Edible Earth Science
Earth Science
Geology
Glaciology
Bloomfield, P, 1993, Gourmet geography: Teaching Geography, v. 18, no.1 p. 27-29.
Ice cream is placed in a tilted gutter to study flow characteristics, crevasses and glacial landforms.
Kopaska-Merkel, D. 1995. Making an ice core: Journal of Geoscience Education, v. 43, no. 3, p. 227-229.
Explains an activity in which students construct a simulated ice core.
Historical Geology
Greb, S. F., 2000, Ammonites in a blanket, <http://www.uky.edu/KGS/education/ammonites2.html>, (2001,
September 5).
Students use hotdogs and bread dough to create edible ammonites.
Hart, G. W., 2001. Trilobite cookies, <http://www.georgehart.com/trilobites/trilobite.html>, (2001,
September 26).
Students use shortbread cookies to create edible trilobites.
Karst
AskERIC, 1994, Karst topography, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0001.html>, (2001, September 21).
Students use icing and sugar cubes to learn about karsts, sink holes, and cave formation.
Mapping
Hannibal, J.T., 1999, Modeling Ohio’s geology,
<http://www.dnr.state.oh.us/geo_survey/edu/hands07.htm>, (2001, September 18).
Students make maps of their state using sugar cookies and frosting.
Hynes, K., 2001, Cookie topography,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/quickndirty/nesen/cookietopo.html>,
(2001, September 13).
Students draw a topographical map of their cookies.
Mass Wasting
Bloomfield, P, 1993, Gourmet geography: Teaching Geography, v. 18, no.1 p. 27-29.
Students create a custard “acid lake” that melts an ice cream “glacier,” destroying a chocolate cake village.
Mineralogy
Jok R. Church, 1995, Rock candy crystals,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/agesubject/lessons/beakman/rockcandy.html>, (2001, September 13).
Students observe the formation of rock candy crystals.
1
Lawton, D. S., 1993, Edible crystal lab, On the Rocks: Earth science activities for grades 1-8 ed. By Stover,
Susam G.; Macdonald R. SEPM (Society for Sedimentary Geology),pp 9-17.
Students use marshmallows and spaghetti to introduce two of the six type of crystal structures.
The Society for Mining, Metallurgy, and Exploration, Inc, 2001, Minerals make rocks,
<http://www.coaleducation.org/lessons/sme/elem/15.htm>, (2001, September 18).
Students will use edible playdough and cake sprinkles to make their own “mock rocks.”
Women in Mining, 2001, A paste with a taste, <http://www.coaleducation.org/lessons/wim/11.htm>, (2001,
September 5).
Students make their own toothpaste out of minerals (TUMS and Baking Soda)
Mining
American Geological Institute, 2000, Cookie mining,
<http://www.earthscienceworld.org/activities/wrapper.html?page=Cookie_Mining.html>, (2001,
September 5).
Students use chocolate chip cookies to act out mining.
Earth Science World, 2001, Cupcake core sampling,
<http://www.earthscienceworld.org/activities/wrapper.html?page=Cupcake.htm>, (2001, September 13).
Students take core samples of cupcakes to demonstrate how geologists take core samples of the earth.
Hynes, K., 2001, Muffin mining activity, <http://nesen.unl.edu/teacher/activities/geology/muffin.html>,
(2001, September 18).
Students use blueberry muffins to explore mining.
Women in Mining, 2001, Extraction: what’s in the cereal you eat?,
<http://www.coaleducation.org/lessons/wim/6.htm>, (2001, September 5).
Students use magnets, Total cereal and milk to extract the iron from the cereal.
Petrology
AskERIC, 1994, Metamorphic rock pancakes, < http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0014.html>, (2001, September 19).
Students make pancakes to learn about metamorphic rocks.
Bloomfield, P, 1993, Gourmet geography: Teaching Geography, v. 18, no.1 p. 27-29.
Students observe and eat a layered fruit cake to relate to rock and mineral properties.
Byerly, L., 2001, Edible conglomerates, <http://www.aea10.k12.ia.us/instruct/sci49/Geology/Geolo471.html>, (2001, September 18).
Students will learn what a conglomerate it and how it is formed and make their own conglomerates.
Frack, S., 1999, Uniquely classy “rocks”,
<http://nesen.unl.edu/teacher/activities/geology/classyrocks.html>, (2001, September 4).
