Any subject is made more interesting by demonstrations. Students like visual teaching, and science offers endless opportunities for improving focus by opening class without saying, “Please open your textbooks.”
Science Demonstrations are Important and Easy with Elementary Students
Demonstrations appeal to natural curiosity. Elementary students are an easy audience because so many things are new to them including instruments used in science like beakers, flasks, scales, etc. For teachers to hold something in their hands and explain focuses attention and encourages questions.
The examples given below are not necessarily limited to the specific skill listed, but primarily emphasize those skills. One activity might involve five or six skills.
Scientific Inquiry: Observing, Classifying, Inferring, Predicting
Put a small object —a coin, rock, piece of candy, etc. — that students would recognize into a small box or can large enough to allow the object to move around inside. Shake the container gently so that the object makes a noise that students can clearly hear. Ask students to decide, based on the sound, what is in the container. A slow rotation of the container will reveal whether or not the object rolls, slides, tumbles, etc.
Sounds from a metal container will be different than those from a cardboard container. Variations are up to teacher creativity. This also helps address the frequently asked questions that students have about how scientists know about things they cannot see — e.g., atoms. This activity also makes the point that “observing” is not necessarily done with vision.
Scientific Inquiry: Observing, Interpreting Data, Comparing and Contrasting, Classifying
Secretly select an object in the classroom and give students clues one at a time that describe a single feature of the object. Ask them to raise their hand when they know what is being described. The object should be visible but not obvious — e.g., a brick in the wall, a light, the teacher, an article of clothing, etc.
Give verbal clues one by one starting with broad descriptions and getting more specific. For example, if the teacher chooses a flower vase in the room, begin with a clue like, “It weighs less that I do.” The next clue might be. “It is not red.” Subsequent clues — ten or twelve should suffice — should become more specific. Clues should describe the object, not its location in the room.
Scientific Inquiry: Predicting, Inferring, Observing, Measuring, Comparing and Contrasting
Use a triple beam balance or scale that can weigh object up to 1,200 grams. Select four or five objects of different shapes, sizes, and densities. Select objects that range in mass from about 150 grams to 1,200 grams. Each object should have a mass of about 150 grams greater than or less than the one closest to it in mass — i.e., items weighing 300 g, 450 g, 600 g, 750 g, 900 g and 1,050 g would be an ideal distribution, but some variation is acceptable.
It's OK to use the word weight instead of mass. On the earth's surface, — especially in elementary classes — the words mean pretty much the same.
The objects should be arranged in a random order according to mass and labeled A – E. Ask students to arrange them in order by mass (or weight) from lightest to heaviest by considering the sizes, shapes, and what they might know about the objects’ construction — they are not allowed to pick them up. They can write their responses on a sheet of paper.
Suggested objects might include:
- A piece of fruit;
- A large ball of paper;
- An irregular lump of clay;
- A bundle of pencils;
- A beaker of water;
- A beaker with packing pellets;
- A block of wood; and
- An empty cardboard box.
The activity can be performed as described or made more interested by concealing weights in the objects that appear lightest — i.e., the paper ball. The idea behind the deceit is that things are not always as they seem and that visual observation is often not reliable. Density can also be introduced.
Another variation would be to let a group of students pick the objects up and communicate among themselves. Their findings should be much more accurate than the students who didn’t handle the objects. The purpose is to demonstrate the importance of improved observation and communication between the participants.
Gaining student interest immediately is an important key improving student interest and participation. Demonstrations need not be complex. The purpose is to cause students to expect something interesting and different every day. Scientific inquiry is absolutely fundamental to success in science.
Harvey Craft - I am a retired educator with diverse experience. I read anything science, education, and history. I write to share what I learn.
