Guest Blogger: Dr, Maille Lyons, The Science Fair Coach

Most of the time, when you don’t win, a science fair there isn’t any feedback on why your project was not selected as one of the best. Here is a list of the 5 most common reasons a project, that might otherwise seem like a “winner” does not even place in the top tier.

1. Violation: Gadgeteering

Explanation: Projects that do not follow the scientific method to solve a problem will usually be dismissed as a demonstration or a gadget. This is particularly common with a new technology. For example, a project that demonstrates how a solar cell (or DNA extraction kit or hover-craft etc.) works is not sufficient for a competitive science fair project because there is no experimentation. The project might win at school level for the “wow” factor, but will not be considered for awards at higher levels. HOWEVER, the exception to this violation is for science fairs with a specific category for Engineering and/or Technology.  In this case, learn and follow the engineering design principles, which are similar to scientific method.

2. Violation: Failure to follow scientific method

Explanation: The most common errors that fall under this violation are:

• no hypothesis (or an un-testable hypothesis)
• independent variable not properly controlled for
• dependent variable not quantitative
• experiment not properly replicated (minimum 3x for each treatment/level of the independent variable)

3. Violation: Lack of standardization for part of the procedure

Explanation: Projects that include activities such as: kicking a ball, hitting a ball, throwing a ball, blowing a bubble, throwing a paper airplane, etc. are fundamentally flawed because an important component can not be standardized (i.e. done the same way every time). Without a way to ensure that the activity is the same each time small differences in that component might affect the results as much or even more than the independent variable. Consequently, results can not be interpreted as due to changes in the independent variable because there are at least 2 variables changing. HOWEVER, finding a way to overcome the issue of no standardization (e.g., build an automatic kicker, use a pitching machine, etc.) will usually earn approval from the judges. This is part of the problem solving that scientists have to frequently do.

4. Violation: Lack of creativity
Explanation: If the project came from the internet or a science fair project book, then other students are probably doing the same project. In fact, there are some projects that are done every year at every fair. A science fair judge with experience will recognize these projects and generally reduce the overall score – unless there is a creative twist highlighted on the project board.

5. Violation: Against the Law
Explanation: There are laws that prohibit some types of experiments and there is specific paperwork for permission to conduct other types of experiments. Generally, if a project uses human subjects, non-human vertebrate animals (e.g., cats, dogs, horses, fish, snakes, turtles, birds, etc.), bacteria, mold, and/or hazardous chemicals, check the rules BEFORE doing any experiments.

One other issue that science fair judges discuss, and can eliminate a project for, is excessive parent involvement.  Typically, if the judge is allowed to interview the student, the judge will be able to determine how much the student understands, but for Science Fairs without an interview this will be up to the judges based solely on the board, notebook, and research paper if available.

About Dr. Maille Lyons
My name is Maille, which is Gaelic and pronounced “Molly”. I won my first science fair in 6th grade at Joseph Case Junior High School in Swansea, Massachusetts. My project was called “The effect of acid rain on house plants”. As luck would have it my science teacher (Mr. Fonseca) was also my soccer coach. I loved doing projects and did a science fair project every year (required or not) up through my senior year. I enjoyed it so much, that I eventually pursued a career in science and now get to do the grown-up equivalent of science fair projects almost every day. Today I am environmental microbiologist specializing in aquatic bacteria (which means I can only respond to posts at night and on week-ends). I have a Bachelor of Science Degree in Biology from the University of Massachusetts (UMD), a Master’s Degree in Biology from University of California, Los Angeles (UCLA), a post-graduate certification in Epidemiology and Biostatistics from Drexel, and a Ph.D. in Oceanography from the University of Connecticut (UCONN). 

Dr. Lyons shares science fair tips, tricks and advice on her blog, Science Fair Coach. 

For this experiment, we traded fire extinguishers, exploding toothpaste and liquid nitrogen for balloons and cooking skewers…not an explosive experiment at all. Then why was Becky Ditchfield so nervous?

It’s so simple. Blow up a balloon and tie off the bottom. Then take a cooking skewer and stick it through the balloon. Impossible? Not if you have a little patience and know a little science. Becky definitely got the hang of it until she was asked to try sticking the skewer through a large balloon.

For more information and a science lesson, read the Skewer Through the Balloon Experiment at SteveSpanglerScience.com.

Q: Tell us a little about who you are…
A: Let’s see… I’m definitely not a scientist, I’m not in a band, I’m not an ultra-creative graphic designer, I’m not on Ellen, I haven’t been featured on YouTube, I rarely blow things up.  My life is pretty boring compared to some of the people I work with.

