Tired of the age old science fair? Put on a science celebration

Look inside my classroom - and daily journal - for a glimpse at a new kind of science event, one that treats students as explorers, and parents as partners.

What do you think of when you hear the words science fair? Poster boards covered with reports? Erupting papier-mache volcanoes? Expressions of pride...and despair?

As a classroom teacher who's committed to science education, I have always believed in honoring science with an event, but the traditional fair never appealed to me. So this year I decided to plan something different for my third-grade class - a Science Celebration.

As the word celebration implies, our event is relaxing, joyful, and noncompetitive. Students rotate among three stations of hands-on, thematically linked investigations. These stations are supervised by parent volunteers. I am a roving facilitator, answering questions and putting out fires, so to speak, as needed. My students work and learn with us, not for us. When the celebration is over, no ribbons are awarded because we are all winners.

To help you plan your own Science Celebration, I have based this article on entries from my professional journal. These entries capture how I think through the event - how I plan, promote, stage, and assess it.

Allow five weeks to plan your own event. This handy checklist will help.

WEEK 1

* Choose a theme. You can extend a theme you're using in class, or come up with a new one for the celebration.

WEEK 2

* Select a date for the event, and an alternate date as a backup.

* Inform the class of the celebration. Ask students for advice in planning it.

* Send a letter to parents describing the celebration and asking them to volunteer.

* Choose investigations related to your theme. They should teach a variety of concepts and be easy to implement, since your whole class will be carrying them out simultaneously See page 94 for books containing good investigations.

WEEK 3

* Begin collecting materials for investigations.

* Write simple directions for investigations.

* Keep track of responses from parents.

WEEK 4

* Mail packages to parent volunteers, containing directions for the investigation they'll supervise, useful teaching tips, and an invitation to call you with any questions.

* Prepare students for the celebration by having them gather materials, make name tags and posters, and advise you on room layout. Also, expose them to literature related to the celebration's theme.

WEEK 5

* Plan the classroom layout. You'll need three stations, which you can create by clustering desks and making signs identifying each investigation. Be sure there's ample space at and between stations.

* Assemble all materials for investigations.

* Determine how you will record the celebration - notes? videotape? photos? Gather the necessary tools.

* Call parent volunteers to remind them.

AFTER THE EVENT

* Assess the celebration independently (see page 88) and with students.

* Send thank-you notes.

COUNTDOWN TO A SUCCESSFUL SCIENCE CELEBRATION

MY CELEBRATION JOURNAL

November 4 - I've been thinking about ways to bring students and parents together to do science. Perhaps an event of some sort would work - one where parents carry out activities with the kids.

November 6 - I need a theme for the event. Experience tells me that kids have a hard time carrying out projects when they are given the freedom to do anything they want. So I need to keep them focused. A theme would allow me to do that.

I have organized my science curriculum this year around the seasons. Most recently we've been exploring winter. If I extend this theme to the event, the kids would have an opportunity to build on what they've been learning in class.

November 10 - I've decided to call the event a Science Celebration. I'm planning on three stations with a different winter-related investigation at each. As students rotate from station to station, carrying out the investigations, I'll watch them closely and participate only when needed. Taking notes will be important, and may be pictures, too. Two parents will be assigned to each station.

November 14 - The celebration is planned for December 18 from 2:00 to 3:00. The kids are very excited. Letters to parents went home yesterday, describing the celebration and asking them to volunteer.

I've started thinking about investigations to include. They need to be hands-on and involve materials that are cheap and easy to come by. After looking through my activity files, I think we'll do taffy pull, crystal pictures (see next page), and one other activity.

November 19 - I'm assembling a list of parent volunteers. Next week I'll mail them directions for the activity they will facilitate. I'll also begin rounding up materials, with the kids' help.

December 9 - Today I sent packages to volunteers. I also started reading to students Little House in the Big Woods by Laura Ingalls Wilder, which ties in nicely with the taffy pull activity. I need to go to the library tomorrow for something connected to the crystal pictures activity.

December 11 - Room arrangement will be important. I suppose the best way to create three stations is by clustering desks and hanging signs identifying each investigations. Maybe I'll let the kids make the signs.

December 16 - Today I made name tags for the kids. I coded them using three different symbols (i.e., black bears, grizzly bears, and polar bears), to help students and parents identify groups.

December 17 - Tomorrow is the big day. I've gathered all materials, loaded my camera, and called volunteers to remind them of the event.

December 18 - The celebration was a smashing success! In groups of eight, the kids spent about 20 minutes at each station, working with parents. They participated actively, asked good questions, and made comments that proved they understood what the investigations were designed to teach. Next spring, I may team up with the other third-grade teachers for a multiclass celebration.

TRY THESE INVESTIGATIONS WITH YOUR STUDENTS

TAFFY PULL

PURPOSE: To help students understand how temperature affects the state of matter.

MATERIALS: taffy made by combining 1 1/2 cups sugar, 1/2 cup light corn syrup, 1/4 cup water, 2 tablespoons butter, 1/2 teaspoon flavoring such as peppermint extract; wooden spoon; saucepan; a hot plate; clean scissors; candy thermometer

STEPS:

1 Combine all of the taffy ingredients in a saucepan and heat until the mixture reaches 260 [degrees] F.

2 Pour the taffy mixture onto a buttered platter.

3 When the taffy is cool enough to handle, coat your hands in butter and distribute pieces to the students.

4 Have students knead and stretch the taffy into strips, with butter-coated hands.

5 Talk about the relationship between temperature and the taffy's firmness. How does temperature affect the physical state of other things?

6 After the taffy strips have cooled, have students snip them into bite-sized pieces, eat, and enjoy.

CRYSTAL PICTURES

PURPOSE: To help students recognize that snowflakes contain different crystal patterns.

MATERIALS: crystal solution made by combining Epsom salts and 1 quart water (add Epsom salts until they cease to dissolve); dark construction paper; white crayons; paintbrushes; about 30 disposable cups

STEPS:

1 Before the celebration, mix the crystal solution and pour a small amount into each cup.

2 Introduce the activity by telling students that snowflakes are made up of six-sided crystals that come in different shapes and sizes.

3 Have students draw a winter picture (a snowman, for example) with a white crayon on dark paper.

4. Using paintbrushes, ask students to paint over their entire picture with the crystal solution. Students should see crystals form on the areas untouched by the crayons. Talk about this phenomenon. What are the differences and similarities among crystals?

5 Hang the pictures to dry for about a half hour.

LYNNE KEPLER teaches third grade at Clarion-Limestone Elementary School in Strattanville, Pennsylvania. She also writes the Hands-on Science column in Instructor each month.

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