Students build sedimentary, metamorphic, and igneous rocks with peanut butter, crackers, taffy, and melted
candy and candy molds.
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Gibson, B., 2001, The building blocks of geology: Science and Children, v. 39, no. 1, p. 38-41.
Kepler, L., 1996, Incredible, edible geology! fun science is just a stone’s throw away when you make rocks:
Instructor, v. 105, p. 38-39.
A cross-curricular project for elementary classes features a geology activity in which edible rocks are used
to develop observation, classification, measurement, and communication skills.
Kuforiji, P., 2001, Land use issues, <http://www.chias.org/www/edu/ecocit/lankufo.html>, (2001,
September 18).
Students will make their own edible rocks using rice crispies.
Lind, K.,editor, 1991, Exploring cookies: Water, stones and fossil bones: Earth science activities for
elementary and middle level grades, Counc. Elem. Sci. Int., United States Natl. Sci. pp 12-13.
Students make chocolate oatmeal cookies and make analogies between cookies and rocks made of different
ingredients.
Lind, K.,editor, 1991, Igneous Fudge: Water, stones and fossil bones: Earth science activities for
elementary and middle level grades, Council Elementary Science Int., United States Natl. Sci. pp 10-11.
Students watch fudge cooling as an analogy for explaining igneous rock textures.
Lindstrom, M. M., et. al,. 1996, Edible rocks,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/quickndirty/hawaii/EdibleRocks.html>
, (2001, September 13).
The purpose of this experiment is to observe and describe physical characteristics of edible samples chosen
(candy bars) as models of real rocks or meteorites.
McGee, C., Lind, K., editor, 1991, Edible conglomerates: Water, stones and fossil bones: Earth science
activities for the elementary and middle level grades, Counc. Elem. Sci. Int., United States Natl. Sci. 14-15.
Students create popcorn balls to investigate how these edible conglomerates are similar or different from
real conglomerates
The McGraw-Hill Companies, 2001, Edible structures,
<http://www.mhhe.com/earthsci/geology/jtg/tip19.mhtml>, (2001, September 18).
Use a three dimensional structure students are already familiar with to extend their understanding of the
three-dimensional structure of rocks.
Rector, K., 2001, Rock classification,
<http://chesterfield.k12.va.us/Resources/Lessons/Rocks/lesson.html>, (2001, September 18).
Students explore rock classifications and eat edible igneous, metamorphic and sedimentary rocks.
Smith, S., 2000, Turning bread into rocks: A multisensory unit opener: Science Scope, v. 24, no. 2, p. 2023.
Uses different kinds of bread to demonstrate that rocks, like breads, are composed of various ingredients in
different proportions.
Watt, B., 2001, Make a rock, <http://nesen.unl.edu/teacher/activities/geology/wattnr.htm>, (2001,
September 10).
In this activity the students will make a model of a sedimentary rock and an igneous rock in the form of two
types of candy.
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Soil Science
Earth Net, 1999, Our earth’s living “skin”,
<http://agc.bio.ns.ca/schools/EarthNet/english/start_activities.html>, (2001, September 10).
This activity uses the peeling of an orange to represent the amount of usable soil on the earth.
Stratigraphy
AskERIC, 2000, The layers of the earth, < http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0051.html>, (2001, September 21).
Teacher demonstrates the layers of the Earth by using an egg.
The Franklin Institute Online, 2001, The earth bowl, <http://sln.fi.edu/tfi/activity/earth/earth-1.html. (2001,
September 10).
Teacher makes a three dimensional representation of the earth’s layers using gelatin and pudding and
graham crackers.
Glacier National Park, 2001, Edible four-layer earth,
<http://www.sd5.k12.mt.us/glaciereft/geoeatk8.htm>, (2001, September 18).
Students make a representation of the earth’s layers using icecream.
Network Montana Project at Montana State University, 2001,“Peanut butter and jelly” earth layers,
<http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/application/index.html>,
(2001, September 4).
Students use peanut butter, jelly, bread and honey to form the layers of the earth.
Wagner, J. R., 1987, Layer cake geology,
<http://www.beloit.edu/~SEPM/Earth_Works/Layer_Cake_Geology.html>, (2001, September 5).
Students learn about the layers of the earth by using a layer cake.
Tectonics
Bloomfield, P, 1993, Gourmet geography: Teaching Geography, v. 18, no.1 p. 27-29.
Students float toast in a heated cooking pan to watch plate drift away from one another.