I’m a mom, wife, dog walker, former high school English teacher, volunteer, taxi driver, sports fan (especially my kids’ sports), non-profit fund raiser, Duke grad, music lover, golfer, and avid reader. I have lived in Colorado most of my life and am passionate about education and the outdoors. I serve as a Trustee on a non-profit Board (the John Austin Cheley Foundation) that raises money to provide summer camp experiences for kids around the country.

Q: What do you do at Steve Spangler Science?
A: I edit Steve’s awesome books, specifically Naked Eggs and Flying Potatoes and Fire Bubbles and Exploding Toothpaste.  I also review the catalog before it goes to print and many of the Experiments of the Week and other important emails and print materials that Steve Spangler Science produces.  Somehow, I have also earned the title of “Science Fair Expert,” so I have worked on revamping the science fair section of Steve’s website and adding Science Fair Connections to quite a few of our experiments–a perfect example of irony since I’m an English, not a science teacher. Basically, I guess you could call me the resident wordsmith, or (as some other people no doubt refer to me) that annoying grammar lady with the red pen.

Q: What do you like best about what you do?
A: I like that I get to be part of the Creative Team at Steve Spangler Science. I work with many very talented and creative people, and it is inspiring when we all bring our own skills to the table and work together to create an excellent final product. I learn new stuff all the time from my colleagues about technology, social media, website design, photography, video production, etc. You could say I’m a bit behind the times when it comes to all of that. It’s a good thing I represent just a very small piece of the puzzle!

Q:  What is your favorite Steve Spangler Science moment?
A: I’ve only been part of Steve Spangler Science for a couple of years, but I always enjoy Steve’s demonstrations on The Ellen Degeneres Show. I especially liked it when he blew up the trash can full of thousands of ping pong balls or when he had an audience member walk across a giant tub of cornstarch quicksand.  Steve is always aspiring to take a great idea and make it even bigger and better. It was also interesting the day that he shot an ethanol rocket across the office. I found out later that the same day he had launched a similar rocket across my son’s desk at school and set the top of his desk on fire… only momentarily until the ethanol burned itself out. No damage to the desk (or my son), but he definitely got my son’s attention.  How’s this for dinner conversation: “Mr. Spangler is so awesome! He set my desk on fire today!!”

Q: What is something you wish every SSS customer knew?
A: I wish every SSS customer knew how customer-centered the company is. Every decision that is made is based on doing what we feel would be best for the customer. We have an amazing customer service team, but behind the faces and voices of that team, everything else is also focused on providing the best shopping experience and the most unique learning resource for you that we possibly can.

Q: What is your favorite science experiment?
A: It’s hard not to love the Mentos and Diet Coke Geyser experiment, but I also think the Exploding Toothpaste experiment is one that a great teacher can use to get kids really excited about science. Bouncing Smoke Bubbles is another of my favorites. Playing with bubbles is always fun, but when the bubbles are big and white and full of carbon dioxide fog, they are downright awesome!

Q: What do you like to do when not on the job?
A: When I’m not on the job, I am probably driving my two boys (ages 14 and 11) to a sporting event or practice, managing homework, trying to figure out what’s for dinner (or which drive-thru we’re going to that night), or walking my dog. When I’m not at the kids’ activities or volunteering and actually have some time for myself, I like to play golf, ski, hike, read, and spend time in the mountains with my family and friends.

Q: Anything else you’d like to share?
A: I have known Steve since high school and it is fun to work for his company, collaborate on projects, and see his tremendous success. Who knew?? I will also be very embarrassed if, as copy editor, I missed any grammatical mistakes or typos in this Staff Spotlight. Who edits me?

By Blog Editor Susan Wells

You’ve picked the perfect project, pulled together your materials and variables, conducted your experiment. You can see the finish line. But there is one last piece of the science fair project that remains…the project display board.

I’ve been surprised in my working with students and their parents that the display board can make even the most confident scientists to break out in a sweat.

Don’t sweat the display board – this is where your hard work and creativity really get to shine. It is a display that tells the story of all of your efforts and gives the first impression of your project.

