
recorder.
o Pass around a bowl of flour. Have the
children observe the flour and the recorder
writes their observations. Then pass around
a cup of water. Have the children make
observations and the recorder writes. Test
the ph with litmus paper. Then hypothesize
about what will happen if we mix the two.
The recorder writes the hypothesis. Talk
about why we think that will happen. Mix
the flour and water (let the kids stir). They
make observations and the recorder writes
them on the chart. Generate and write a
conclusion.
o Repeat the experiment with sugar and cold
water, then sugar and hot water, and finally
baking soda and water, then baking soda
and vinegar. Change the recorder for each
experiment.
o Encourage the kids to hypothesize about
the different effects that different variables
had on the reactions (flour is powdery, so it
dissolved in cold water, but the sugar
didn’t. But the sugar dissolved in the hot
water, but not the cold. The baking soda
didn’t do anything in the water, like the
flour, but it bubbled in the vinegar…would
flour or sugar bubble in vinegar?) and
design additional experiments to test things
out. For example, what happens with
sugar+vinegar? Or hot vinegar+baking soda
vs. cold vinegar+baking soda?
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
Flour, sugar, vinegar,
water, baking soda,
litmus paper, microwave,
bowls, cups, popsicle
sticks (for stirring), paper
towels, chart paper,
crayons
September, 26 (UNCG)
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:159:25
Brainstorming/APK: Ask what we know about crystals. Record
the brainstorm on the “What we know” section of the chart.
Look at samples of kinds of crystals (salt, sugar, amethyst, etc.)
and add ideas to the chart.
Growing crystals experiments (in a kitchen space)
 Demonstration #1: Refrigerator crystals
(http://chemistry.about.com/od/crystalrecipes/ht/cupof
crystals.htm)
o Hypothesize about what kind of crystals the mix
will make.
o Talk about how crystals form from a supersaturated solution. Help them define “dissolve,”
“saturated,” and “super-saturated”.
o Let them make observations about borax and
hot water. Hypothesize about what kind of
crystals the mix will make.
o Walk them through creating a super saturated
solution (we’ll know it’s super once we can’t
dissolve any more into the water).
o Talk about how crystals also need something to
grow on, like a speck of dust, or once they start
growing, on other crystals! Tell them that we
will use a bottle cap in the glass.
o Talk about how crystals also need time. Pull out
a cup of already bloomed crystals. Compare to
hypothesis.
 Demonstration #2: Sheet of crystals
(http://chemistry.about.com/od/crystalrecipes/ht/quick
crystals.htm)
o Hypothesize about what kind of crystals the mix
will make if we use a tray instead of a cup.
o Talk about how these crystals won’t need much
time at all because we are going to pour just a
tiny amount and spread it around thinly. Pour
the mix into the picture frames and let groups
swirl it to form crystals.
o Observe them and note the differences between
the tray and the cup.
9:2510:30
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon
Demos: borax, water,
picture frames, cup
Rock Candy: toothpicks,
sugar, water, food
coloring, cups, marker
Sponge: sponges, plates,
marker, squirt bottle,
food coloring, something
to take solution home in

10:3010:45
Experiment #1: Rock Candy
(http://sciencebob.com/make-your-own-rock-candy/)
o Hypothesize about and observe sugar and hot
water as we make a super-saturated solution.
o Let them place food coloring into their cups and
write their names on them. Then create a
toothpick T (one pick goes into the cup for the
crystals to grow on, the other keeps the stick in
place across the top of the cup.
o Once the super-saturated solution is ready, an
adult will pour the liquid into each cup and the
kids can lower their toothpick into it.
 Experiment #2: Sponge Crystals
(http://chemistry.about.com/od/crystalrecipes/a/saltvin
egar.htm)
o Again have the kids hypothesize about and
observe the vinegar and salt and water as we
make the super-saturated solution.
o Give each kid a piece of sponge on a plate and
let them dot it with food coloring of their choice
and write their names on the plate.
o Then transfer the solution to squeeze bottles
and let the kids soak their sponges.
o Tell them to place the sponges in their window
or another sunny spot at home and watch the
crystals grow (try not to jostle it too much). If
possible, send them home with more solution to
add once it evaporates off. Encourage them to
bring the sponges back next week so that we
can see what happened to everyone’s sponges.
