Grade K

School ____________________ Student____________________ Teacher___________________

Daily Activities and Record Sheet - Packet 2 To access this packet as a PDF with live links, go to www.vigoschools.org,“Click here for instructional packets”.

Each remote learning day allows students to complete work assignments at home as opposed to attending a day at school. Keep this record sheet and completed student work until collection procedures are determined. Instructional packets will be graded according to effort, participation, and completion. These activities cover many subject areas and support social and emotional learning. Your child may use a book of choice (book from home, library book, textbook, ConnectED digital Wonders 2020 material, etc.). Select grade level appropriate reading material and read for 20 minutes, complete the Daily Reading Log, and then choose two Reading/Writing activities and one Math lesson daily. Record the activities and lessons on the Daily Log of Remote Learning.

Daily Reading Log Name of Reading Material Selected

Parent/Guardian

Initials for

Completion

Date(s)

Completed

List activities completed on this Daily Log of Remote Learning. If your child’s teacher has given additional assignments, you may list

this work as well.

Daily Log of Remote Learning ***Use the back side of this page for additional records if needed***

Parent/Guardian Initials for

Completion

Date(s) Completed

Example List of an Activity Completed: (Bolded activity name from packet)

JN 5/4/2020

This page left blank intentionally for recording additional records or use as scratch paper.

Reading and Writing

Activity Descriptions

Parent/

Guardian

Initials for

Completion

Date(s)

Completed

Bang Vocabulary Game (Honesty and Fairness) Play this game to review all sight words that students should know at the end of the year. Words to include: I, can, the, we, see, a, like, to, and, go, you, do, my, are, with, he, is, little, she, was, for, have, of, they, said, want, here, me, this, what, help, too, has, play, look, where, good, who, come, does (vocabulary to be introduced after spring break bolded). Materials: container and index cards Set Up: Create cards with the above vocabulary words on them. Create a few cards with "BANG!" on them. How to Play: 1. Players take turns reaching into the container and pulling out a flashcard. If they can read the word aloud correctly, they get to keep the card. If the player is incorrect, the card goes back into the container. 2. Continue taking turns, reading and collecting correctly answered cards. 3. If you pull out a BANG! card, you must put your whole pile of cards back into the container! 4. At the end of a specified length of time, whoever has the most cards is the winner.

Rhyme Challenge Rhyme Challenge is an easy game that requires no set-up, clean-up, or materials whatsoever and helps your child with rhyming word recognition. How to Play: Choose a word and say to your child, I challenge you to think of as many rhymes as you can for "cat" (or any word). Your child will give as many words as they can that rhyme with the word you gave. As an extension you could have your child write the words and make silly sentences using them. Example: My fat cat sat on a mat with a rat.

Sidewalk Word Families Materials: sidewalk chalk, word family lists How to Play: 1. Draw a ladder-like shape on the sidewalk and write a word containing the word family pattern you would like your child to work on in each space. 2. Have your child begin at the bottom of the word ladder and read each word, while moving up the ladder. 3. Encourage your child to make the first sound /b/ and blend it with the word family, /in/ to make the word /bin/. Move to the next word (chin, fin, skin, win, pin) 4. Add some fun movements to the activity by having them jump, crawl, hop on one foot, etc. up the word ladder. 5. Once they reach the top, do a little jig if you’d like, but the work is not done yet! Now it is time to turn around and build fluency and speed by reading the words now moving down the ladder. 6. Continue this activity with other word families, such as /-en/, /-op/, /-am/, /-at/, /-it/.

What Comes Next? (Success and Responsibility) Materials: reading material, paper folded into thirds and crayons Instructions: Have your child read a story of their choice. After reading the story, tell them to draw a picture in the first section showing what happened at the beginning of the story. Then instruct them to draw what happened in the middle of the story in the next section and in the last section what happened at the end of the story. After their illustrations are complete, have them retell the story to you.