Here are a few tips: 

• Keep it simple, neat and organized.
• Start with a powerful title. You want to grab the judges’ and visitors’ attention. A title like “Mentos and Diet Coke Geysers” is nice, but it doesn’t jump out. Try something like “Icky Sticky Soda Geysers – Which One Makes the Biggest Mess?”
• Use your imagination and make it attractive. Use pictures, 3-D objects, colors, graphs, charts or illustrations to draw in your audience.
• Know your facts. Make sure your report, data, materials and conclusions are all well-written and thoroughly researched.
• Practice and review. Practice your science fair speech in front of friends and family. Ask them to ask you questions about your project and rehearse your answers.

A good science fair project includes: 

BIG QUESTION: What are you trying to find out?
HYPOTHESIS: An “I think … “ statement. What do you think will happen?
MATERIALS: A list of supplies for your experiment
VARIABLE: Something that changes in your experiment
PROCEDURE: The steps you take to run your tests
DATA: A graph or chart that shows the results of your test
BIG DISCOVERY: What happened? Explain your results
CONCLUSION: So what? What did you learn?
I WONDER: What does your experiment make you wonder about?

Here is a sample of how to lay out your board: 

Guest Blogger: Dr, Maille Lyons, The Science Fair Coach

Part III:  What will the judge ask me?

Some judges will be judging their first science fair, while others will have judged several fairs at varying levels.  Nevertheless there are many common questions and, the more you have thought about them, the better your interview experience will be.

 20 Questions you should expect include:

• Where did you get this idea?
• How did you come up with this title?
• What research did you do?
• What was your hypothesis?
• Why did you think that would happen?
• What were your independent and dependent variables?
• What was your control?
• What did you measure and how?
• How did you calculate that result?
• Why did you choose that amount, (or measurement, or piece of equipment, etc.)?
• How did you replicate the experiment?
• What does that graph tell you?
• How variable were your results and what might explain the variability?
• What did you base that conclusion on?
• Why/How are your findings important?
• Who might want to know this information?
• What would be the next experiment you would do?
• What was the hardest part (or most fun, or most exciting, or most surprising, etc.)?
• Who helped you?
• If you had to do it all over again, is there anything you would do differently?

About Dr. Maille Lyons
My name is Maille, which is Gaelic and pronounced “Molly”. I won my first science fair in 6th grade at Joseph Case Junior High School in Swansea, Massachusetts. My project was called “The effect of acid rain on house plants”. As luck would have it my science teacher (Mr. Fonseca) was also my soccer coach. I loved doing projects and did a science fair project every year (required or not) up through my senior year. I enjoyed it so much, that I eventually pursued a career in science and now get to do the grown-up equivalent of science fair projects almost every day. Today I am environmental microbiologist specializing in aquatic bacteria (which means I can only respond to posts at night and on week-ends). I have a Bachelor of Science Degree in Biology from the University of Massachusetts (UMD), a Master’s Degree in Biology from University of California, Los Angeles (UCLA), a post-graduate certification in Epidemiology and Biostatistics from Drexel, and a Ph.D. in Oceanography from the University of Connecticut (UCONN). 

Dr. Lyons shares science fair tips, tricks and advice on her blog, Science Fair Coach. 

Last October, YouTube announced the next big thing to come to entertainment and television… a YouTube Network of original channels. Beginning in 2012, they began adding 100 new channels to their lineup. They are bringing a wide range of talented producers, creators and personalities to the web and offering a new viewing experience for those who want to make the most of the YouTube platform. Programming on a wide range of topics like parenting, fitness, news channels, music, sports, comedy, pop culture and education are available.

We are very honored to be a part of this YouTube venture as a partner. Beginning Wednesday, February 1st Steve Spangler Science will offer an educational channel and show, The Spangler Effect.

About the Show

He’s the science teacher you always wanted to have in school. Things just happen to fizz, pop, smoke and explode, and before you know it, you’re a part of his learning experience. His passion is to find the most creative ways to make learning fun. His methods might be unconventional, but the goal is to turn ordinary science experiments into unforgettable learning experiences. And when it happens, it’s called The Spangler Effect.

It’s a series about a group of people who are passionate about finding cool ways to make science fun. They turn ordinary do-it-yourself science activities into extreme experiences that spread like a virus, make noise (literally) with crazy science challenges, produce “no way!” revelations and the occasional explosion, and help parents and educators find creative ways to get kids excited about learning.

Make it big, do it right, give it class – that’s The Spangler Effect.

Each week, a new episode will explore one science experiment, concept, project, challenge or situation to learn how and why it is important in our daily lives. At the heart of each episode is a take-away activity that has great wow-factor but is easy enough for viewers to recreate at home using simple household items.

Subscribe to The Spangler Effect channel to receive email notifications when a new episode is available.