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
October, 3
TIME
As
they
arrive
9:009:10
9:1010:45
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
Look at each other’s rock candy and sponge crystals. Casually
chat about the differences and the variables that might have
caused them.
Brainstorming/APK: Ask what we know about foams. Record the
brainstorm on the “What we know” section of the chart. Look at
samples of kinds of foams (Styrofoam, merengue, upholstery
etc.) and add ideas to the chart.
Foam experiments
 Experiment #1: Soap foams
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon
Ex #1: dish soap, water,
cups, straws of different
sizes, mixer
o


Talk about how foams form from adding a gas to
a liquid or a solid. Help them define “gas,”
“liquid,” “colloid” (gas in a liquid foam), and
“aerate”. Try adding air to water with straws and
the mixer. Make observations about what
happens to the bubbles. Talk about how water
molecules are too attracted to each other and
won’t spread out unless we add something to
break their attraction.
o Let them make observations about dish soap
and water. Hypothesize about what kind of
foams the mix will make if we add air.
o Give each kid a cup with the solution and a
straw. As they blow, they will add air and create
a foam. Make observations and hypothesize
about how blowing at different speeds or with
different sized straws might make different
kinds of foams.
o Hypothesize about what will happen if we
aerate the solution at super high speed. Have
everyone pour their cups into a big bowl and mix
it with a hand mixer. Kids make observations.
Let them play with the foam.
Experiment #2: Egg foams
o Make observations about the two parts of an
egg, the white and the yolk. Hypothesize about
which would make a better foam. Use the mixer
to test their hypotheses. Talk about how fat
actually prevents good foam from forming
because its molecules get in the way.
o Using a mixer and four egg whites previously
separated + pinch of cream of tartar in a glass
bowl, begin whipping. Have them make
observations and hypothesize about what will
happen when we add sugar later. Once soft
peaks form, let the kids add sugar (2 tbl total)
and whip to stiff peaks. Put in a tart pan and
bake in 375* oven for 12 minutes.
o We will observe it and taste it later once it had
baked and cooled.
Experiment #3: Milk Foam
o Hypothesize about and observe the kind of foam
that milk will make. Give them a splash of milk in
their cup and let them blow bubbles with their
straws. Test speed and straw size variables.
o Tell them that one use for milk foam is ice
cream! Let them help measure 5 cups milk,
5 teaspoons vanilla, 10 tablespoons sugar into
Ex #2: eggs, meringue
ingredients, mixer, big
glass bowl, smaller glass
bowls, pie pan
Ex #3: 20 quart baggies,
10 gallon baggies, salt,
milk, sugar, vanilla, 40
cups of ice, spoons
o
o
o
o
the stand mixer and whip it up for a minute or
two. Make observations about the kind of foam
this forms vs. the egg white foam. Talk about the
variables (fat, when we added the sugar, etc.)
and why we might need a foamier foam for
meringue than ice cream.
Once you have small bubbles in the milk, scoop
½ cup into a quart-sized freezer bag. Help them
get the air out and seal that bag. Then double
bag into another sealed and deflated quart-sized
bag. Ask them what we need to add to turn the
foam into ice cream (cold, ice) and how we
could do that. If they suggest the freezer, talk
about how we could do that, but we’d get a hard
lump of ice cream. Lead them to understanding
that we have to continue to add air while it
freezes so that the end result is creamy (because
it’s a foam!) and not solid.
Place 4 cups of ice in each of 10 gallon baggies.
Let the kids add 4 tbl salt to each. Discuss why
we add the salt (it lowers the freezing point of
water to 20*=faster freezing of ice cream). Have
them shake the bag around. Add in their ice
cream solution baggies and seal the gallon bag.
