Yuck Curriculum Summary

The components of a typical show are described below. TEKS citations follow each section. Please note that the components included in each show may vary, usually due to time constraints.

“Fill My Cup” game

Students compete in a relay game involving water. The winner is determined by measuring the volume of water using graduated cylinders. Students work with scientific tools. Younger grades typically make larger/smaller comparisons; upper grades will take metric measurements.

§112.11(b)(2)(C), §112.11(b)(2)(E), §112.11(b)(3)(C), §112.13(b)(2)(C), §112.14(b)(4)(A), §112.15(b) (4)(A), §112.16(b)(4)(A)

“I Want My Mummy” game

Students compete to wrap a player in toilet paper. Each audience member makes a prediction about which team used the most paper before using scientific tools to accurately measure the mass of the paper to determine the winner. The waste from this game is then differentiated from trash, as it is recycled.

§112.11(b)(1)(C), §112.11(b)(5)(A), §112.12(b)(3)(B), §112.12(b)(4)(A), §112.13(b)(1)(C), §112.13(b) (4)(B), §112.14(b)(1)(B), §112.14(b)(3)(A), §112.14(b)(5)(A), §112.15(b)(1)(B), §112.16(b)(2)(B), §112.16(b)(2)(C)

“Van de Graaf Generator” demonstration

Demonstration of a static charge making a student’s hair stand up and other demonstrations. Students use scientific tools with an emphasis on proper safety, are introduced to different forms of electrical energy, and learn about conductors and insulators in an electrical circuit.

§112.15(b)(6)(B), §112.15(b)(6)(C), §112.15(b)(6)(B)

“Under The Microscope” game

Students use a digital microscope to identify gross objects. Students then use the microscope to examine themselves.

§112.11(b)(2)(C), §112.11(b)(2)(E), §112.11(b)(3)(C), §112.13(b)(2)(C), §112.14(b)(4)(A), §112.15(b) (4)(A), §112.16(b)(4)(A)

“Down the Pipe” game

Students compete in a relay game using the force of gravity and problem solving carry wet sponge balls through a clear pipe.


“Eighth Wonder”

Problem-solving challenge involving students working in teams to construct pyramid-shaped structures using laundry baskets.


“Air Cannon” demonstration

Students demonstrate the force of air and observe the effects of air pressure in the form of smoke rings blown out into the audience. Vortices are discussed for their relevance to weather patterns and other natural phenomena.

§112.11(b)(6)(A), §112.12(b)(9)(D), §112.13(b)(3)(C), §112.13(b)(6)(D), §112.14(b)(6), §112.16(b)(6) (D)

“Cream Pie” game

(No educational content)

”Slime” and Conclusion

Winning team captain is covered in slime. Slime is described to students. Younger students can touch the slime upon exciting if desired (by staff) and make observations about its physical properties.

§112.11(b)(4)(B), §112.13(b)(5)(A), §112.14(b)(5)(B), §112.15(b)(5)(A), §112.16(b)(5)(A)

Science learning and science careers are discussed as a path for further exploration.

§112.14(b)(3)(D), §112.14(b)(6), §112.15(b)(3)(D), §112.16(b)(3)(D)

Click to Share: