After a splendid trip to our neighborhood market to purchase oranges, we were ready to make orange juice together! We were grateful to receive various juicing mechanisms from our classroom parents, such as handheld juicers, blenders, and electric juicers.
We showed the children the various juicing tools that we would be using, giving a brief demo of each. We asked the children which tool they thought would produce the most juice. Many were unsure and therefore eager to begin making the juice. We split the class into three groups; a group to juice by hand, a group to juice with a blender, and a group to use an electric juicer.
We showed the children the various juicing tools that we would be using, giving a brief demo of each. We asked the children which tool they thought would produce the most juice. Many were unsure and therefore eager to begin making the juice. We split the class into three groups; a group to juice by hand, a group to juice with a blender, and a group to use an electric juicer.
Before each group began to juice, we explored a kitchen scale and the effects of placing our oranges on it. We observed that adding one orange made the red needle on the scale move closer to the 1lb mark. As we slowly added more oranges, we watched the weight become greater and greater. This exploration provided a great opportunity to make predictions and test our hypothesis.
Next, it was time to follow the recipes. Some children needed to peel their entire orange, while others only needed to slice the oranges in half and start squeezing. To test which method would produce the most juice, each group used a total of 4 oranges. The children found the first method, the handheld juicer, to be challenging. It also produced very little juice, only 2 ounces!f Four oranges in a blender, however, produced over 20 ounces of juice! Finally, the electric juicer produced 8 ounces from a batch of four oranges.
Each group graphed their results on a large bar graph in the shape of a glass to help us visualize which method produced the most juice. Using words like most, least, and medium, our PK students had a great discussion at the end of the day about which method worked best. Comparing two measured amounts proved simpler for the children than comparing all three amounts at the same time. Rather than seeing the electric juicer as making more juice than the handheld method, but less juice than the blender, it was easier for the students to refer to the electric juicer as the medium amount. We also shared these results with the JK and SK children during All School Morning Meeting on Friday.
During snack time, and during each juicing session, the children taste-tested their method. The blender group was disappointed in the amount of pulp that came through in their juice and were surprised to learn that the OJ from the electric juicer did not taste the same. Overall, the class loved the juice that came from the electric juicer. One student shared, “This is the most delicious orange juice I’ve ever had!”
This project came entirely from the children, from the initial idea to the steps involved, they were active participants in this very meaningful science and social studies experience. While we could have easily redirected the children as they were squeezing their oranges into cups that morning during snack and reminded them that oranges were for eating, we decided to listen and respect their ideas. We are, after all, co-learners with them in this experience.
This project came entirely from the children, from the initial idea to the steps involved, they were active participants in this very meaningful science and social studies experience. While we could have easily redirected the children as they were squeezing their oranges into cups that morning during snack and reminded them that oranges were for eating, we decided to listen and respect their ideas. We are, after all, co-learners with them in this experience.