Heideman, E., 1974, Rock deformation inexpensively demonstrated: Journal of Geological Education, v.
22, p. 101.
Students use taffy to demonstrate rock deformation and joints.
MadSci Network. 1997. Fractures in cheese [online].
http://www.madsci.org/experiments/archive/871082838.Es.html. September 12, 2001.
Students use pieces of processed cheese to demonstrate how fractures in the Earth grow.
Mansfield, C., 1978, Benioff, bowen, and popcorn: Journal of Geological Education, v. 26, p. 117.
Students observe popcorn popping as an analogy to better understand subduction, seismicity, and
volcanism.
The Society for Mining, Metallurgy, and Exploration Inc., 2001, Edible rock layers,
<http://www.coaleducation.org/lessons/sme/elem/34.htm>, (2001, September 18).
Students can build an experiment that simulates the movement and folding and faulting of rock strata like
sandstone, siltstone, limestone, and shale.
4
Women in Mining, 2001, Plate tectonics with an orange,
<http://www.coaleducation.org/lessons/wim/10.htm>, (2001, September 5).
Students learn about plate tectonics by peeling an orange and putting the pieces back together.
Volcanism
AskERIC, 1994, Volcanoes, < http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0054.html>, (2001, September 19).
Students will make their own volcanoes with vinegar, ice cream cones, baking soda, frosting, and gum
drops.
Earth Science World, 2000, Mount Rainier birthday cake,
<http://www.earthscienceworld.org/activities/wrapper.html?page=../week/activities/mountranierbirthdayc
ake.html>, (2001, September 10).
Teacher bakes a bake and mixes it up in a way to resemble Mount Rainier.
Gitlin, A. et al, 1997, Edible curriculum: Modeling lava viscosity using pudding. Abstracts of papers
submitted to the twenty-eighth lunar and planetary science conference Abstract of Papers Submitted to the
Lunar and Planetary Science Conference 28 (1997).
Influence of viscosity on lava flows using pudding. Students work in groups to sketch flow, measure
movements, and compare their results with volcano images from across the solar system.
Hawai'i Space Grant College, Hawai'i Institute of Geophysics and Planetology, University of Hawai’i,
1996, Gelatin volcanoes, <http://www.soest.hawaii.edu/SPACEGRANT/class_acts/GelVolTe.html>, (2001,
September 13).
Use gelatin to understand how and why magma moves inside volcanoes.
Weathering
AskERIC, 1996, Bouncing eggs in science, < http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Chemistry/CHM0004.html>, (2001, September 21).
Teacher uses vinegar and a raw egg to show how the acidity can remove the calcareous outer shell of an
egg.
Francek, M., in press, Journal of College Science Teaching,
Students eat a Baby Ruth or Snickers bar to model mineral weathering, erosion, and the conservation of
matter
Space Science
Casaburri, A. and Gardner, C., 1999, Space Food and Nutrition: An Educator’s Guide with Activities
Report No: NASA-NNEG-1999-02-115-HQ.
This guide provides in-depth information about preserving and packaging food for space. Also included are
three activities for grades K-4 and five activities for grades 5-8.
EDRS: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Level: 2 Alternate: National
Invention Center, 80 W. Bowery Street, Suite 201, Akron, OH 44308 ($12).
The NASA/Arnes Research Center, 2001, Edible solar system,
<http://lunar.arc.nasa.gov/education/activities/active21a.htm>, (2001, September 13).
Students use candies to make a model of the solar system.
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Water Science (Oceanography and Hydrology)
AskERIC, 1994, Ice cream in a bag, < http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/SCI0018.html> (2001, September 19).
This activity enables the students to observe the changes of matter in a fun way using the making of ice
cream.
AskEric, 1994, Ice cream social,< http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/SCI0011.html>, (2001, September 19).
Student will make ice cream the old fashioned way to learn how a liquid changes state.
Benson, R.,2001,The egg-float demo, <http://rodneyscience.freeyellow.com/page8.html>, (2001,
September 5).
Students use hard-boiled eggs, water and salt to show how the density of salt water varies from the density
of fresh water.
Cobb, V., 1998, Cobb’s red cabbage indicator: Chemecology, v. 27, no. 2, p. 15.
Students make their own pH indicators with red cabbage to use when studying acid rain.
Greb, S. F., 2000., Cheese and bugles coral reef,
<http://www.uky.edu/KGS/education/cookbook.html#cheese>, (2001, September 5).
