Teacher: Miss.

Hoisington
Class: Grade 1 Science (24 Students)
Time: 80 Minutes

Magic Milk and Colour Observation

Description:
Student Information:
Previous Knowledge:
 Prior to this lab, students will have worked through a significant amount of the colour’s
unit for Science 1. Students will be familiar with the names for primary and secondary
colours, and able to identify which primary colours make different secondary colours.
This lesson will occur after students have been introduced to and are familiar with using
phrases like “lighter than.” “darker than,” “more blue,” “brighter than,” etc.
 Students will have worked through some simpler labs and be familiar with expectations
for their science notebooks as well as safety and behaviours when we are in a science lab.
Summary Overview:
 During this lab, students will focus on prediction and observation. We will begin the class
by reviewing comparing colours so students can remember the phrases we use. After this
we will read Festival of Colors, a book we read earlier in the week, and compare the
colours of the book with colours in our classroom. This will be the second time reading
the book, so students will be familiar with the story line.
 After we review comparing colours, we will move into the actual lab, where students will
move step-by-step through the lab process with the guidance and assistance of the teacher
and parent volunteers. After we create the “magic milk” students will create a print of
their marbled colours- this gives more life to the milk, so it is less wasteful! Plus, they
will have something beautiful to use in art or other curricular areas. After this, we will
clean up and then complete an entry into our science notebooks.
 Students will have an opportunity to learn using a hands-on lab approach, which will
inspire wonder and encourage questioning. This lab will also give students a degree in
choice, because they will choose their own colours for the magic milk.

Objectives:
Curriculum Objectives:
General Outcomes:
o Skills: 1-1 Bring focus to investigate activities, based on their own questions and
those of others
o Skills: 1-2 Describe materials and objects that have been observed and
manipulated and identify what was done and found out.
o Attitudes: 1-4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
o Understandings: Topic A- Creating Colour; 1-5 Identify and evaluate methods for
creating colour and for applying colours to different materials.

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 Specific Outcomes:
o Skills- Students will…
 Focus- predict what they think will happen or what they might find
 Reflect and Interpret- describe what was observed, using pictures and oral
language
o Attitudes- Students will show growth in acquiring and applying the following
traits:
 Curiosity
 Appreciation of the value of experience and careful observation
o Understandings-
2- Compare and contrast colours, using terms such as lighter than, darker
than, more blue, brighter than.

Lesson Objectives: At the end of the lesson, a student will be able to…
1) Compare and contrast colours in the classroom, as well as colours in the milk by using
phrases such as lighter than or darker than.
2) Reflect on the predictions made at the beginning of class, and discuss the observations
made throughout the lab.
3) Create a page in their science notebook to review the lab that will include materials,
words and drawings of the process.

Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
 Adaptations will be made for individual students upon need. But generally speaking, if
there is a group of lower-level students that need more one on one support you could
have them work near you as you demonstrate for the class, putting them in a space where
your assistance is not far away!
 Be sure to provide many verbal cues and prep for transitions; if you have a student who
struggles with transitions you could pre-conference with them before class and let them
know what will be happening through the lab.

Materials/Resources:

 25 shallow pans (one for each student, plus one for you)
 6 packs of food colouring (1 for each table group- consider using watercolours in eye
droppers depending on student ability; watercolour will stain less)
 Milk (enough for each student’s tray- about 125ml each, 6 small containers)
 Q-tips (one package is enough, plan for 3 Q-tips each)

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  Dish soap (one bottle- go around and add it to the cups when students are doing
inventory)
 Small paper cups (13- one for each pair of students, plus one for demo)
 Water colour paper cut into circles (55 circles- 2 for each student, plus extra just in case)
 Lab caddies and inventory sheets (6- one for each table group)
 Bucket to collect milk afterwards

 Festival of Colours by Kabir and Surishtha Sehgal

 Camera (to take photos; will prompt extended conversation during conferencing)
 Document camera
 Pencils, pens, etc. for note taking
 Student’s science notebooks
 Science glasses and lab coats
 Paint chip buckets (LOTS of paint cards with lighter and darker colours, separated by
colour family- blue bin, green bin, red bin, etc.)