We are proud to be joining the new YouTube original channels including programming from Cafe Mom, The Onion, Madonna, Livestrong Women, Motor Trend, Brooke Burke, Tony Hawk, Shaquille O’Neil, TED Education and the Wall Street Journal.

The programming is available on any internet-connected device, anywhere in the world, with all the interactivity and social features of YouTube built right in.

YouTube for Schools
Learn more about the YouTube for Schools program. Step-by-step instructions are available to help your school sign up now.

This is the perfect experiment for our motto, “Don’t do it at home, do it at a friend’s home.” Who wants to make a mess in their own microwave?

Ivory soap is one of the only soaps that float. Drop it in water and check for yourself. But how does Ivory float when most soaps sink?

For this experiment, take a new, fresh bar of Ivory soap (not one that has been sitting on the shelf for a long time). Cut it into smaller pieces and note that the bar does not have pockets of air. The air is pumped into the soap during the manufacturing process. Microwave for a minute or less and watch what happens. If you microwave the soap for a long time, it will start to turn brown and gross, so watch it while it cooks.

Now, turn this demonstration into a science fair project. What will happen when you microwave different brands of soap? Why do you need a fresh bar of Ivory instead of one that sat on the shelf?

For more information and a complete experiment, visit the Ivory Soap Souffle experiment.

By Guest Blogger Debbie Leibold 

So you have a great science fair project idea, but you’re not sure how to get started? We’re here to help!

Every successful science fair project starts with the Scientific Method. The Scientific Method is just a road map to get you from your question to your answer. Follow these steps to make your experiment amazing!

Question

Find a topic that interests you and decide what you want to learn from the project. Remember to pick a topic that is narrow enough for you to become an expert on one specific aspect of that topic. For more information on choosing a topic, see our first Science Fair 911 blog post or check out the science fair section at www.SteveSpanglerScience.com.

Research

Gather information about the question you want to explore. By doing some research ahead of time about your subject, you will be able to narrow down your question and figure out exactly what it is you want to find out. You will also have some background knowledge that will help you to understand the results of your tests and possibly lead you to some meaningful conclusions.

Hypothesis

Before you can actually start your experiment, you need to come up with a hypothesis. A hypothesis is an educated guess about what you think might happen in your experiment.  What do you think the answer is to your question?  We like to call the hypothesis the “I Think Statement.”  After you have done some preliminary research and thinking about your project, all you have to do is write out what you think will happen. Write it in ink!  Why, you ask?  Ink can’t be erased, that’s why. Under no circumstances are you allowed to change your hypothesis. You don’t have to be right. Your hypothesis is a guess. There is no shame if your results don’t turn out the way you think.  In fact, some of the world’s greatest scientific discoveries happened when other experiments went wrong.  So push yourself and try something unusual.  It’s no fun at all if you already know the answer before you start!

Procedure

Once you’ve written down your hypothesis, think through and write out every step you’re going to take to run your tests.  Your procedure is the plan you are going to follow to get your data.  It is crucial that your procedure is clear and easily understandable so that you can share it easily at the science fair, but also so that others who are WOWED by your experiment can go home and duplicate it themselves. Don’t cut corners in writing out your steps.  Include everything so that if others follow your procedure they’ll achieve the same results.  Think of your procedure as a recipe.  If you leave out an ingredient or a step, it doesn’t work!

Data

Now that you’ve written out the steps you’re going to take, go ahead and get started!  Follow your steps and see what happens. The results of your experiment make up your data.  It is very important for you to track your results as you go instead of waiting until all your tests are done.  Keep a notebook or journal where you can jot down your results or discoveries as they happen. Record how you changed the variable and show what happened as a result.  The data is the most important part of the experiment because it will be analyzed to see if your hypothesis is correct.

You should consider running multiple tests to ensure that your results are correct.  By averaging several sets of data instead of just counting on one trial (let’s say of the distance a marble travels down a surface), you can account for minor differences in technique, angle, measurement errors, etc. Real-life scientists don’t ever just run one test and conclude that their hypothesis was right or wrong. Many tests are run to prove that the data is accurate.

Take pictures of your experiment to capture what happens.  Those photos add great color and pizzazz to your science fair display board.  Add captions to the photos and you’ve got a really professional looking board.  A parent or a friend with a video camera is a great way to be able to replay your experiment to really analyze what happened.