Have them sit down and with a partner, shake
the bags, roll the bags, gently toss the bags, etc.
for 5-8 minutes.
Observe the differences in different pair’s end
product. Talk about the variables that produced
the differences.
Eat the ice cream and the meringue!
October, 10
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:159:25
Brainstorming/APK: Ask what we know about vacuums. Record
the brainstorm on the “What we know” section of the chart. Talk
about “atmospheric pressure (14.7 lbs/in2)” and how a vacuum
is pressure below atmospheric pressure. To create that lower
pressure, we remove gas molecules from that space.
Vacuum Experiments
Demo: video link
Ex #1: hardboiled eggs,
strips of paper, lighter,
9:2510:30
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon



Demonstration #1: Vacuum Chamber Video
(http://imaginationstationtoledo.org/content/2013/03/
peeps-in-a-vacuum-chamber/)
o Talk about how he will put a balloon, peeps, and
shaving cream in a vacuum chamber (meaning
he will suck the air out of the chamber). Ask
what peeps and shaving cream are (foams!).
Talk about how that means that they have air
pockets inside. Hypothesize about what will
happen to the air in the air pockets when he
removes the air from the chamber and makes a
vacuum.
o Watch the video and see what actually happens.
Pause before he lets the air back in on the
peeps.
o Talk about why (the air in the foam starts to try
to escape as the air in the chamber disappears,
so it expands…until it explodes (like the balloon).
Why don’t the peeps?
o Play video till he gets ready to put in the shaving
cream. Talk about what happened to the peeps
once he let the air back in the chamber. (they
crush because the air coming back in raises the
pressure). Hypothesize about what will happen
to the shaving cream.
o Play the rest of the video and talk about
whether our hypothesis was correct.
Experiment #1: Making vacuum chambers
(http://www.stevespanglerscience.com/lab/experiment
s/egg-in-bottle)
o Talk about how the guy in the video had a real
chamber where he used a pump to suck out the
air. We don’t have that, but we can use heat to
create a lower pressure inside a container which
will make it a partial vacuum.
o Do the egg in a bottle tricks described on the
Steve Spangler site. Make observations and
hypotheses before each one. Talk about why the
egg sucks in (as the air cools, molecules try to
rush in around the egg causing a suction).
o Repeat with water balloons and let the kids
make different sizes to see how big they can
push it before it doesn’t work.
Experiment #2: Atmospheric pressure on the body
o Talk about how using a vacuum cleaner can also
create a vacuum in a sealed space by removing
the air, creating a greater pressure outside than
inside. Demonstrate with a space bag. Have the
birthday candles, bottles,
water balloons
Ex #2: vacuum, space
bag, snack-size baggies,
straws, marshmallows,
foam balls
10:3010:45
students hypothesize about what will happen to
the foam balls in the bag.
o Let them do their own version with a
marshmallow inside a snack-size bag with a
straw. Hypothesize about how it will work
compared to the big version and what variables
will make the differences.
o Talk about how we have atmospheric pressure
on us all the time, but we don’t notice it. But if
we were that marshmallow, we’d probably
notice. Explain that the pressure is different
inside the bag, but that the force pushing on the
marshmallow isn’t any greater than what we
normally experience, we just get to see it when
we lower the internal pressure and the space
becomes limited (squashing the marshmallow).
Ask who’d like to be the marshmallow. Take
volunteers and let them stick their hands into
space bag with someone else holding it around
their wrist. Vacuum out the air and make
observations.
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
October, 17 (UNCG—Melissa not available)
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:159:25
Brainstorming/APK: Ask what we know about flying, airplanes,
hovercraft, etc. Record the brainstorm on the “What we know”
section of the chart. Define “thrust” and “lift” and “weight”
Paper Airplane Experiments
 Experiment #1: Learning about thrust, lift, and weight.
o Follow the process in the video
(https://www.youtube.com/watch?v=j3ISnUYW
9FA) to lead the kids through hypothesizing and
observing how different folds affect lift, thrust,
and weight.
o Note: Don’t show the video, duplicate the lesson
he teaches in it with the students.
