ZIPPLY delicious ice cream

Students explore states of matter when they change a liquid to a solid. Working in pairs, students make ice cream in a zip-lock bag. Science and technology are integrated with the use of graphic organizing software, word processing, digital photography and digital video.

A lesson plan for grade 2 Science

By Pam Maness

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Learning outcomes

Observing the milk mixture as it changes into ice cream, students will gain a better understanding of the properties of a liquid and a solid. These observations will be recorded in their science journal.

Using observations from their science journal, students will write a personal narrative describing how they made ice cream. Students will use word processing skills to enter and print text.

Students will use a graphic organizing software program to make a bubble map. Their bubble map will use words which describe the ice cream they made.

When given a list of properties which describe a liquid or a solid, students can match them to the correct state of matter.

Students will be able to tell what caused the liquid to change into a solid.

Teacher planning

Time required for lesson

4–5 days

Materials/resources

Additional adults or older students to help monitor the five stations.

For a class of twenty-four:

• one fifteen pound bag of crushed ice
• ice chest
• one gallon whole milk
• three twelve ounce cans of evaporated milk
• one bottle of vanilla extract
• one five pound bag sugar
• measuring cups
• measuring spoons
• mixing spoons
• mixing bowls
• eight ounce paper cups (twenty-four or more)
• plastic spoons (twenty-four or more)
• one gallon sized Zip-Lock slide freezer bags (twelve or more bags)
• two quart sized Zip-Lock freezer bags (twenty-four or more bags)
• paper towels
• several hand towels to keep fingers from getting too cold
• one box rock salt

Technology resources

• digital camera
• digital video camera with video production software such “iMovie” (purchase information)
• one or more computers
• television monitor or video projector connected to computer provides a larger display of the computer screen
• desktop publishing software
• color printer
• Several “Alpha-Smart” word processors: these are portable computer companions. They are compatible with either Macintosh or PC computers. Students can type, edit and save text without having to be at a computer. The information can later be transferred to a computer (purchase information for Alpha-Smart word processors).
• “Kidspiration” or “Inspiration” software

Pre-activities

Students have developed a basic understanding of the three states of matter—solid, liquid and gas—and their properties from previous lessons. The making of ice cream in zip lock bags is just one hands-on activity students participate in.

Activities

1. Before beginning, discuss with everyone the importance of working as a team. Two students work as partners during the activity.
2. Students will need an adult to supervise them as they measure the ingredients. Five mixing stations are set up. The students begin at station #1 and finish at station #5.
3. Ice Cream Recipe
   • ³/₄ cups whole milk
   • ¹/₄ cup evaporated milk
   • ¹/₄ cup sugar
   • ¹/₂ teaspoon vanilla
   • four tablespoons rock salt
   • two or three cups coarse crushed ice

   (Makes one two quart sized zip lock bag and is shared by the two partners.)

4. Using “Inspiration” software, a computer and a projection device, the teacher can display the ingredients and amounts needed in a Bubble Map before students begin measuring.

Station #1

With an adult’s supervision, students measure the milk, vanilla, and sugar. Mix in a small bowl and stir. When mixed, pour into the two quart sized freezer zip lock bag. Make sure to seal tightly, allowing as little air to remain in the bag as possible. Too much air left inside may force the bag open during shaking.

Station # 2

Students place this bag inside another two quart sized zip freezer lock bag. Again leave as little air inside as possible and seal well. By double-bagging, the risk of salt and ice leaking into the ice cream is minimized.

Station # 3

Adults help the students put the two bags inside the gallon sized freezer bag and fill the bag with ice. Then sprinkle rock salt on top of the ice. Again let all the air escape and seal the bag.

Station # 4

Wrap the bag in the towel. Students take turns shaking the bag. It is also a good idea to massage the bag, making sure the ice surrounds the cream mixture. Within ten minutes the mixture will freeze into ice cream.

Station # 5

Unwrap the bag. Remove the smaller bag from the larger one. Rinse the salt water off of the bag. Take the small bag out of the other bag. Rinse this bag also. Open the bag and spoon out the ice cream. Enjoy!!!

Additional follow up activities:

A digital camera is used to photograph the students making the ice cream. The teacher inserts these photos into text using a desktop publishing program. Text and photos documenting the class activity are made into a class book.

A digital movie can be made of the students while they make the ice cream. The movie is transferred to the computer. Using a movie editing software program such as “iMovie” the footage is edited. Students narrate and describe the process. Transitions and sound effects are added. Students have a video journal of the entire process of changing a liquid into a solid. The teacher has student input in making the class book and movie.

Using their science journal, students draw pictures and write about the activity. Students use an “Alpha-Smart” to type their story. Depending on the student’s ability and story length, this process may take twenty to thirty minutes. The student may wish to work on their word-processing for shorter periods over several days.

Next with the teacher’s help, the student transfers their story to the computer. Easy step-by-step directions for this are in the “Alpha-Smart” manual. The student is encouraged to proof read and edit their work. The teacher assists the pupil with the final draft. All errors should be corrected.

Using “Kidspiration” or “Inspiration” graphic organizing software, students construct a bubble map which has words that describe the ice cream they made.

In addition, with a computer connected to a projection device, the teacher creates a flow map detailing the steps used to change the liquid to a solid, as the students orally supply the information.

Assessment

A rubric which measures a student’s understanding of the states of matter, their properties and what causes them to change can be used.

Each of the following are scored:

• The student’s written observations of making ice cream, in their Science Journal.
• The personal narrative, which the student published and printed using computer technology.
• Student’s bubble map created with Kidspiration.
• Conversations with the student, to measure their understanding.
• Written quiz on material.

Supplemental information

What makes the milk mixture freeze into a solid? When salt comes into contact with the ice, the freezing point of the ice is lowered. When the rock salt is mixed with the ice, it causes the ice to melt. By lowering the temperature at which ice freezes, the milk mixture will freeze at a temperature below thirty-two degrees Fahrenheit and changes into ice cream.

The history of ice cream can be traced to the Roman Empire, China, and India. It is believed that the Roman emperor Nero had snow brought to him from high in the mountains and made the first ice cream. Ice cream was introduced to England in the seventeenth century. It did not come to America until the eighteenth century.

Dolly Madison served ice cream as dessert in the White House at the inaugural ball in 1812. In 1846, Nancy Johnson invented the hand-cranked ice cream maker. Ice cream cones were invented in 1904, when a man selling ice cream at the St. Louis World Exposition, ran out of bowls. He rolled waffles into a cone to put the ice cream in. More ice cream is sold on Sunday than any other day of the week.

Comments

Ice cream can also be made using tin cans. You need several one pound and three pound size coffee cans with their plastic lids. The lids are secured to the cans with duct tape. The milk mixture is placed in the small can and sealed. This can is placed inside the larger can. Ice and rock salt are sprinkled around the small can until they are even with the rim. The lid is placed on and taped to the can. Students make the liquid freeze by rolling the can back and forth between them. This should be done for about ten minutes.