Students use Bugle crackers, cheese, salsa, and pretzels to create their own miniature coral reef.
The Groundwater Foundation, 2000, Cool groundwater activities: edible earth parfaits, <
http://www.groundwater.org/KidsCorner/activity.htm>, (2001, September 18).
This activity is a fun and easy way to understand the geology of an aquifer. You will build your own edible
aquifer, learn about confining layers, contamination, recharge and water tables.
McCarty, R., 2000, Water: a sticky subject: Science and Children, v. 37, n.6, p.44-47,60-61.
Students use paper clips to test adhesion and cohesion with paper clips, learn how temperature and density
affect cohesion and adhesion then follow up with graphing.
Mebane, R. and Rybolt, T., 1985, Edible acid and base indicators: Journal of Chemical Education, v.62,
no.4, p.285.
Reports on the colors observed during titrations of 15 natural indicators obtained from common fruits and
vegetables.
Meeks, J. and Meeks, L., 2001, Circulation of water in celery,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/quickndirty/celery.html>, (2001,
September 12).
This lesson deals with plant circulation and evapotranspiration
Nagle, B., 1996, The taffy pull: it matters: Science and Children, v.34, no.3, p.22-25.
Presents an activity in which students learn about the changes in the state of matter by making taffy the oldfashioned way.
Pankiewicz, P., 1992, Hands-on humidity: Science Teacher, v.59, n.1, p.38-41.
Presents five hands-on activities that allow students to detect, measure, reduce, and eliminate moisture.
6
Reach Out, 2001, Can I make raisins,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/quickndirty/raisins.html> (2001,
September 12).
This lesson teaches about evaporation by turning grapes into raisins.
Reach Out, 2001, Colorful bouquet,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/quickndirty/colorfulbouquet.html>,
(2001, September 12).
This lesson deals with plant circulation and evapotranspiration with flowers.
United States Environmental Protection Agency, 2001, Making a natural pH indicator,
<http://www.epa.gov/airmarkets/acidrain/experiments/exp3.html>, (2001, September 5).
Students make their own pH indicators with red cabbage to use when studying acid rain.
VanCleave, J., 2000, Sinkholes: students observe what happens when ice-cold water mingles with warm
water: Instructor, v.109, no.6, p.14.
Students Observe What Happens When Ice-Cold Water Mingles with Warm Water.
Weather
AskERIC, 1994, Trading places, < http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Biology/BIO0200.html>, (2001, September 21).
Students use cabbage water to test the amount of CO2 in their breath before and after exercising.
Benson, R., 2001, The whipped-topping ozone demo, <http://rodneyscience.freeyellow.com/page4.html>
(2001, September 5).
Students use whipped topping and Cool Whip lids to demonstrate how the ozone is depleting.
Bunton, P., 1997, Edible optics: using gelatin to demonstrate properties of light: The Physics teacher, v.
35, no. 7, p. 421.
Forkey, K. R.,. 1999, Quick and easy homemade ice cream, <http://web.physics.twsu.edu/ln2/index.htmlssi>, (2001, September 7).
Teacher makes ice cream using liquid nitrogen.
Do Science, 1999, Egg suck, <http://www.doscience.com/act_archive/home_activities/egg_suck/egg.html>,
(2001, September 7).
Graber, C., 1999, Exploding food: figure out why popcorn pops: Scientific American Explorations, v. 2, no.
4, p. 12.
Three popcorn experiments to test volume changes due to gas expansion within the popcorn seed,
hydration, and evaporation.
Teacher or older student uses a match to show how the atmosphere can push on an egg to force it into a
small glass jar.
MadSci Network, 1997, Snap crackly jump,
<http://www.madsci.org/experiments/archive/857359255.Ph.html>, (2001, September 25).
Students use rice crispies cereal and a wool sweater to illustrate lightning and static electricity.
Rain Bird Sprinkler Manufacturing Corporation, 2001, Rain forest teaching module 9-12 activity - raisins
and carbon dioxide, <http://www.rainbird.com/rainforest/9-12_carbon.htm>, (2001, September 4).
Students use raisins and a carbonated clear beverage to illustrate how air rises in the rain forest.
7
Reach Out, 2001, Solar s’mores,
<http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/agesubject/lessons/smores.html>
(2001, September 7).
Students use the sun’s energy to make S’Mores.
Other Science
Engineering
Galley, M., 1998, Tasty regatta: Education Week, v. 18, no. 8.