Concentration (Honesty and Fairness) Materials: index cards Set Up: Create a deck of game cards by writing your child’s vocabulary words on an index card or piece of paper (see list in Bang Game). Give your child the stack of cards and have them copy words on paper to match the set you prepared. How to Play: 1. Shuffle both sets of cards together and lay them face down on the table. You may want to start with six word pairs and then increase the number the next time. 2. Players take turns choosing two cards at a time, trying to find a matching pair. If the words on the cards do not match, then the cards are turned face down again. Have your child read the cards as they are turned over. 3. The player with the most matching sets when all cards have been selected is the winner. Variations: You can play rhyming concentration by creating a deck containing pairs of rhyming words. A deck can be created by writing a familiar word on one card and its definition on another card.

Sound Bingo (Honesty and Fairness) Materials: paper with a 5 X 5 (25 total squares) grid drawn on it, some type of game markers (pennies or plastic chips), and a set of alphabet cards (you can create your own on slips of paper) How to Play: 1. Give each player a blank 5 X 5 (25 total squares) grid and some game markers. 2. Pick a letter from the alphabet cards and have a player say the sound of the chosen letter. If they are correct, have them write that letter on a square of their grid. If they are incorrect, tell them the sound and have them repeat it before writing it on their grid. Continue until all squares are filled. 3. Call out various letter sounds of the letters on the grid. Players will place a marker on the correct letter after telling the letter and the sound it makes. 4. Continue calling out letter sounds until one player has five markers in a row vertically, horizontally, or diagonally. Variation: You may use a 4 X 4 (16 squares) grid for a shorter game.

Rhyming Word Tic-Tac-Toe Materials: paper with tic-tac-toe (9 squares) grid drawn on it, word cards (bed, mop, box, car, hand, man, hen, fun, wig) Set Up: Give your child a grid. Show your child the word cards one at a time. Have them read the word and write it on their grid. Help them with any unknown words. How to Play:

1. 1. Show your child one of the vocabulary word cards and have them read it. 2. The child will locate the word on their grid and then say a word that rhymes with it. If they are correct, they put an X or O on that word. 3. Keep reading words until your child gets a tic-tac-toe. Variations: This game can be played in pairs. Create a list of nine rhyming word pairs together and create a grid using those words.

Spring has Sprung! (Success) Take a walk around your neighborhood looking for signs of spring. How are things different? Do you notice flowers blooming or buds on trees? Do things appear to be greener? What types of things do you see your neighbors doing in their yards? Pay close attention to the things that you observe on your walk. When you get home make a booklet by folding a few sheets of paper together. On the front write the title, Spring has Sprung, and put your name as the author. Write a short story about the things you saw on your walk that let you know it was spring. Remember to start each sentence with a capital letter and end with correct punctuation. When you are finished writing, you can illustrate the story.

Read the Room Word Hunt Materials: Set of reading vocabulary words. Your child can prepare these by writing each of the following words on an index card or piece of paper. I, can, the, we, see, a, like, to, and, go, you, do, my, are, with, he, is, little, she, was, for, have, of, they, said, want, here, me, this, what, help, too, has, play, look, where, good, who, come, does List of above words written on sheet of paper How to Play:

1. 1. Have your child hide their eyes or go in another room while you place the prepared word cards around the house.

2. 2. After words have been placed around the house, give your child the list of words. They need to start at the top of the list and find each word on the list.

3. 3. When they find it, they need to shout out the word. 4. 4. After all words have been located and collected, have your child read the words to you.

5. Variation: Use only the words your child is having difficulty with after doing the entire list.

Comprehension Check Have your child orally read a story to you from the printed materials you have at home or online in their ConnectED account. Before they read, ask the following questions. What do you think this book is about? Why do you think that? What do you think is going to happen in the story? While they are reading, ask them the following questions. What do you think will happen next? Where does the story take place? Who is the main character? What does (name of a character) want? Why? After they read, ask them some of these questions. Was your prediction about what was going to happen in the story correct? What do you think happened after the story ended? What is the same about this book and (the name of another book you have read together)? Do you think (the name of a character) liked the way the story ended? If you were in the story, what would you have done differently? What lesson did the main character learn? What does the story make you think about? How did the story make you feel? Why do you think the author picked this title?

Fun with Chalk Let your child create a sidewalk chalk drawing. Have them write words to label the parts of the drawing. Encourage them to tell you about their drawing to help with their oral communication skills. They can tell about their drawing by writing a short story about it.

Clapping Syllables Read the rhyme below to your child.