 Experiment #2: Airplane Competition
o Let the kids design their own planes (have some
templates and instruction sheets out for those
who want guidance).
9:2510:30
Be at
Maker
Space
at
10:00
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon
Paper, airplane
instruction sheets,
templates
o

Casually chat with them about their hypotheses
about how high, long, etc. their plane will go and
why.
o Take them to the hallway or atrium and test the
planes. See whose flies the furthest, the highest,
the fastest, the straightest and talk about why.
Experiment #3: Hovercraft
o Talk about air pressure (remind them of our
experiments last week) as you head to the
MakerSpace.
o Let the MakerSpace folks lead the hover table
activity.
October, 24 (Melissa not available)
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:159:25
Brainstorming/APK: Ask what we learned about flying last week.
Record the brainstorm on the “What we know” section of the
chart. Talk about how today we are designing parachutes.
Brainstorm about parachutes. Define “gravity”.
Parachute Experiments
 Experiment #1: Different kinds of parachutes
o Using different materials to make a chute
(plastics of different mils, different kinds of
cloth, etc.), have the kids observe, hypothesize
and test their hypotheses to find out what
variables affect the chute’s performance (size,
material, number of pic points on the harness,
etc.) when dropping a figurine attached to the
chute.
 Experiment #2: The egg drop (adult facilitators
unfamiliar with the project can see
http://eggdropproject.org/ for more info)
o Using what they learned in the first experiment
about chutes, the kids will work in teams of 3-4
to build a chute and basket that will protect an
egg when it is dropped from a second story
window. Let them use anything from the scrap
lab to make their contraption and encourage
them to test their ideas along the way by
dropping an eggless chute/basket from chair and
table height.
9:2510:30
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon
o
10:3010:45
Load the contraptions with eggs. Have each
group show their contraption and the whole
group makes a prediction about how it will
perform and why. Then an adult takes the
contraptions to a second story window and the
group stands below to observe the eggs
dropping.
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
October, 31
TIME
9:009:15
9:159:25
9:2510:30
ACTIVITY
Free Play: Halloween themed-crafts
MATERIALS
Craft items
Brainstorming/APK: Ask what we know about light. Record the
brainstorm on the “What we know” section of the chart. Define
“fluorescent” and “phosphorescent”. Show them the difference
with a glow-in-the-dark toy vs. a highlighter (under black light).
Make observations about what in the room is fluorescent (lights
up under black light).
Glow-in-the-Dark Experiments
 Experiment #1: Glowing slime
(http://apumpkinandaprincess.com/2013/07/homemad
e-glow-in-the-dark-slime-recipe.html)
o Make observations about the glue and the water
and the borax. Hypothesize about what will
happen in each step.
o Make the 2 c. glue + 2 c. water + glow paint
mixture in a big bowl and dish out 2 tbls to each
kid in a Dixie cup. Let them choose their coloring
and stir it up with a popsicle stick.
o Make borax + water mixture in big bowl. Dish
out 1.5 tsp to each kid and have them stir.
o Charge our slime by holding it up then turn off
the lights to see the glow! Talk about whether
the slime is fluorescent or phosphorescent.
 Experiment #2: Making glowing bouncy balls
(http://www.growingajeweledrose.com/2013/05/playrecipes-homemade-bounce-balls.html)
o Hypothesize about how what we’d need to do to
make this slime bounce.
o Create the bouncy balls using the recipe on the
website. Let each kid choose their own color
combos.
Chart paper, crayon,
glow toys to demonstrate
with
borax, water, glue, cups,
popsicle sticks, big bowls,
measuring utensils, food
coloring, glow-in-thedark paint, cornstarch,
tonic water, black light
o
10:3010:45
Experiment with how the balls bounce on
different surfaces. Discuss what variables might
make them bounce differently.
o Talk about whether the balls are fluorescent or
phosphorescent.
