Beruflich Dokumente
Kultur Dokumente
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 Ohios 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/cookieto
po.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/beakma
n/rock-candy.html>, (2001, September 13).
Students observe the formation of rock candy crystals.
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: whats 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.
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 stones 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/EdibleR
ocks.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. 20-23.
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.
Soil Science
Earth Net, 1999, Our earths 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 earths 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 earths 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.
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.
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.
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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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information on the following sections and the stations they are composed of: (1) Oobleck, (2) Walk On
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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