Ask them if they remember how we can break words into parts by clapping the syllables. Have them listen to you say the word, knowing. Then say, Listen as I clap out the parts of the word: know (clap) ing (clap). The word knowing has two parts. Have your child say the following words from the poem and then say the separate parts as they clap each part: something, growing, and school. Use other reading material or favorite poems to practice syllable segmentation.

Chore Chart (Responsibility, Perseverance, and Success) Explain to your child the meaning of the words, contribute and chore. Discuss with your child different ways they can help at home. Create a list of jobs on a chore chart together that shows how they can contribute at home. Example: What are things you can do to help at home? Let’s write them down. You can feed our pet. Let’s write feed pet on the chore chart. What else can you do? You can set the table for dinner. Let’s write it on the chore chart. Then when you complete a chore, you can put a checkmark next to it.

Notes of Kindness (Caring, Respect, and Citizenship) While you are staying, at home think about the people in the community who are working to keep us safe and provide us with the things we need. Make a thank you card for some of those individuals to let them know they are appreciated. You could make one for the mailman and leave it in the mailbox, make one for the grocery store workers and let your parents deliver it when they go to the store. Send cards in the mail to community helpers such as policemen, firemen, hospital staff, or ambulance drivers. You could mail them or have someone drop them off.

Let’s Make New Words Follow the directions below to help your child demonstrate and apply their phonetic knowledge by recognizing that new words are created when letters are changed, added, or deleted.

● Say: I can take a sound away from a word to make a new word. Listen as I say a word: date. Now listen as I say date without /d/: ate. Date without /d/ is ate.

● Now say date together with your child, then take away /d/ to make ate. Have your child repeat the new word together with you. Then together take away the sounds /f/, /r/, and /l/ from face, race, and lace to make a new word, ace. Always have your child repeat the new word after you.

● Now it’s time for your child to try it on their own. One at a time tell your child the bold words below. Your child will repeat the given word, delete the initial sound and tell you each new word:

rate/ate lace/ace page/age cape/ape train/rain glide/lied

Let’s Imagine: Think Outside this Box Spark your child’s imagination with an open-ended activity involving an empty box. Explain to your child that you are going to engage in an activity and think creatively together. Show an ordinary box explaining what it was originally used for. Explain if both of you think creatively, you can find other uses for this box.

● How would you use the box? What can you imagine? ● Remember, all ideas are welcomed, so let’s encourage one another to share. ● Wow! We used our imaginations to think of some creative ideas!

This is a good activity to work on oral language skills and encourage your child to communicate their ideas. You could write a story together about what the box can be used for or use your ideas to create a family art project transforming the box into what was brainstormed together.

I Spy the Sound “I Spy the Sound” is a fun way to build phonics skills and phonemic awareness. In this variation of the classic game, “I Spy”, ask your child to spy words that begin with a certain sound, rather than a letter. For example, “I spy with my little eye, something beginning with mmm.”

Let’s Play: Build a Story... Engage your child in collaborative and creative storytelling. Follow the steps below to create a story with your child. You can begin writing the story and allow them to write words that they are familiar with. After the story is complete, your child could draw illustrations and share the story with other family members.

● Let’s work together to build a story. ● We’ll take turns adding to the story. Use your imagination. ● Let’s start with this sentence, One warm and sunny day, a bird flew high into the tree. ● Now it’s your turn. What happened next? ● Keep taking turns adding to the story until you have a good beginning, middle, and end.

Phonics Hopscotch This game helps children develop their ability to match letters to their sounds. All you need for this fun phonics activity is a piece of chalk (or a rock) and the ground. Simply draw hopscotch markings on the ground (how many squares and in what shape they are arranged is up to you). In each square draw a letter of the alphabet (you may want to draw both the upper- and lower-case letters in each). There are many ways you can play this game – you can call out a letter or combination of letters and ask your child to jump on those letters, and as they do, for them to sound out each letter. Or you can ask your child to jump on the letters in alphabetical order, sounding them out as they go along. You can also roll dice and ask your child to jump to the square that matches the number rolled, counting the squares as they jump and sounding the letter out at the end.