Photos and videos aren’t specific measurements, however.  You need to create some kind of measurement scale—that scale might be as simple as a ruler or a tape measure—but the more numerical your data can be, the more specific your results and conclusion can be.  When you have numerical data, it is helpful to organize that data in tables, charts, and/or graphs. Entering your data into an Excel spreadsheet will allow you to generate very sophisticated looking, color-coded graphs of your results. The more visual you can make your results, the better!

Observations/Discoveries

So you’ve done your experiment and documented your results.  What did you discover?  Write down what happened in your tests and any other observations you made along the way.

Think of your experiment like a CSI investigation.  A mystery needs to be solved (your question) and all of the little pieces of data you find along the way serve as the evidence.  Many different pieces of evidence may exist, but eventually all of those pieces of the puzzle fit together and, at the very end, the detective (in this case the scientist—you!) figures out “who dunnit.”  The mystery is solved—the question is answered—and it’s time to broadcast to the world what you discovered.

Discoveries are very different from conclusions, and it’s important to know the difference. For example, dropping Mentos mints into soda creates an eruption. That’s a discovery (not a conclusion) and this discovery leads to more questions. Each test result leads you to make a new discovery. Discoveries are observations with no right or wrong answer. Only after you’ve made a number of discoveries can you formulate a conclusion.

Conclusion

Was your hypothesis correct?  Base your answer on your data after analyzing notes, photos, videos, charts, and graphs.  Your conclusion is not an opinion… it is a fact based on the tests you conducted and the discoveries you made.  In the Mentos example above, your conclusion might be that there is a relationship between the number of Mentos you drop into the soda and the height of the geyser and that your hypothesis was correct when you thought that putting ten Mentos in the soda would produce a larger geyser than putting five Mentos into the soda.

Again, it is absolutely okay if your hypothesis was incorrect.  Say proudly, “I was wrong, but (and this is the best part) this is why I think so…”  Those thoughts about what you might do differently or about what went wrong make great ideas for next year’s science fair project… or they might just keep you and your friends busy next weekend.

You could also add a section to the conclusion that I like to call the “So what?” So what’s the bigger picture?  Why is this important?  What did you learn?  Think of the conclusion like a conclusion paragraph in an essay.  Remind us of what you were trying to prove (your hypothesis), review your main points or discoveries, and make some final remarks about the project as a whole.

I don’t know about you, but for me, having a guide to follow makes the science fair seem much less overwhelming!  Following the steps of the Scientific Method will lead you down the right path and help you turn your great idea into a fantastic science fair project.

For more information on how to do a science fair project or to see some sample projects, visit the science fair section at www.SteveSpanglerScience.com.

Tune in next Monday for some more helpful hints about science fair!

Guest Blogger: Dr, Maille Lyons, The Science Fair Coach

How is a Science Fair Judged?
It might surprise you to learn that there are no rules on how a science fair must be judged.  In an ideal situation, all science fair judges would review all of the projects, and then interview all of the students, and then come to an agreement on the ranking of the overall best projects.  This, however, is generally not going to happen because of time constraints and limits on the number of judges available.  The next best option is to have groups of judges assigned to natural groupings of projects.  For example, some judges would only judge 5^th grade projects while others would only judge 6^th grade projects.  Alternatively, some judges would only judge biology projects, while others would only judge physics projects.  In both cases, all judges evaluate all projects in their group and come to a consensus regarding the rankings for that type of project.  Realistically, it is more common that each judge evaluates a randomly assigned group of projects, looking to identify the best 2 or 3 projects from their grouping.  Then other judges, or head judges, evaluate the identified projects against each other.  In larger fairs, sometimes the judges identify many great projects, and then discuss each one to narrow the list down to the top number of spots for awards.

For students, it is less important to know how the judging will be coordinated and more important to know if the judging takes place with or without an interview.  Some fairs interview all students, whereas other fairs only interview students whose projects have been identified as potential winners, and then others have no interview at all.  In all cases, the science fair project backboard must be able to communicate the project details without the student there to explain them.  The best way to check if your project board gets that job done, is to ask an adult that is not familiar with your project (e.g. neighbor, friend’s parent, other teacher, coach, etc.) to read your board and figure out what you did.

Tips for success
Generally, judges are nice people, but it only takes one “mean” judge to ruin a student’s science fair experience. Overall, try not to read too much into body language. Scientists, as a group, are not known for their social skills.  For example, sometimes a judge decides the project is really good, but they need to move on to evaluate all the projects they have been assigned, so they abruptly end the interview and go to the next project. Other times, the judge has decided the project is not in the top tier of projects, comments the student did an excellent job presenting it, because they are just trying to be nice, and then moves on.  Preparation is the key to increasing you chances of an enjoyable and successful experience.

