About every other month, I’ve been doing “Science Saturday,” a program for school-age kids. Each time we do a different theme–the first one was Spooky Science, as we did it in October. We did experiments like blowing up a white balloon with a ghost face using a solution of baking soda and vinegar, making magnetic slime, and a lava lamp. The most recent one I did was shortly after Valentine’s Day, so we did Candy Science using discounted Valentine’s Day candy. Here’s what we did!
Experiment 1: Skittles Rainbow
In this experiment, we explored density using Skittles. We dissolved a different number of each color Skittle into separate jars in the same amount of water, then determined which was the densest (the one with the most Skittles) and which was the least dense (least Skittles). We then used a syringe to carefully pour the liquid from densest to least dense into a new jar, creating layers resulting in a Skittles Rainbow.
What went well: This experiment was nice because it gave each of the kids a chance to help out with at least one aspect. I chose volunteers to help me count the Skittles into each jar, to put the jars in order of least dense to densest, and to squirt each color layer into the jar.
What I’d do different next time: There were a few kids on the younger end (around 7 years old?) who had a tricky time carefully transferring the liquid using a syringe, so our “rainbow” became somewhat murky. When I made the sample one earlier in the week, it turned out pretty cool, with distinct colors. I should have provided a sample so they could see the final result even if there’s didn’t turn out so great.
Experiment 2: Floating M’s
Did you know if you dissolve an M&M in water, the M will eventually float to the top? That’s because it’s made out of edible paper which is more buoyant than the water. Cool, huh?
What went well: Each person got to do their own personal experiment for this one, and since the candy took different amounts of time to dissolve, we could move on to the next experiment while keeping our eye on our M&Ms. When someone’s M floated to the top, we all gathered around to see. It also provided a good opportunity for a little math, as I asked the kids to keep track of how long it took their M to float to the top. In general, it took anywhere from 10 to 20 minutes.
What I’d do different next time: A few kids had less-than-successful results, due to choosing an M&M that didn’t have a full M on it. Next time, I would let the kids put more than one M&M in their cup so they had more chances of a successful experiment.
Experiment #3: Rock Candy
Using a base of sugar rolled onto sticks, we grew rock candy in a supersaturated sugar water solution colored with food coloring and flavored with different extracts for good measure. The crystals making up rock candy take several days to form, so I had the kids label their sticks and left the candy on a tray in my office to grow. After about a week, I called everyone to pick up their finished candy.
What went well: Ahead of time, I had made enough rock candy for every kid to have one while they worked. Seeing an example of the final product added to their excitement and enthusiasm.
What I’d do different next time: Not the end of the world, but next time I think I’d send them each home with their own jar to grow the rock candy at home. For one thing, it would be cool for them to be able to observe the subtle changes each day. And as I figured might happen, a few of the kids never came back to pick theirs up and it resulted in a bit of sticky clean-up for me.
Experiment #4: Dancing Hearts
For this experiment, we dropped Alka Seltzer tablets into water filled with conversation hearts, then watched as the hearts bobbed up and down as the gas bubbles pulled them to the surface and burst. It was pretty basic, but the kids marveled over the colored foam the hearts made and enjoyed adding more tablets to keep the reaction going.
Experiment #5: Lifesaver Lights
This experiment is super easy–all you need is some Wintergreen Lifesavers, a mirror, and a dark room! If you chew up the Lifesavers with your mouth open, you can observe little “sparks” of green light as electrons are ripped from the sugar molecules. Unfortunately, we didn’t have a very dark room and I didn’t think it would be appropriate to relocate to the restroom or a dark closet (ha!), but I sent the kids home with a handful of Lifesavers each and told them to try it on their own. A few kids came back after the fact and told me they had done it at home. They got a big kick out of it!
Last minute, I took the opportunity to make a mini book display, with science experiment books and extra instruction sheets for kids to take home. I was pleased that many people checked out books, which isn’t always the case. I put the rest of the instruction sheets out in the children’s area for anyone who wasn’t able to come but wanted to have some sciencey fun at home. Almost all the sheets were gone within the week!
I don’t consider myself to be a very big science person, so for awhile I was pretty hesitant to lead a program with the word “Science” in the title. But after attending a few STEM-themed presentations at library conferences and talking to some librarian friends, I gained the confidence to give it a try. One sentiment that stuck with me is that science is all about asking questions, and since kids are always asking questions they are natural scientists!
Another thing that I like to remind myself of is that putting on a science program doesn’t mean you have to be the expert. Prepare a few facts ahead of time–write yourself a script if you have to (I did!)–and let the kids deduce the rest. BONUS: If there is a question you don’t know the answer to… Boom! You’ve just found yourself in the perfect situation to demonstrate the use of library resources to figure it out. But in my experience, it’s hard to get a word in edgewise, as the kids are too busy being blown away by the awesome experiments and discoveries they are making.