Instructions/Procedures:

Introduction Time
 Make sure this lab happens after recess, after lunch, or after music; 20 min
ensure you have time to set up before students enter the classroom! Place
lab coats and glasses on each student’s desk. Ensure all lab materials
are divided up and placed into lab caddies with inventory slip (pictures
and numbers so students can confirm they have what they need! See
below for sample- use pictures of your materials instead of off the
internet). Have your demonstration station set up and ready to go before
students come in- ensure the document camera is in place for the
demonstration. Place the picture book on a display holder so students
can preview the story as they come in if they wish!
 Begin class on the carpet… recap comparing colours with students.
o Use the paint chips and encourage students to look around the
room and find something that is lighter than or darker than their
paint chip in the classroom. They can do the same using a more
blue or less blue comparison.
o Have students come back to the carpet and have them share what
they found. What colour did you choose? What did you compare
it too? Encourage students to use the proper phrases.
 Move into reading students Festival of Colours. This will be the second
reading of this story- so we are “extracting information” from it.
o Stop at a couple of the colour pages and find something of that
colour in the classroom. Compare the classroom object to the
book.
o This page is orange. Our chairs are orange. Our chairs are
darker than the flowers in the book.
 Transition: Tell students that since we have now practiced comparing

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 colours in the book and around our classroom, we will now get to do a
lab where we will compare colours! Have students move to their tables…
this week’s “table leader” will get to come and grab the science caddy!
Body Time
Magic Milk  Introduce students to the magic milk lab… have one
Time!  student from each table group come and grab their
caddy. Tell students to begin doing an inventory
check- make sure you have all the supplies you
need!
o While students are doing this, go around the
room and put soap in each dixie cup!
o Make sure students write their name on the
back of 2 circles!!
 Have students remain at their tables… tell students
to each grab one of the plates, each student should
pour enough milk over the bottom to cover it.
Demonstrate on the document camera.
 Next step is to have students put the food colouring
on their milk. Demonstrate on the document camera.
o Students will then predict what will happen
before they do their own… Ask students what
they think will happen when we add the dish
soap next?
 Think- Pair- Share: Have students
think, turn to their elbow partner and 25 min
share their ideas. Write predictions on
the board.
o After they predict, tell students to drop the
colours, but DO NOT touch it yet!
 The next step is to have students choose a Q-tip and
add dish soap to it. Demonstrate on the document
camera- show how much soap should be on there.
 Next have students, all at the same time, dip their Q-
tip into the milk. Demonstrate first, tell students not
to swirl the Q-tip, just touch it into the milk.
 HAVE PARENT VOLUNTEERS TAKING PICTURES!
 Give students a couple of minutes to add their dish
soap.
 Have students pause and look at their milk- what do
they notice? Take a moment to take student
responses. Does anyone else see something similar?
Different? Why do you think this is happening?
o Elaborate on this point for students… Milk
has certain fats and proteins in it, so when
we added the colour it didn’t move because

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 the fats were holding it in place. Once we
added the dish soap, it broke the “surface
tension” so the colour could begin to move!
The soap had a reaction with the milk fat and
pushed the colours around the dish!
 Once they are finished, have them grab one of the
paper circles and dip it into the colour- they can do
2 circles each and place them on their desks in front
of them.
 Once students finish this, have them put their Q-tips
in the garbage, and line up to wash their hands.
Students will then grab their science notebooks and
sit on the carpet.
o While they are cleaning up, have the parent
volunteers help with clean up: pour milk in
bucket, put dishes in container, clean up
desk, etc.
Science  Once students are cleaned up, have them find their 35 min
Notebooks/ science notebook and choose a pencil, then join at
Record the carpet.
 Write the lab name on the board for students to
copy (some students may not be at the level of
printing yet but have them still write the words. You
can add the words in pen later so parents can tell
what this was).
 Have a brief discussion about the predictions we
made… was anyone right? Why? What was the
thinking? Get students to talk amongst themselves-
referencing the observations they made during the
lab.
 Write down the list of main materials… milk, food
colouring, soap, Q-tip. Students can draw pictures of
these and encourage them to label their drawings.
 Students will then be sent back to their desks to
draw a picture of what happened to their milk, and
what it looked like once they added the dish soap.
Students will add colour to this drawing, and they
can write a sentence if they are able to.
 Make sure to paste a copy of the experiment
instructions into the science notebook later on so they
can try it at home with their caregivers!
 Have students show you their notebook before
putting it away- check for all of the components.
 Fast finishers can choose a book to read, or work on
completing activities that they are still working on.

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 Conclusion Time
 Have students come together after writing in their science notebook-
allow for time to share. Students can show the picture they drew and
talk about their observations. Encourage students to talk about
colours lighter than, or darker than.
 Review the importance of comparing colours… If Miss. H went to go
visit her dad (works at a paint store) and started ordering some
paint I would have to describe the colour I want. Pick a paint chip to
10 min
demonstrate- I might not want “pick a colour off the chip” because it is
too dark for my wall, instead I want something lighter than that one!
 If you have extra time you can extend this again- talk about shapes
we see in our paper circles… If you don’t have time for this it is okay,
you can extend the activity tomorrow!
 Agenda message for the day- Ask me about magic milk!