Middle and High School students from Terre Haute IN designed vehicles out of food for the annual Edible
Engineering Contest.
King, M., 2000, Rev up your veggies!: Science and Children v. 38, no. 1, p. 20-25.
Students to design, build, and race cars made from fresh fruit and vegetables to explore force, mass, and
speed.
Environmental Science
Freeman, C., 1991, Earth the apple of our eye,
<http://www.eecs.umich.edu/mathscience/funexperiments/quickndirty/access/earth.html>, (2001,
September 13).
Students use apples to represent how much of the earth upon which we depend.
Sias, J., 1990, Packaging for posterity: TIES Magazine, Sep-Oct 1990, p.33-37
A project in which students designed environmentally responsible food packaging is described.
Weaver, S., 2000, EGGS-a toxic waste simulation,
<http://www.tnrcc.state.tx.us/exec/sbea/tes/lessons99/eggstoxic.html>, (2001, September 5).
Students use raw eggs to simulate a toxic waste which needs to be safely transported to a toxic waste
facility by vehicles which they build.
Life Science: Biology
AskERIC, 1994, Eat and run, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0020.html>, (2001, September 21).
Students role-play, pretending to be deer who are grazing on their cereal.
AskERIC, 1994, Jello cells, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Biology/BIO0035.html>, (2001, September 21).
Students build models of the cell using Jello.
AskERIC, 1994, Movement of a substance across a plasma membrane, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Biology/BIO0041.html>, (2001, September 21).
Students use eggs, vinegar, salt, syrup, ruler and string to measure egg, paper cups to hold egg and liquid to
demonstrate osmosis and diffusion.
AskERIC, 1994, Trading places, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Biology/BIO0200.html>, (2001, September 21).
Students use cabbage water to test the amount of CO2 in their breath before and after exercising.
Butts, M., 1972, The edible cell: Science Activities v. 7, no. 3, p. 50-54.
The concept of the cell is taught with the aid of fruit embedded in gelatin.
8
Daugherty, B., 2001, The ants have it!: Science and Children, v. 38, no. 5, p.16-18.
Students created candy ant models as bait to catch ants in the playground for ant farms.
Mathematics
Miscellaneous
Dirnberger, N., 1989, Edible calculus: Mathematics Teacher, v. 82, pp. 346-347.
MadSci Network, 1997, Gelatinous vectors,
<http://www.madsci.org/experiments/archive/854443128.Ma.html>, (2001, September 25).
This experiment demonstrates the x and y components of a vector force using Jello.
Mogard, S. and McDonnell, G., 1994, Gobble up math: fun activities to complete and eat for kids in grades
K-3. U.S.; California QA135.5 .M577 1994
The activities in this book are divided into Palatable Patterns, Scrumptious Sets, Geometry Goodies,
Mouth-Watering Measurements, Nutritious Number Operations, Flavorful Fractions, and Edible Estimates.
Taylor, L. and King, J., 1997, A popcorn project for all students: Mathematics Teacher, v. 90, p. 194-200.
“A project that focused on comparing the popping ratios of different brands of popcorn and discovering the
size of box that could hold the most popped corn is described.”
Measurement
Archer,A. et al., 2000, Operation orange: Science Scope, v. 23, no. 5, p. 40-41.
The activity involves students designing a tool to accurately measure the diameter of an orange, estimating
what percent of an orange is edible, and determining whether the liquid displaced method or the formula
method of finding the volume of an orange is more accurate.
Callison, P. Anshutz, R. and Wright, E., 1997, Gummy worm measurements: Science and Children, v. 35,
no. 1, p. 38-41.
Students use gummy worms to develop “measurement concepts, units of measure, estimation, and graphing
needed for science learning”
Frack, S., 2001, Candy key, <http://nesen.unl.edu/teacher/activities/geology/candykey.html>, (2001,
September 10).
This activity uses various types of candy to teach students how to use a dichotomous key.
Frazier, R., 1988, Beginning without a conclusion: exploratory science activity with popcorn: The Science
Teacher, v. 55, p. 38-40.
“Uses popcorn popping to get students to think about the concepts of graphing, histograms, frequency,
probability, and scientific methodology.”
Goldberg, V. et al., 1990, Edible Density: Science and Children, v. 27, p. 20-22.
Hopkins, L., 1995, Popping up number sense: using How much is a million?, If you made a million, and
The popcorn book in a school wide project: Teaching Children Mathematics, v. 2, pp. 82-86.