“Thumbs Up, Thumbs Down” for Long Vowel Words Play this game to reinforce your child’s recognition of long vowel words. Instruct your child to show thumbs up if you say a word that has a long vowel and show thumbs down if the word does not include a long vowel sound. Begin with words with the long u sound. Here are the words to say: June, dune, pot, use, cat, sit, tune, cube, ten, flute, hot, mule, pick. Long i words: ice, light, dog, lit, hand, bike, rim, sip, hot, dive, mine, mit, dime Long a words: hat, late, hope, ape, pack, made, vase, tent, line, date, save, back, fat Long e words: steam, red, bee, deer, best, here, deal, help, tree, these, dim, team, set Long o words: woke, wood, hope, pole, not, come, cone, joke, lot, globe, vote, dot

Phoneme Substitution - Middle Sound Explain to your child that you can change the middle sound in a word to make a new word. Have them listen to you say the word pile. Explain that the word pile has the long ”i” sound in the middle. Have them listen as you change the long “i” to a long “e” sound. Say the word peel. Do this again using the words bite and beet. Have your child listen to you as you give them directions to change sounds to make new words. Provide help if needed. Say hole. Change the long “o” to long “e”. What is the new word? (heel) Say like. Change the long “i” to a long “a”. What is the new word? (lake) Say wade. Change the long “a” to long “i”. What is the new word? (wide) Say dine. Change the long “i” to a long “u”. What is the new word? (dune)

Sight Word Egg Hunt with Year End Vocabulary (Success) Materials: 10 plastic eggs,10 paper strips, markers Set Up: Focus will be on the last words that your child would have been introduced to before the end of the school year. They should know these words before they enter first grade. Write each of the following sight words on the paper strips (help, too, has, play, look, where, good, who, come, does) and place one strip in each egg. How to Play:

1. Hide the eggs all around your backyard or living room. Have a fun egg hunt with your child. 2. Record one point for each egg found and two points if your child can read the sight word. 3. How many points did your child get? 4. Play again and see if he or she can get more points the next time.

Phoneme Substitution - Ending Sounds Explain to your child that you can change the ending sound in a word to make a new word. Have them listen to you say the word stone. Explain that the word stone has the /n/ sound at the end. Have them listen as you change the /n/ in stone to /v/. Say the word stove. Have your child listen to you as you give them directions to change sounds to make new words. Provide help if needed. Say rose. Change the /z/ to /p/. What is the new word? (rope) Say row. Change the long “o” to a long “a”. What is the new word? (ray) Say oak. Change the /k/ to /t/. What is the new word? (oat) Say throne. Change the /n/ to /t/. What is the new word? (throat)

Self-Selected Reading - Nonfiction Help your child select a nonfiction text (Health textbook) to read silently to themselves. Remind them to set a purpose for reading. Find out some facts as they read. Reread to understand the text better. Before they begin reading, help them draw three boxes on a piece of paper. Explain that in each box they should write or draw about an important fact they learned from the text. Remind them to reread for understanding. After reading, have them share their boxes. Ask them questions about the key details in the text.

Rainbow Words Have your child do this activity to review their vocabulary words (can, the, we, see, a, like, to, and, go, you, do, my, are, with, he, is, little, she, was, for, have, of, they, said, want, her, me, this, what, help, too, has, play, look, where, good, who, come, does). In rainbow writing, students write each word first with a pencil. Then they trace over each word three times with a colored pencil, marker, or crayon. Each time they trace they must use a different color and spell the word out loud saying the word when they finish writing it.

Dictation Sentences To give your child practice writing sentences and spelling words have them write sentences that you dictate to them. Write to model for your child the sentence, My dog June came home. Review sound-spellings of long a, o, u. I hear the /ū/ sound in the word June. I know that the letters u and e act together to stand for the sound /ū/. I will underline the u-consonant-e spelling in June. Underline -une in June. Repeat for /ā/ with came and /ō/ with home.

● Dictate unfamiliar words and encourage children to write the uppercase and lowercase letters from memory. For example, say the following sentence: We like to play hide and seek. Have your child write the sentence. Give them ample time to write the sentence.

