2. Is Yeast a Living Thing? Does it Seem Alive to You? Ages of Children Participated: 11-10- and 7

4.  Materials Needed:  3 TBS of yeast  Warm water  1 TSB of sugar  Large bowl

5.  After I gave an overview of different science topics such as life science, physical science, and earth and space science, I asked everyone what topic of science they like to explore.  Children decided to explore life science.  I gave them three activities and ask them to choose one.  We watched a video about living and nonliving things. It is available on YouTube http://youtu.be/tXadLteW9wY http://youtu.be/tXadLteW9wY  We discussed the unique futures of living things.  Everyone gave examples of living and nonliving things.  I asked children if they think yeast is a living thing.  After That:  We poured the yeast in a large bowl.  We added ¼ cup of warm water and 1TSB sugar.  We waited about 10 minutes.

6.  Children’s Hypothesis:  Children said yeast are nonliving things. Here is what happened after 10 minutes.  Children’s findings:  Bubbles formed in the yeast.  I explained that that the yeast ate the sugar and made the bubbles which is carbon dioxide.  The yeast also made more yeast, which made even more carbon dioxide because the bubbles kept increasing.  Yeast are living things and if you make them warm and give them food they become active.

7.  Feed the Yeast:  What will help yeast produce more carbon dioxide?  Which liquid does yeast like the best?  Materials Needed:  3 TBS of yeast  Warm water  3 clear, empty water bottles.  3 balloons  Rubber bands  Sugar  Measuring cup and spoon.

8.  We put the same amount of yeast in each bottle.  We filled each bottle with ¼ cup of warm water.  We put 1 TBS of sugar in one of the bottles and put a yellow balloon on the opening of the bottle.  We put 1&1/2 TBS of sugar in the second bottle and put a pink balloon on the opening of the bottle.  We put 2 TBS of sugar in the third bottle and put a white balloon on the opening of the bottle.  We used rubber bands to hold balloons over the openings of the bottles.

9.  Children’s hypothesis:  Children thought a chemical reaction will happen and balloons will all pop.  Here is what happened:  Children’s Findings:  Yeast likes sugar.  The more sugar the liquid has, the more yeast will eat it and the more carbon dioxide it will make because the white balloon bottle, which had the most sugar, made the most bubbles and the biggest balloon.

10. 1. Measurement: Children used standard measuring instruments such as ¼ cup and TBS. 2. Data Collection: Children used journals to collect date and made graphical representations of balloons sizes.

12.  Children were able to do the activity as planned.  They were able to collect date and use observations.  As I was observing children, I realized they have a very good understanding of the concept.  They suggested to use a cold water instead of the warm water which didn’t make the yeast react as much as it did with the warm water.  They concluded that yeast is a living thing.  They also concluded that yeast likes sugar, water, and warm environments.  While children knew some features of living things, they never thought yeast could be a living thing.  We were able to meet the objectives and have fun at the same time.