“The writer discusses a project undertaken by Saltillo Elementary school, Mississippi, to count 1 million
pieces of popcorn. The school-wide project aimed to help students gain number sense by learning more
about 1 million.”
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Iijima, R. and Rubeck, M., 1998, Breakfast density: Science and Children, v. 36, no. 2, p. 22-25.
“Students practice measurement and gain experience identifying mass, volume, and density with different
cereals”
Larwa, D., 2001, Rice is rice, right?: Science and Children, v. 39 no. 1 p. 23-7.
Using inquiry, the writer found out about different types of rice, ways of cooking rice, nutrition, rice
production, and the role of rice in history and tradition.
Lehman, J. and Kandl, T., 1995, Popcorn investigations for integrating mathematics, science, and
technology grade levels: 5-8 School: Science and Mathematics, v. 95, pp. 46-49.
“Presents an activity to integrate mathematics, science, and technology by using a computer spreadsheet to
examine relationships between data collected about popcorn.”
Markle, S., 1988, Popcorn science: Instructor, v. 98, p. 87-88.
“Science activities using popcorn are described, involving history and mythology, and investigative,
inference, and classification skills.”
Mecca, C., 1998, Edible metrics: American Biology Teacher, v. 60, no. 5, p. 368.
Presents an exercise that introduces students to scientific measurements using only metric units.
Pessolano, J., 1986, Early childhood: edible science: Science and Children, v. 23, no. 8, p. 40-41.
Rosenzweig, B., 1996, Popcorn Possibilities: Science Scope, v. 19, no. 4, p. 22.
“As an introduction to the experiment, students perform trials in math class, explore the concepts of the
experiment in science class, review
research skills in English class, and use these
research skills to study the history of popcorn in social studies class.”
Saunders, S., 1996, The great banana peel experiment: Science Scope, v. 19, p. 40.
A simple experiment in which students use balances and calculators to determine the mass of a whole
banana, its peel, and its edible fruit in order to estimate the edible portion of a banana is presented.
Smith, S., 2000, Turning bread into rocks: a multisensory unit opener: Science Scope, v. 24, no2, p. 20-23.
Westerberg, J. and Whiting, J., 1992, Popcorn: An explosive mixture of general mathematics: Mathematics
Teacher, v. 85, no. 4, p. 306-308.
“Students compare brands of popcorn for number of popped and unpopped kernels, volume, size, color,
texture, and flavor, and develop advertisements for the best brands.”
Yamamoto, P. and Silva, P., 1999, M&M mystery: Science Scope, v. 22, no. 5, p. 26-27.
The activity involves students using M&M's chocolate candies and science process skills to tie data into a
theoretical framework.
Physical Science
Chemistry
AskERIC, 1996, Bouncing eggs in science, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Chemistry/CHM0004.html>, (2001, September 21).
Teacher uses vinegar and a raw egg to show how the acidity can remove the calcareous outer shell of an
egg.
10
AskERIC, 1999, Mystery powders, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Chemistry/CHM0200.html>, (2001, September 21).
Students use their sense to identify 4 mystery powders (salt, sugar, cornstarch and backing soda) and learn
about physical and chemical changes.
AskERIC, 1994, Tasty solutions, <http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Science/Chemistry/CHM0047.html>, (2001, September 21).
Students use Hershey’s kisses to learn about solvents, solutions and solutes.
The Chemical Institute of Canada, 2001, National chemistry week – experiments – a chemical engineers
recipe for chocolate chip cookies, <http://www.chem-inst-can.org/ncw/experiments/echocochip.html>,
(2001, September 25).
Students use the scientific names for ingredients to bake chocolate chip cookies.
The Chemical Institute of Canada, 2001, National chemistry week – experiments – in suspense,
<http://www.chem-inst-can.org/ncw/experiments/esuspense.html>, (2001, September 25).
Students learn to examine the characteristics of a cornstarch suspension
The Chemical Institute of Canada, 2001, National chemistry week – experiments – making sponge toffee,
<http://www.chem-inst-can.org/ncw/experiments/etoffee.html>, (2001, September 25).
Students make sponge toffee to learn about sodium bicarbonate.
Einsteins-emporium, 2001, Edible chemistry science projects: Make your own soft drinks,
<http://www.einsteinsemporium.com/science/chemistry/sc220.htm>, (2001, September 25).