● Chorally read the sentence together. Have them identify words with /ē/. ● Have them underline -e in we and ee in seek and read the words. ● Have children identify words with / ī/ and then underline the spellings. (-ike, -ide) Have them read the

words like and hide. ● Repeat with sentences: Jane rode the bike. Pete can see the mule. ● Have children check that the words in their sentence are separated by spaces, that the sentences

begin with a capital letter, and that each sentence has end punctuation. Have them correct as needed.

Phoneme Blending 1 Model Say: Listen to the sounds in a word: /h/ /ū/ /j/. I can blend those sounds to make the word: /hūūūj/, huge. Listen as I say more sounds and blend them to make words. Model phoneme blending again with mule and tune. 2 Guided Practice/Practice Say: Listen to the sounds in a different word: /j/ /ū/ /n/. Let’s blend the sounds and say the word together: /j/ /ū/ /n/, /jūūūn/ June. Tell children to listen to the sounds in words, repeat the sounds, and then blend them to say the word. Guide practice and provide corrective feedback as needed.

/f/ /ū/ /z/ fuse /m/ /ū/ /l/ mule /f/ /ū/ /m/ fume

/c/ /ū/ /b/ cube /m/ /ū/ /t/ mute /k/ /ū/ /t/ cute

Pronouns 1 Model Remind your child that a pronoun takes the place of a noun. Explain that there are different kinds of pronouns. Objective pronouns come after a verb or a preposition such as for, with, and to. Write and read these sentences aloud: Sheila plays checkers with Tony. Sheila plays checkers with him. Say: The word him takes the place of Tony. If the noun we are replacing comes after a verb or a preposition, then we use the pronouns me, you, him, her, it, us, and them. These are objective pronouns. 2 Guided Practice Together with your child work on the sentences below and replace the underlined word or words in the sentences with the pronoun him, her, or them. Hal rides bikes with Laura. Hal rides bikes with _____. Amy gave a gift to Pedro. Amy gave a gift to _____. Save seats for Caleb and Keiko. Save seats for _____. Have your child write some sentences of their own using pronouns.

Identifying the Plot ● Have a discussion with your child and explain that the events in a story are called the plot. Explain

that the plot has a beginning, a middle, and an end. ● Have your child listen to you read a story. Talk about the plot. What happens in the beginning,

middle, and end? Have your child write a sentence about what happened at the beginning of the story, a sentence about the middle of the story, and one sentence that tells about the end of the story.

Adjectives 1 Model Remind your child that adjectives are describing words. Adjectives or describing words tell details about a person, place, an animal, or a thing. Say this sentence aloud. The balloon is red. Explain that the word red is an adjective in the sentence. It describes and gives more information about the balloon. 2 Guided Practice Read these sentences aloud: The bear is big. The mouse is small. Ask: Which words are adjectives? (big, small) How do you know? (They describe each animal.) What does big describe? (Big describes the bear.) What does small describe? (Small describes the mouse.) Say: Big and small are the adjectives in the sentences. Read these sentences aloud: The bear has soft fur. The mouse has a long tail. Explain that soft and long are both adjectives. They tell something about the bear and the mouse. Have your child make a list of adjectives and pick two to use in a sentence.

Trash Ball (Honesty and Fairness) Gather a clean trash container and some paper. Pick 8–10 words from your child's vocabulary list and write each word on a piece of paper. Crumble each one up and place into the container. Ask your child to take a piece of paper out, read the word, then crumble it back up and spell it without looking. For each word they spell correctly they can try and shoot a basket. Continue until each ball has made it into the basket.

Bingo (Honesty and Fairness) Play bingo with the whole family. You can make many versions of this game to cover a variety of skills (letter/sound recognition, sight words, vowels, opposites, etc.). Set Up: Make as many 5 X 5 bingo board grids as needed for those playing. Write letters or words in each square that go along with the category that you would like to focus on. You will need to make a set of corresponding cards for the caller to use. Example: If you were making a bingo board for sight words, it might look like the grid below. If playing Opposite Bingo the set of cards for the caller would be an opposite word for each word used on the grid. For example, if the word on the grid is old, the caller card would be new.

can like good who come

are they what help with

does he my too said

me was is go play

for little here have she

Play: Give each player a board and some type of marker. Select the caller and have fun!