Assessment:
 I CAN…
o …predict what I think will happen when I add dish soap to the milk and food
colouring.
o … describe what I observed by talking to my teacher, using words, and drawing
pictures in my science notebook.
o … show curiosity while doing the lab by being engaged and making thoughtful
predictions or observations.
o … appreciation the value of experience and careful observation by reflecting in
my science notebook and through conferencing with my teacher.
o … compare and contrast colours, using phrases like “lighter than,” “darker than,”
“more blue,” “brighter than,” etc.
 This lesson will be assessed formatively- be sure to observe students as they work; make
note of students who are/are not following instructions, students who are working well,
record preliminary notes about things students are saying, etc.
 Have brief 15-second conferences as you walk around; ask students what they notice.
 Take lots of photos during this lab- try and schedule this for a time when you can have 2
or 3 parent volunteers. Have volunteers take photos and assist while you are
demonstrating. These photos will help facilitate more student-talk when you conference
with them about the lab over the next day or two; it will help them recall the activity and
also provide a solid sense of closure for each student to reflect on their own work.
 Take each students science notebook and ensure they have included some words, some
pictures, and the materials used. This will require lots of support in the moment, but
scaffold this by working through it as a class.
 Confer with students and ask them questions about their work, questions about
predictions/observations, etc. This will be the main source of assessment to see where
students are at. Make sure to have this conference the next day so it is still fresh.

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Teacher Notes:
 Make sure this lab happens after recess, after lunch, or after music; ensure you have time
to set up before students enter the classroom! Place lab coats and glasses on each
student’s desk. Ensure all lab materials are divided up and placed into lab caddies with
inventory slip (pictures and numbers so students can confirm they have what they need!
See below for sample- use pictures of your materials instead of off the internet). Have
your demonstration station set up and ready to go before students come in- ensure the
document camera is in place for the demonstration. Place the picture book on a display
holder so students can preview the story as they come in if they wish!
 Extension ideas:
o Colours being applied to the paper; look at the circles- how did the colour
transfer? Does it look the same or different than it did in the milk?
o Do we see any shapes in the colours?
 Have copies of the lab inventory in each lab caddy- use pictures of the actual
materials you are using though so they match up. These could be printed 2 or 4 to a
sheet. See below for example.

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What is the science?

Dziengel, A. (2013, June 12). Science & Art for Kids: Marbled Milk Paper. Retrieved July 18,
2020, from https://babbledabbledo.com/science-art-for-kids-marbled-milk-paper/

Helmenstine, Anne Marie, Ph.D. (2020, February 11). Magic Colored Milk Science Project.
Retrieved from https://www.thoughtco.com/magic-colored-milk-science-project-605974

Says, E., & Emma. (2020, June 11). Magic Milk Science Experiment. Retrieved July 18, 2020,
from https://coolscienceexperimentshq.com/magic-milk-science-experiment/

The science behind this experiment is quite simple, yet it inspires so much wonder for students
and adults! The dish soap is where all the magic happens with this experiment, because the soap
molecules have a hydrophilic (“water-loving”) end and a hydrophobic (“water-fearing”) end,
which causes the reaction when mixed with milk; the soap separates the water and the fat/oils
which creates the moving colours (Says 2020). This experiment is best done with milk that has a
higher fat content- cream or 3% works best, but I have seen extensions for older grades where it
is done with different kinds of milk to compare the reactions. In addition to this, by adding the
Q-tip into the equation, we break some of the surface tension, which allows for the milk/colour
mixture to move more freely. This reaction between the soap and the milk fat forms micelles,
which helps to demonstrate how dish soap lifts the grease off of dirty dishes (Helmenstine 2020).
The swirling of the colours stops once the milk and soap hit an equilibrium (Helmenstine 2020),
but as you see in the video, the colours swirl for quite some time if left alone. Some of this is too
complex for grade 1 students to comprehend (let’s be honest, it was a lot for me to comprehend)
but it is useful to actually know what is happening at a molecular level so you can explain it in a
kid-friendly way. Not only does this help students to make sense of the learning, but they will
retain this knowledge if presented in an engaging activity. You would be surprised how much
“big-kid” knowledge can be stored in a 5-year-olds mind! There is not really a huge scientific
explanation, but it is amazing to see the look of wonder and excitement on ALL faces when
doing something like this!
A kid-friendly explanation might be something like: “Milk has certain fats and proteins in it,
so when we added the colour it didn’t move because the fats were holding it in place. Once
we added the dish soap, it broke the “surface tension” so the colour could begin to move!
The soap had a reaction with the milk fat and pushed the colours around the dish!” You
could take it one step further if that is too confusing for your group of students and say
something like: “The milk and the food colouring get along, they are friends, and enjoy
spending time together. When the soap comes, the milk and the colouring try to get away
from the soap because they are not friends. The milk and colour move around until the
soap convinces them to be friends! That is when the colours stop moving.” Something like
this is very simple, but still gets at the point. Although this might be helpful at first, I think it
is important to use scientific terms with students to build their content area literacy skills-
use science specific words like reaction and observation.

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