These kits can be purchased for 15.95 from the website. They allow students to make their own softdrinks.
Evans, L., 1998, Making a go of goo: Career World, v. 26, p. 4-5.
Following a chemistry experiment that went awry, Justin White and Gus Gray of Bluestone Senior High
School in Skip with, Virginia, invented a clear, plastic-like cellophane substance that is edible. In March
1997, they went public with their discovery and got a research contract with Fuisz Technologies Ltd., in
Chantilly, Virginia. The edible plastic is now going through research stages to be considered as a coating
on drug capsules, among other uses. With their chemistry teacher, Holly Hash, Gray and White have now
formed JG Edible Plastics.
Levine, E., 1996, Confectionary chemistry: Use of candy in chemistry demonstrations: The Science
Teacher, v. 63, p. 18-21.
Activities that involve the use of the Atomic Fireball, red and black licorice sticks, Smarties, bubble gum,
Wint-o-green Lifesavers, wintergreen-flavored Breathsavors, spearmint chewing gum, caraway seeds, and
Pop Rocks are described.
Lizotte, P., 1999, Mother nature's chemistry kitchen: The Science Teacher, v. 66, no. 9, p. 32-35.
Students are introduced to the basic biochemistry of cells by using food objects like jelly beans to
demonstrate the four basic biomolecules of carbohydrates, proteins, fats, and nucleic acids.
MadSci Network, 1997, Food Batteries,
<http://www.madsci.org/experiments/archive/889917606.Ch.html>, (2001, September 25).
Students make a battery out of a potato or a lemon.
MadSci Network, 1997, Splitting the smartie,
<http://www.madsci.org/experiments/archive/870185139.Ch.html>, (2001, September 25).
Students use smarties candy, blot paper and water to see how the colors of smarties separate.
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Paulson, D. et al., 1974, The fatty acid composition of edible oils and fats: A beginning GLC experiment:
Journal of Chemical Education, v. 51, no. 6, p. 406-408.
Rapp, Steve, 2001, An edible chemistry experiment (peanut brittle),
<http://192.101.18.88/science/Cool%20Chemistry/Peanut%20Brittle.htm>, (2001, September 25).
Students make peanut brittle to learn about amorphous solids.
Rupnow, J. et al, 1995, Chemistry in a nutshell: The Science Teacher, v. 62 p. 32-34.
Students make peanut butter to experience emulsification, solubility, and formulation.
Physics
AskERIC, 1994, Color my world, <http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/SCI0007.html>, (2001, September 19).
Students use colored frosting and graham crackers to experiment with colors and discover which colors are
created when the primary colors are mixed together.
Gilmour, M. McGregor, C., 1988, Popcorn. A Language Development Unit for Science. Matter and
Energy. Grade One. Canada; Northwest Territories
“The goals of the unit are to (1) develop student language proficiency; (2) provide opportunities for
students to use language in many different situations and for many different purposes; (3) develop student
listening, speaking, reading, writing, and thinking skills including the science process skills; and (4) expand
student knowledge of the science concepts related to popcorn, matter, and energy.”
Lowry, P. and McCrary, J., 2001, Someone's in the kitchen with science: Science and Children, v. 39, no. 2,
p. 22-27.
Simple activities for learning about primary and secondary colors using gelatin, plant anatomy using fruit
and vegetable prints, and constructing a food pyramid to gauge healthy eating habits.
MadSci Network, 1997, Snap crackly jump,
<http://www.madsci.org/experiments/archive/857359255.Ph.html>, (2001, September 25).
Students use rice crispies cereal and a wool sweater to illustrate static electricity.
Nagle, B., 1996, The taffy pull: it matters: Science and Children, v. 34, no. 3, p. 22-25.
Students work cooperatively to make taffy observing solids, liquids, gases, and a state of suspension.
Tippins, D. et al., 1999, A chocolate curriculum: The Science Teacher, v. 66, no. 7, p. 30-33.
Students investigate the density and specific heat of liquid and solid.
General Reference
Websites
MadSci Network. 2000. Edible/Inedible Experiments Archives [online].
http://www.madsci.org/experiments/. September 10, 2001.
Subject Matter: Various Sciences
Grade Level: All – MISC.
This site provides links to edible and inedible science activities in earth science, biology, astronomy,
chemistry, physics and mathematics.
Nebraska Earth Science Education Network. 2001. Earth Science Activities and Lessons [online].
http://nesen.unl.edu/teacher/lesacttoc.html. September 10, 2001.