 Experiment #3: Make glowing punch
o Mix tonic water with
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
November, 7
TIME
9:009:30
9:309:45
9:4510:45
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
Also watch Bill Nye video on simple machines:
https://www.youtube.com/watch?v=jpbu0r1uUBc
Have materials available to recreate the activities he does in the
video during the video (spoon and ping pong balls; screws in
wood and screwdrivers; pulleys)
Brainstorming/APK: Ask what we know about simple machines.
Record the brainstorm on the “What we know” section of the
chart. Define “lever,” “wheel and axel,” “incline plane,”
“wedge,” “screw,” and “pulley”. Show them different things and
have them identify which simple machines the object includes.
Simple Machine Experiments—Divide into four groups of 5-6
kids per adult. Rotate around each station described below,
spending 15 minutes in each station.
 Experiment #1: Lifting Heavy Things with Levers
o Have kids try to lift buckets filled with water and
stacks of books. Make observations about how
high they can lift each thing. Then show them
several lengths of 2x4 and a big can that we will
make a lever out of. Hypothesize about what will
happen if we change things like the length of the
board, the position of the fulcrum, etc.
o Test the variables and make observations and
conclusions.
o See what the heaviest thing that your smallest
kid can lift is. How did you build your lever to
make it the most effective?
 Experiment #2: Archimedes Screw
(https://explorable.com/archimedes-screw)
o Talk about screws and how they can be used to
move things.
o Let pairs of kids make their own Archimedes
screw using the tubing and sticks.
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon,
objects to demonstrate
with
Ex #1: books, water
buckets, 2x4s, cans, chart
paper, crayons
Ex #2: sticks, tubing, duct
tape, two buckets, water,
food coloring, chair,
chart paper, crayon
Ex #3: board, triangles,
slinky, stopwatch (on
phone), chart paper,
crayon
Ex #4: soap, clay, foam,
balsa block, putty knife,
screw driver, foam
triangle, wood triangles
of different thickness
points, mallet, chart
paper, crayon
o


Hypothesize about how the water will most
effectively flow from one bowl to another. What
will changing the angle of the screw do? Does
more loops around the stick matter? Observe
the results of the experiment.
Experiment #3: Incline Plane
(http://www.sciencebuddies.org/science-fairprojects/project_ideas/ApMech_p019.shtml#procedure)
o Remind the students about gravity. Talk about
how gravity + incline planes make it easier to
move an object from one place to another down
the plane.
o Hypothesize about what will happen to the
Slinky as we change the angle of the plane.
o Use the triangles to set the board at different
angles (one kid can hold the other end steady).
Send the slinky down the board and time it using
a stopwatch function on the adult’s cell phone.
The kids should count the number of times the
slinky flips during its decent. Chart the results.
Try it at 30*, 45*, and 60*.
o Discuss the conclusions.
Experiment #4: Wedges
(https://www.teachengineering.org/view_activity.php?u
rl=collection/cub_/activities/cub_simple/cub_simple_les
son02_activity1.xml)
o Talk about how wedges are usually used to
break apart other materials by exerting focused
force on them, like an axe or a knife.
o Show them a selection of wedges (foam, wood,
plastic, rock, screwdriver) and materials that
need shaping (clay, Styrofoam, wood, soap).
Make observations and hypothesize about how
each wedges will work on the materials.
o Experiment with the wedges, testing which work
on which materials and whether hand pressure
is enough or whether they need to use the
wooden mallet. Record observations.
November, 14
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
Also watch Donald Duck video video on golden ratio (only play
first part): https://www.youtube.com/watch?v=AJgkaU08VvY
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
9:159:25
9:2510:30
Brainstorming/APK: Ask what we know about ratios, vibration,
sound, and musical instruments. Record the brainstorm on the
“What we know” section of the chart.
Music Experiments:
 Experiment #1: Golden ratio lyre
o Review what Donald Duck said about the Golden
Ratio and music.
o Give each kid a set of rubber bands that are all
different lengths and a cardboard “lyre” frame.
