Fun Science Activity | Interactive Science Teacher

Fun Science Activity | Interactive Science Teacher

Choosing The Best In A Fun Science Activity

Science demonstration-blowing bubbles into a beaker with some CO2 in it (from baking soda + vinegar), and the bubbles float on the CO2! From science lesson 'Conserving Earth's Land, Water, and Air'.

Science demonstration-blowing bubbles into a beaker with some CO2 in it (from baking soda + vinegar), and the bubbles float on the CO2! From science lesson ‘Conserving Earth’s Land, Water, and Air’.

With all the demonstrations available, you might be wondering why I selected the ones I did to be included in each fun science activity. In most cases the choice was hard to make, but I used several criteria to guide that decision:

  • Each demonstration obviously need to illustrate the topic in each fun science activity
  • It should work every single time it’s tried
  • And use common materials you already have
  • It shouldn’t over-excite students
  • Or be complicated for you to explain or for students to do
  • It also needs to be fascinating to watch
  • And have the ability to hold every students’ attention while it’s being done and then explained

See the Science Lessons right now!

Advantages Of each fun science activity

Since each fun science activity has been used in a real classroom you know you’re getting more than a great sounding idea that might work. You’’re getting a fun science activity without kinks and with a consistent flow from beginning to end. You’’re also getting a thorough background that reflects what actually happened when I did the lesson with my students, and not what might happen or we hope will.

We all know what it’’s like to try to use a teacher’s guide that’s vague or idealistic; those don’t work because they were dreamed up far from a real classroom! That won’’t happen with an fun science activity on this site.

Fun science activity- All Fun?

With a fun science activity, being interactive is important, but I want to do more than just entertain your students. The neat thing is that after experiencing a good demonstration, students actually crave a good explanation. That’’s why my teacher videos strongly emphasize you being mentally prepared. You should never walk into your classroom not having a clue what you’’re doing that day. If that’’s your habit, you might occasionally have a good day of learning, but you and your students are missing out on many more.

Step 1, then, is going in with knowing what you’’re doing. And step 2 then would be deciding what kinds of things you’’ll say during the fun science activity. If you seldom give thought to your words before a lesson, try it and see what happens during your next fun science activity. Everyone wants to be part of a great lesson, but it’’s usually the unseen work and mental preparation that make it successful.

Illustrate Every fun science activity

It’s my firm belief that almost everything in science has a simple explanation, and the best ones include a demonstration with a reference to something students are already familiar with. It’s very important that those illustrations become a central part of each fun science activity.

Have you ever listened to a speaker who confused you? In your mind you may have thought, “Why don’t you showme what you’re talking about. Give me an illustration, please!” If they finally did give an illustration, then you remember your anxiety letting down. Remember to use word pictures often during your fun science activity, because that’s how our minds learn best, and also because there’s usually a student in your classroom looking at you starving for an illustration but saying nothing.

The Best Time To Use A fun science activity

Which is better- to do an interactive fun science activity at the beginning or the end of a chapter? Which would you guess? In most cases you’’re better off using demonstrations at the beginning of the chapter because:

  1. Demonstrations allow you to introduce a fun science activity with more interest, when it’’s really needed, and that causes…
  2. Less stress and anxiety sometimes associated with a new chapter
  3. And now you have the rest of the chapter to refer back to the demonstration for review or to show how newer concepts apply