Subject Matter: All - MISC
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Grade Level: All
This web page contains links to numerous activities that are both edible and inedible.
South-Eastern Michigan Math-Science Learning Coalition. 2001. Earth Science Lessons [online].
http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/earthsciences.html September 13, 2001.
Subject Matter: All - MISC
Grade Level: All
This page contains several lessons plans on various earth science topics, some which are edible.
South-Eastern Michigan Math-Science Learning Coalition. 2001. Quick and Easy Activities [online].
http://www.eecs.umich.edu/mathscience/funexperiments/quickndirty/quickneasy.html. September 13, 2001.
Subject Matter: All - MISC
Grade Level: All
This page contains quick activities that teachers or parents can do with their students. Some of these
activities are edible.
Greb, Stephen F. 2000. Geologic and Paleontologic Cook Book [online].
http://www.uky.edu/KGS/education/cookbook.html. September 18, 2001.
Subject Matter: Geology - All
Grade Level: All
This is a web page with links to several different edible activities including Ammonites in a blanket,
trilobite cookies, layer-cake geology and cupcake core sampling.
Journals
Dahl, K. 1998. Why Cooking in the Curriculum? Young Children v53 n1 p81-83 LB1140 .Y69x
Subject Matter: General
Grade Level: Early Elementary
Discusses how food preparation activities in the early childhood classroom can facilitate parent
participation. Explains how cooking activities can involve reading, math, science, reading, writing,
multicultural components, and creativity. They also provide opportunities to foster social skills,
independence, and following directions. Suggests that cooking activities be short and allow hands-on
experience. Includes two recipes.
Pessolano, J. 1986. Early childhood: Edible science. Science and Children v. 23 (May '86) p. 40-1.
Subject Matter: General
Grade Level: Early Elementary
Books
Buckbee, Susan J. 1991. Incredible Edibles: Science You Can Eat! United States: Ohio
Available Through ERIC http://ericir.syr.edu/plwebcgi/fastweb?getdoc+ericdb2+ericdb+945662+0+wAAA+%28edible%26science%29.
Subject Matter: General
Grade Level: Upper Elementary
This book is designed to be a guide for a hands-on science experience for students in grades 3 through 6.
Over 200 students can participate at the same time, moving from one station to another. The activities have
been selected to encourage experimentation, creativity, higher-order thinking and fun with science. All
activities use multi-modality and multi-sensory approaches. Although the program occurs within a 3-hour
time frame, the activities could be used individually and/or expanded or adapted for other educational
purposes. The program has been developed to be both teacher-friendly and student-friendly. Section I, Nuts
& Bolts, provides advice and steps for running the program. Section II, Sections and Stations, presents
information on the following sections and the stations they are composed of: (1) Oobleck, (2) Walk On
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Eggs, (3) Transportation & Food, (4) Preposterous Properties, (5) Food & the Senses, and (6) Fabulous Fast
Food. (PR)
Christenberry, M. Stevens, B. 1984. Can Piaget Cook? Science Activities. Atlanta: Humanics Publishing
Group.
Subject Matter: General
Grade Level: Elementary
This book presents a number of learning activities using food. Each lesson contains stated objectives and
suggestions for extended activities that could be useful to the classroom teacher. The first two chapters
discuss what Jean Piaget proffered about young children and the ways in which they learn and how to
organize learning through food experiences. Forty-six lesson plans organized within three basic concepts
are included, and an annotated list of books to use in early childhood classrooms is also provided. Other
resources include a list of nursery rhymes andtraditional stories mentioning food and a Piagetian task
administration instrument.
Cobb, V. and Lippman, P. 1972. Science experiments you can eat New York, NY : HarperCollins.
“Experiments with food demonstrate various scientific principles and produce an eatable result. Includes
fruit drinks, grape jelly, muffins, chop suey, yogurt, and junket.”
Cobb, V. and Maestro, G. 1979. More science experiments you can eat. New York : Scholastic.
“Experiments with food demonstrate various scientific principles and produce eatable results. Includes beef
jerkey, cottage cheese, synthetic cola, and pudding.”
Vicki Cobb, V. Cain, D. 1994. Science experiments you can eat. New York, NY : HarperTrophy.
“Experiments with food demonstrate various scientific principles and produce an eatable result. Includes
rock candy, grape jelly, cupcakes, and popcorn.”
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