YEARS K–6 IDEAS
ARTICLES
FOR THE CLASSROOM
Three Possible STEM Lessons for K-6 Teachers to Use (continued)
3. Lesson/Activity: Marshmallow Puff Tube
At a glance: A working scientifically exploration. Experiment with cardboard tubes of different lengths to see how far you can blow
a marshmallow.
This is an experiment taken from ‘The Exploratorium’ on 31st May, 2017, and adapted: https://www.exploratorium.edu/snacks/
marshmallow-puff-tube
NSW Syllabus:
Lesson
outcomes A student investigates their questions and predictions by analysing collected data, suggesting explanations
for their findings, and communicating and reflecting on the processes undertaken. ST2-4WS
Teacher
background
information This activity is about helping students to experiment, design an experiment and consider the results to form
conclusions.
Working Scientifically: From NESA 31 May 2017. http://syllabus.nesa.nsw.edu.au/assets/global/files/sci_
ws.pdf
Science involves a distinctive way of looking at and thinking about the world. Science has many methods
of investigation, but central to all scientific inquiry is the notion that evidence forms the basis of defensible
conclusions. Through the processes of scientific inquiry, scientists develop answers to questions and improve
explanations for natural world phenomena. A scientific idea must be framed in a way that is testable and can
be either refuted or confirmed by observation or experiment (empirical evidence). Scientific knowledge is
refined and extended as new evidence arises or existing evidence is re-conceptualised.
Equipment File folder (or other stiff paper or lightweight cardboard), scissors, masking tape or transparent tape, one or
more full-sized marshmallows, flour.
Risk
Assessment Allergy to marshmallows. Marshmallows contain gluten and gelatin, and some students may be unable to eat
them. Discourage eating. Scientists usually do not eat their work.
Preparation Assemble the materials.
a. Put the questions on the board: If a tube is longer, does the marshmallow go further?
b. If the marshmallow is smaller, does it go further?
c. Measure the distance the marshmallow can go if we blow it at different angles: horizontal, 30°, 45°, and 60°.
d. What combination of tube length and elevation gives the longest range?
54
SCIENCE EDUCATIONAL NEWS VOL 67 NO 4