Popcorn

Popcorn

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about describing what you see.
a)
Look at the corn before it has been 'popped'.
In the box below draw and describe what the corn looks like.
 

Drawing of corn

Description of corn
 
 
 
 
 
 
 
 
 
   
  Your teacher will now 'pop' some corn for you.
   
b)
Here are some words about making popcorn.
 
 

Write these words into the boxes below to show the steps for making popcorn from start to finish. 
    Start                                                                                                      Finish

c)

Look at the corn after it has been 'popped'.
In the box below draw and describe what the 'popped' corn looks like.
 

Drawing of 'popped' corn

Description of 'popped' corn

 
 
 
 
 
 
 
 
 
Task administration: 
Equipment:
Cooking oil; corn for popping; stove; saucepan.
  • This task assesses students' ability to make observations about what occurs before and after 'popping' corn is heated and popped.
  • In our trials we used 1/4 cup of 'popping' corn in a large saucepan with a small amount of cooking oil. Alternatively, a microwave oven could be used.
Level:
2
Curriculum info: 
Science, Investigating in science, Material World
Keywords: 
permanent changes, popcorn, observation, practical, drawing
Description of task: 
For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss when we look very carefully and notice lots of things it helps us describe how things are similar and different.
Making Better Sense: 
Permanent and Temporary Change
Answers/responses: 

a)

Students draw a corn kernel.
Describes the corn e.g.:

  • It is yellow.
  • It is small.
  • It is hard.
  • Any other valid description, e.g., talks about the shape of the kernel.
Look for responses that describe multiple properties.

b)

A drawing that shows how the popped corn looks compared to the corn
that has not been popped.
Describes the corn, e.g.:

  • The corn is larger as it has burst open.
  • It is white in colour.
  • It is soft.
  • It is light.
  • A dark part (from the kernel) is still visible.
Look for responses that describe multiple properties and/or changes.

c)

B