Have them hypothesize about how the sound
will be different with each length of band. Test
their hypotheses.
o Help them create their own lyres by tying the
rubber bands onto the lyre frame. As they pluck
their bands, compare their sounds to other kids’
lyres and discuss the differences (does the
tautness of the cord change the sound?)
 Experiment #2: Pan pipes
o Talk about how the ratio might hold for other
objects too, like woodwinds. Give them all
straws and rulers. Help them to measure and cut
their straws into a series of lengths. Lay the
lengths in order across some tape to create the
pipe. Test our hypothesis about what kind of
sound each length will produce.
 Experiment #3: Wax paper instruments
o Talk about how vibration produces sound. In the
lyre, it’s a string. Now we will use wax paper.
Hypothesize about how the sound will be
different.
o Give some kids a comb, others a paper towel
tube, and others a toilet paper tube. Give them
all rubber bands and wax paper. Have them put
the paper in their mouths and hum. What does
it sound like? If we attach the paper to the
different objects, what will it sound like? Test
their hypotheses.
 Experiment #4: Drums
o Talk about how drums enhance the sound of
their vibrating top with a resonant chamber (like
the tube kazoos).
o Hypothesize about what differences in sound we
would get if we make drums out of different
size, shape, and materials. Give each kid a
balloon and rubber bands and let them select
from a pile of resonant chambers (cans,
cardboard tubes, paper cups, plastic cups, etc.)
Chart paper, crayon,
Ex #1: lyre cutouts,
rubber bands cut to
different lengths
Ex #2: straws, scissors,
rulers, tape
Ex #3: wax paper,
cardboard tubes, rubber
bands, combs
Ex #4: balloons, various
tubes of different
materials and sizes
o
10:3010:45
Make the drums and test the sounds. Make
observations and compare to our hypothesis.
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
November, 21 (UNCG)
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open

9:1510:45
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Makerspace circuit board activities
December, 5
TIME
9:009:15
ACTIVITY
Free Play: Coloring, reading, word puzzles, scrap lab open
9:159:25
Brainstorming/APK: Ask what we know weights and measures.
Record the brainstorm on the “What we know” section of the
chart. Show them a mobile and talk about balance, mass.
Mass and Balance Experiments:
 Experiment #1: Balance
o Give each student a coat hanger with strings
with paper clip hooks hanging from each end.
Let them hang different things (prepared for
easy hanging) from the strings to make guesses
about mass and balance. What happens when
you have a heavier object on one end? What
happens if you move the string with that object
closer to the center?
 Experiment #2: Mobile Making
o Talk about how we will make a mobile that we
could give as a Christmas gift. We could make it
a wind chime mobile or a sun catcher mobile, or
an origami mobile. Let them use any materials
they wish to make the mobile, reminding them
about balance and mass.
Clean Up and Free Play: If the room gets clean with time to
spare, go outside a play tag
9:2510:30
10:3010:45
Second Semester:
MATERIALS
Coloring books, crayons,
blank paper, scrap lab,
puzzle books/print-outs,
books
Chart paper, crayon, lots
of mobile samples
Coat hangers pre-fitted
with string and paperclip
hooks, various objects
that can easily be hung
from hooks, yarn, extra
coat hangers and wire
cutter (for adult use
only), duct tape, paper
clips, origami paper and
templates, straws, bottle
caps, scissors, etc.
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Owl pellets
Petri dishes swabbing the school
Viscosity races
Layered liquids + lava lamp
Scrap box car derby
Magnet experiments
Salt dough and finger paint
Liquid chalk and vinegar + volcanoes (use litmus paper and re-teach about ph)
Bubbles geometry (Dawn, corn syrup, and water recipe http://www.food.com/recipe/giantbubbles-54559)
Nature walk
Making decorations for graduation
Maker Space x2
Hoverboards (board with plastic bags and straws, everyone blows into bags)
Touch base about markerspace 10-1 with names of volunteers and number of kids