This is a really neat and fun experiment that my daughter asked to do today.  She remembered it from a library program she attended a couple of years ago.  I decided to let her get a little "in front of the camera" experience and walk us through the experiment.  After all she's the one who knew how to do it!

For detailed instructions and the how and whys of the experiment go to Tie-Dyed Milk Experiment.

We are also doing the fun experiment to find out how plants and flowers give themselves a drink of water, by putting white daisies into water tinted with food colors.  If it works, in a day or so we should have red, blue, yellow and green daisies!

With all the rainy days we've been having lately, it seemed appropriate to "shower" ourselves with a great rain science experiment using Wild Science Projects About Earth's Weather.

All we needed is an aluminum pie pan, a glass jar or cup, ice, and hot water.

First I asked the kids what they thought makes it rain, and they filled out their predictions on a Science Journal page.

Then, Alex filled our pie pan with the ice cubes.

And Hannah added the hot water to the jar.

Next, Alex helped me balance the pan on top of the jar.

Then, we had to set a timer and wait for 15 minutes.  During that time, they drew a picture of what we were doing on their Science Journal.  As you can see, Gabby is filling hers out too! :)  She kept asking "How do you spell B?" LOL

When the timer rang, we came back to observe water droplets forming on the bottom of the pan above the jar, and if we knocked the pan slightly while it is still sitting on the jar, they would fall down back into the jar.

Lastly, we discussed in detail the reasons why it rains and the water cycle, using the experiment book and this website (www.metoffice.gov.uk/education/primary/students/watercycle.html) which provided us with the following step by step water cycle process description:

The Water Cycle

Stage 1

The first stage of the water cycle is when moisture from the sea and plants is lifted into the atmosphere. As the sun beats down it warms the oceans, rivers and lakes. This causes the water to rise into the air as water vapour. This process is known as evaporation. A tiny amount of moisture is also released from trees and plants. This is known as transpiration.

Stage 2

As the water vapour rises in the atmosphere, it cools and condenses, forming clouds. This process is known as condensation. It is the same process that makes you see your breath on a cold winter morning. The clouds will then produce rain or snow (known as precipitation) which returns to the Earth's surface as water. The cycle then starts all over again.

Stage 3

Only about three quarters of the rain which falls back to Earth lands in the oceans. This is much less than leaves in the first place. The remaining water makes only a slow return to the oceans. Most is locked up in glaciers and icebergs and can take several thousands of years to complete its cycle. In tropical areas the process can take just a few hours.

The remaining water runs slowly overground, seeps into the ground or is taken up by plants as the cycle begins again.

We concluded by discussing whether their predictions were accurate and finished up the Science Journals.  COOL!

Today, for Alex's reading, he read to me the simple, but very educational, book called Who Likes the Rain? by Etta Kaner.  This book may seem early elementary, but I learned quite a bit from it!

I am gearing up for a cloud unit study in the spring, when of course the weather stays warm long enough for us to cloud gaze in comfort!  I'm thinking another few weeks maybe.

Today, we enjoyed a fun Science experiment from Wild Science Projects About Earth's Weather.  My son is weather crazy, anything and everything to do with weather, he's into it.  And my daughter thinks its pretty cool too.  So all of the experiments in this book are on target with us.

The experiment we did today was on the temperature and season changes.  I felt with Spring upon us, this was a good time to make a great visual of why our temps and seasons change.  We have had lessons on this in our past "textbook" era, but never have we been able to make it so visual and hands-on.

Before the experiment, I gave them an overview of what we were doing and asked them why they thought we had changes in temperatures and seasons.  Then they wrote a couple of sentences with their thoughts and predictions on their Science Journal page.

All we needed was a sheet of white paper, globe, flashlight, and a dark room.  First, we placed the white paper on the floor, and for a better visual aid we used one of my son's little plastic men to put in the center (this was optional).  Then, they held up the flashlight straight overhead to illustrate when the sun is directly shining down and is hotter, and then held the flashlight at an angle to illustrate when the sun is hitting us more on an angle and the heat is less potent.

Then we used the globe to show how this concept makes our seasons happen.  By pointing the flashlight directly on the Tropic of Capricorn and demonstrating how the Earth travels and tilts.

Honestly, I learned a lot too!  I had some of my facts a bit crossed, so I enjoyed getting hands-on clarification about the whole subject too.

Then, Hannah finished up her Science Journal.

Apparently Alex was finished with writing for the day!!  At least I got him to do a little bit.