Candy Corn Temperature Lab and CER Guide
A 35–45 minute hands-on lab for 6th graders in which students test how warm and cold water affect how quickly candy corn changes, then write a Claim-Evidence-Reasoning response. It builds skills in variable identification, data collection, and scientific explanation of thermal energy transfer, with sentence starters and a CER template for scaffolding.
“Candy Corn Temperature Challenge 🌽 Grade 6 Science | Energy Transfer and Temperature | 35–45 minutes Investigation question How does the temperature of water affect how quickly candy corn changes? Students will investigate how thermal energy transfers between water and candy corn and observe how temperature affects the candy's physical changes. 1. Learning intention and success criteria Learning intention: We are learning how thermal energy transfers between objects at different temperatures. Success criteria — I can: - Predict how warm and cold water affect candy corn. - Identify the independent, dependent, and controlled variables. - Collect and record observations and temperature data. - Use evidence to explain how thermal energy affects matter. 2. Materials For each team of 3–4 students: - 2 clear cups - 2 similar-sized pieces of candy corn - 100 mL of warm water - 100 mL of cold water - Thermometer - Timer or stopwatch - Graduated cylinder or measuring cup - Paper towels - Student recording sheet Teacher preparation: Prepare warm water at approximately 40–45°C and cold water at approximately 5–10°C. Do not use boiling water. Students should not eat the experimental candy. 3. Part A — Predict Before starting, students write their predictions. I predict that candy corn in __________ water will change faster because __________. What do you think will happen to the candy corn in the warm water? What about the cold water? 4. Part B — Identify the variables Complete the table before conducting the experiment. Variable Student response Independent variable: What will you change? __________ Dependent variable: What will you measure or observe? __________ Controlled variables: What will you keep the same? __________ Word bank: water temperature, candy corn size, amount of water, type of cup, observation time, changes in candy corn. 5. Part C — Conduct the experiment Cup A: Warm water 1. Measure 100 mL of warm water. 2. Record its starting temperature. 3. Add one piece of candy corn and start the timer. 4. Observe the candy corn at 0, 2, 4, 6, 8, and 10 minutes. Cup B: Cold water 1. Measure 100 mL of cold water. 2. Record its starting temperature. 3. Add one similar-sized piece of candy corn and start the timer. 4. Observe at the same time intervals as Cup A. Keep the cups in the same location. Do not stir either cup. Record the water temperature again at the end. 6. Part D — Record your data Student data recording sheet Record your actual observations; do not copy expected results. Warm water Starting temperature (°C) Ending temperature (°C) Cold water Starting temperature (°C) Ending temperature (°C) Time Warm water observations Cold water observations 0 min 2 min 4 min 6 min 8 min 10 min Which water temperature caused the greatest change? Warm water Cold water Both caused similar changes My results were inconclusive Copy recorded data 7. Part E — Analyze your results Answer using complete sentences. 1. Which cup showed the greatest change in the candy corn? 2. How did the water temperature change during the investigation? 3. What evidence suggests that thermal energy transferred between the water and candy corn? 4. Why might the candy corn change at different rates in warm and cold water? Sentence starters: - The candy corn in __________ changed the most. - The temperature of the __________ water changed from __________ to __________ °C. - My observations suggest that thermal energy transferred because __________. - The results show that temperature affects the rate of physical change because __________. 8. Part F — Write a CER response Question: How does water temperature affect how quickly candy corn changes? C Claim — Answer the question I claim that candy corn changes __________ in __________ water. What did your experiment show? E Evidence — Use your data My evidence is that after __________ minutes, the candy corn in __________ water __________, while the candy corn in __________ water __________. Include specific observations and temperatures. R Reasoning — Explain the science Thermal energy transferred from __________ to __________ because __________. The particles in warmer water have greater average kinetic energy, so they generally move faster and interact with the candy corn more quickly. This helps explain why __________. 9. Teacher answer guide - Expected observation: Candy corn will generally soften, lose color, or dissolve more quickly in warm water than in cold water. - Energy transfer: Thermal energy transfers from the warmer water to the cooler candy corn. The water may cool as energy transfers. - Particle model: At higher temperatures, water particles have greater average kinetic energy and move faster. - Matter connection: Candy corn does not disappear; soluble materials disperse into the water. Important: The candy corn itself is not a direct thermometer. Students should use measured water temperatures and observable changes in the candy corn as evidence. The experiment demonstrates heat transfer and temperature-dependent changes, rather than proving that the candy corn's particles themselves move faster simply because the candy is in warm water.”
Teacher Guide & Tips
- Use as a single class period of guided inquiry, with student teams of 3–4 running both cups side by side and recording observations at each time interval.
- Discussion question: Why do you think the candy corn changed faster in one cup than the other, and what evidence from your thermometer readings supports your idea?
- For struggling readers, provide the variable word bank and sentence starters up front, and let them complete the CER reasoning with a partner before writing independently.
- For advanced students, have them research the particle model of kinetic energy and propose a controlled follow-up test, such as varying water volume or candy size.
- Plan roughly 35–45 minutes total: about 5 minutes for predictions and variables, 15–20 minutes for the timed trials, and the remainder for analysis and the CER write-up.