Acts of Kindness Challenge (Responsibility, Caring) Make it a goal to do something kind every day. Keep track of this on a calendar. Here are some suggestions: Pick up your toys (and maybe those of others) without being asked to do so. Say, “Good morning!” Write a kind note to someone who needs one. Tell the adult or adults who take care of you how much you love them. Say, “Thank you!” Call a grandparent or someone else who is staying indoors alone. Do an extra chore. Give loving care to a pet.

Grocery List Writing (Responsibility) This is a great way to get your child involved in a weekly activity and show them a practical application for writing. Ask your child to help you write down your grocery list as you go through the fridge and the cupboards. While you are writing out your list, have your child write a list of the items they would like from the store. Have your child read the list to you and discuss why they wrote them down.

Take Turns Reading This sounds quite simple, but alternating reading pages with your child can help keep them engaged in the story. It will help them expand their vocabulary and learn how to pronounce new words. Be sure and read with expression and encourage your child to as well.

Superhero Pose (Success, Leadership, and Perseverance) Help your child feel more confident and in control with a simple posture change. Instruct them to take a wide stance, feet apart, like a superhero. Have them place their hands on their hips and lift their chests. Now have them hold this pose for a moment and breathe. Have a discussion with your child about what it means to be a confident learner and ask them what things they felt confident about at school this year. This is a good opportunity to help your child with oral language skills.

Math Lessons

Math activities are listed below in alignment with the district’s Everyday Math curriculum and pacing guide. In an effort to help the teacher with their tracking, the lessons are named according to where they fall within the curriculum. Students can choose any lesson and complete the activities within that lesson. Parents can list math activities on the Daily Log of Remote Learning on the first page of this packet. Please note: Some activities may require cutting items out of the packet with scissors. You will want to check the “back side” of a page and complete its activities before cutting out any pages to use for games, etc.

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Lesson 7.2 Domino Addition

Lesson 7.3 Teen Collections Instead of using connecting cubes, draw squares using two different crayon colors.

Lesson 7.4 Solid-Shapes Match Up

Lesson 7.5 Count and Skip Count

Video: How to Play Hiding Bears: https://vlc.uchicago.edu/resources/7102

Lesson 7.6-7.7 Representing Survey Data

Lesson 7.9 Bead Combinations

Draw circles to represent beads.

Lesson 7.10 Class Number Story Book Video: Telling and Acting Out Number Stories: https://vlc.uchicago.edu/resources/10006 Watch video and draw and write a number story with your child and use some of the vocabulary words listed below. Practice addition and subtraction by playing Growing and Disappearing Train. Refer back to lesson 7.1. Instead of connecting cubes, draw squares.

Lesson 7.11 Class Collection Instead of Class Collection make it Family Collection.

Lesson 7.12 Dice Addition Blank Ten Frame

Lesson 8.1 Solid Shapes by Feel

Lesson 8.3 Counting to Measure Time

Lesson 8.5 Dice Subtraction

Lesson 8.6 Craft Stick Bundles Instead of craft sticks use strips of paper.

L E

Lesson 8.7 Birds on a Wire

Lesson 8.8 Car Race

Video: Game Demonstration for Car Race: https://vimeo.com/114365729

8.9 Solving Number Stories

Lesson 8.10 Nonconsecutive Numbers

Lesson 9.2 Subtraction Top-It

Lesson 9.3 What’s My Rule?

Tall Enough to Ride: An Open Response Lesson: https://vlc.uchicago.edu/resources/9779

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Lesson 9.5 Measuring-Backpack Math-Weight and Capacity

Lesson 9.6- Roll and Record with Numeral Dice

Lesson 9.9 Measuring Time in Seconds

Science Activities

Science activities for ANY elementary-aged student are listed below. These optional lessons are designed to bring science into the home in a fun and engaging manner. Parents can log science activities on the Daily Log of Remote Learning on the first page of this packet.

Leak Proof Bag Science Experiment This leak proof bag science experiment is sure to WOW your kids! All you need is two household supplies and you can do this water experiment with your kids too.

Supplies Needed:

• Gallon size storage bag (smaller ones will work too)

• Sharpened pencils (make sure they’re round!)

To make the Leak Proof experiment happen:

1. Fill the bag about half full with water.

2. Poke a pencil straight through the bag – in one side and out the other.

How does it happen?

Much to everyone’s surprise, the bag won’t leak! This is because the bag is made of a polymer – which is long, flexible chains of molecules. When you poke the pencil through the bag, the molecules spread apart and then seal themselves around the pencil. It’s really cool!

Going further:

• What happens when you use a 6-sided pencil?

• Will colored pencils work? How about ink pens?

• Search for “leak proof bag pencil video”

Source: https://funlearningforkids.com/leak-proof-bag-science-experiment-kids/

CHEMISTRY FOR KIDS: PENNY CHANGE EXPERIMENT This two-part chemistry experiment uses a household acid, vinegar, to clean copper pennies. Kids can observe the oxidation process as the copper in the pennies reacts with oxygen in the air to first form copper oxide and then malachite.

Supplies Needed: • 3 dull or dirty looking pennies

• 1/4 cup white vinegar

• 1 teaspoon table salt

• paper towel or cotton pad

• small glass bowl or drinking glass

• small non-metal container with lid

To make the Penny Change experiment happen:

Part 1 – Dull to Shiny 1. Pour the vinegar and salt into the small glass bowl and stir to dissolve. 2. Put 3 pennies into the bowl for about 30 seconds. 3. The pennies are now shiny and look new! Take out the pennies and

rinse them with fresh water. Place them on a paper towel to dry off.

Part 2 – Shiny to Green 1. Fold a paper towel or cotton pad to fit the bottom of your container with a

lid. 2. Wet the paper towel or cotton pad with a few drops of vinegar. 3. Put one penny on the wet pad and cover with the lid. (The lid keeps the

vinegar from drying out.) 4. Put one penny on a dry pad or paper towel. 5. Dip one penny in your salt/vinegar mixture and place it on a dry pad or

paper towel. 6. Observe your pennies at 1, 2, 3 and 8 hours.

How does it happen? Part I- It turns out that vinegar is an acid, and the acid in the vinegar reacts with the salt to remove what chemists call copper oxide which was making your pennies dull. Part II- A penny is made of copper. The vinegar on the paper towel helps the copper in the penny easily react with the oxygen in the air to form a blue-green colored compound called malachite. This is similar to why the Statue of Liberty (which is covered with a layer of copper) has turned greenish-blue.

Sources: • https://brendid.com/chemistry-for-kids-penny-change-experiment/

• https://sciencebob.com/clean-pennies-with-vinegar/

• https://buggyandbuddy.com/science-for-kids-make-a-penny-turn-green/

Walking water science experiment This easy colorful science experiment can be done with simple items you have in your kitchen right now!

Supplies Needed: • 2 paper towels

• 3 glasses or cups

• 2 different food colorings

To make the Walking Water experiment happen: 1. Place the three glasses side by side. 2. Fill the first glass with water. Squirt a generous amount of one

of the food colorings into it. 3. Leave the middle glass empty! 4. Now fill the 3rd glass with water and add a generous amount of

the other food coloring to it. 5. Fold a paper towel between the first 2 cups so that one end of it

touches the bottom of the first cup, and the other end touches the bottom of the middle (empty) cup, as shown.

6. Do the same on the other side between the 2nd and 3rd cups. 7. Watch and wait. 8. In about 30 minutes, the water will start 'walking' up the paper towels and over into the middle glass. 9. After about two hours you will have a mix of the two colors in the center glass.

How does it happen? The water appears to defy gravity, but in reality it moves because of a process called capillary action. The “sticky” forces between the water and the paper towel are stronger than the forces holding the water molecules together. As a result, the water travels up and across the paper towel out of one glass and into another.

Going further: • Try again with different colors.

• Want to overdo things? Set up three, four, or ten cups in a row, each with a different color in it!

Sources:

• https://www.kidspot.com.au/things-to-do/activity-articles/walking-water-science-experiment/news-story/cc3ae3048c4f12d072f27fcbeee855ef

• https://teachingeveryday.com/2014/10/06/color-mixing-experiment/

• http://coolscienceexperimentshq.com/walking-water-science-experiment/

Sources:

• https://happyhooligans.ca/magic-milk-experiment-explosion-color/

• https://www.stevespanglerscience.com/lab/experiments/milk-color-explosion/