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Try Diffit for free“Candy Corn Temperature Challenge 🌽 Grade 6 Science | Energy Transfer and Temperature | 35–45 minutes Investigation question How does the temperature of water affect how quickly candy corn changes? Students will investigate how thermal energy transfers between water and candy corn and observe how temperature affects the candy's physical changes. 1. Learning intention and success criteria Learning intention: We are learning how thermal energy transfers between objects at different temperatures. Success criteria — I can: - Predict how warm and cold water affect candy corn. - Identify the independent, dependent, and controlled variables. - Collect and record observations and temperature data. - Use evidence to explain how thermal energy affects matter. 2. Materials For each team of 3–4 students: - 2 clear cups - 2 similar-sized pieces of candy corn - 100 mL of warm water - 100 mL of cold water - Thermometer - Timer or stopwatch - Graduated cylinder or measuring cup - Paper towels - Student recording sheet Teacher preparation: Prepare warm water at approximately 40–45°C and cold water at approximately 5–10°C. Do not use boiling water. Students should not eat the experimental candy. 3. Part A — Predict Before starting, students write their predictions. I predict that candy corn in __________ water will change faster because __________. What do you think will happen to the candy corn in the warm water? What about the cold water? 4. Part B — Identify the variables Complete the table before conducting the experiment. Variable Student response Independent variable: What will you change? __________ Dependent variable: What will you measure or observe? __________ Controlled variables: What will you keep the same? __________ Word bank: water temperature, candy corn size, amount of water, type of cup, observation time, changes in candy corn. 5. Part C — Conduct the experiment Cup A: Warm water 1. Measure 100 mL of warm water. 2. Record its starting temperature. 3. Add one piece of candy corn and start the timer. 4. Observe the candy corn at 0, 2, 4, 6, 8, and 10 minutes. Cup B: Cold water 1. Measure 100 mL of cold water. 2. Record its starting temperature. 3. Add one similar-sized piece of candy corn and start the timer. 4. Observe at the same time intervals as Cup A. Keep the cups in the same location. Do not stir either cup. Record the water temperature again at the end. 6. Part D — Record your data Student data recording sheet Record your actual observations; do not copy expected results. Warm water Starting temperature (°C) Ending temperature (°C) Cold water Starting temperature (°C) Ending temperature (°C) Time Warm water observations Cold water observations 0 min 2 min 4 min 6 min 8 min 10 min Which water temperature caused the greatest change? Warm water Cold water Both caused similar changes My results were inconclusive Copy recorded data 7. Part E — Analyze your results Answer using complete sentences. 1. Which cup showed the greatest change in the candy corn? 2. How did the water temperature change during the investigation? 3. What evidence suggests that thermal energy transferred between the water and candy corn? 4. Why might the candy corn change at different rates in warm and cold water? Sentence starters: - The candy corn in __________ changed the most. - The temperature of the __________ water changed from __________ to __________ °C. - My observations suggest that thermal energy transferred because __________. - The results show that temperature affects the rate of physical change because __________. 8. Part F — Write a CER response Question: How does water temperature affect how quickly candy corn changes? C Claim — Answer the question I claim that candy corn changes __________ in __________ water. What did your experiment show? E Evidence — Use your data My evidence is that after __________ minutes, the candy corn in __________ water __________, while the candy corn in __________ water __________. Include specific observations and temperatures. R Reasoning — Explain the science Thermal energy transferred from __________ to __________ because __________. The particles in warmer water have greater average kinetic energy, so they generally move faster and interact with the candy corn more quickly. This helps explain why __________. 9. Teacher answer guide - Expected observation: Candy corn will generally soften, lose color, or dissolve more quickly in warm water than in cold water. - Energy transfer: Thermal energy transfers from the warmer water to the cooler candy corn. The water may cool as energy transfers. - Particle model: At higher temperatures, water particles have greater average kinetic energy and move faster. - Matter connection: Candy corn does not disappear; soluble materials disperse into the water. Important: The candy corn itself is not a direct thermometer. Students should use measured water temperatures and observable changes in the candy corn as evidence. The experiment demonstrates heat transfer and temperature-dependent changes, rather than proving that the candy corn's particles themselves move faster simply because the candy is in warm water.”
Teacher Guide & Tips
- Use as a single class period of guided inquiry, with student teams of 3–4 running both cups side by side and recording observations at each time interval.
- Discussion question: Why do you think the candy corn changed faster in one cup than the other, and what evidence from your thermometer readings supports your idea?
- For struggling readers, provide the variable word bank and sentence starters up front, and let them complete the CER reasoning with a partner before writing independently.
- For advanced students, have them research the particle model of kinetic energy and propose a controlled follow-up test, such as varying water volume or candy size.
- Plan roughly 35–45 minutes total: about 5 minutes for predictions and variables, 15–20 minutes for the timed trials, and the remainder for analysis and the CER write-up.
Candy Corn Temperature Lab and CER Guide
A 35–45 minute hands-on lab for 6th graders in which students test how warm and cold water affect how quickly candy corn changes, then write a Claim-Evidence-Reasoning response. It builds skills in variable identification, data collection, and scientific explanation of thermal energy transfer, with sentence starters and a CER template for scaffolding.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free