Here are 5 tips for the science fair judging interview:

• Greet your judge – stand up, look at them, shake their hand, and say “It is nice to meet you, my name is…”  If you are particularly shy, this will be hard for you, so you will need to practice it many times.
• Be able to summarize your project in 2 minutes or less, but also have a longer, more detailed presentation ready in the event that the judge does not have any immediate questions or time constraints.
• Think of your presentation as telling the judge a story, highlighting the creative or unexpected aspects. If you encountered any problems along the way that you had to solve, describe that process. Judges love the problem solving aspects because it shows you did some thinking as opposed to just following directions from a project website or book.
• Understand why your project is important, or exciting, or new.  Scientists start every science paper by putting their new work into the context of what we already know. Balance your knowledge with enthusiasm.
• Dress neatly. While it is possible to win while wearing in ripped jeans and lose while wearing dress clothes, the impression you leave on each judge is critical in determining if they will advocate for your project in the judging room. Your appearance will factor into that impression, even if it is ever so slight. Therefore, find the least dressing thing that you will not fidget in and put it on for a few hours.

About Dr. Maille Lyons
My name is Maille, which is Gaelic and pronounced “Molly”. I won my first science fair in 6th grade at Joseph Case Junior High School in Swansea, Massachusetts. My project was called “The effect of acid rain on house plants”. As luck would have it my science teacher (Mr. Fonseca) was also my soccer coach. I loved doing projects and did a science fair project every year (required or not) up through my senior year. I enjoyed it so much, that I eventually pursued a career in science and now get to do the grown-up equivalent of science fair projects almost every day. Today I am environmental microbiologist specializing in aquatic bacteria (which means I can only respond to posts at night and on week-ends). I have a Bachelor of Science Degree in Biology from the University of Massachusetts (UMD), a Master’s Degree in Biology from University of California, Los Angeles (UCLA), a post-graduate certification in Epidemiology and Biostatistics from Drexel, and a Ph.D. in Oceanography from the University of Connecticut (UCONN). 

Dr. Lyons shares science fair tips, tricks and advice on her blog, Science Fair Coach. 

By Blog Editor Susan Wells

As the field narrows and we get closer to a front runner emerging for the Republican nomination for president, it’s important that voters do their homework and really learn about each candidate and their views. The candidates do not agree on many topics, including education.

We looked at the remaining five candidates and their views on the future of education. Two of the candidates are in favor of eliminating the Department of Education. Is this a good idea?

The U.S. Department of Education’s website states its mission “is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”

ED was created in 1980 by combining offices from several federal agencies. ED’s 4,400 employees and $68 billion budget are dedicated to:

• Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.
• Collecting data on America’s schools and disseminating research.
• Focusing national attention on key educational issues.
• Prohibiting discrimination and ensuring equal access to education.

I think the majority of Americans will agree our education system needs repair and reform. Some of the questions being asked of the candidates include: Do we dismantle the Department of Education? Do we fire teachers whose students do not get high scores on tests? Do we encourage parents to homeschool or place their children in charter or private schools? What about children in low-income areas? Is the No Child Left Behind Act working? Let’s not forget that many, many public school districts are suffering from deep budget cuts. They are cutting school staff, staff development, materials, and teachers. Class sizes are also on the rise.

Teachers, in fear for their jobs, teach to the test and don’t always encourage free thinking and discovery. There isn’t time or money for centers, science, art or music. Teachers are forced to drop engaging and fun learning lessons in exchange for strict math and reading lessons.

What changes would you make to education? Do you agree with the candidates? All five remaining candidates’ views vary widely. Here are their  views posted verbatim from 2012RepublicanCandidates.org. (Rick Perry is not listed on the website, so we used a post from Education News.)

Newt Gingrich’s Position on Education: 

• Gingrich believes that high schools are now obsolete. He would make schools and teachers compete to improve education.

• He thinks that we should focus on patriotic education instead of multiculturalism.

• He thinks education is the most important factor in our future prosperity and national security.

• He insists that failing schools must change and he supports charter schools. Gingrich would provide students at hopeless schools with private school scholarships.

• He wouldn’t charge interest on student loans for science and math students.

• He would bring back school prayer with a Constitutional amendment and thinks that federal aid should go only to schools that allow voluntary.

• Gingrich has said that high school girls who graduate as virgins should be rewarded.

Ron Paul’s Position on Education: 

• Ron Paul thinks that shutting down the Department of Education will improve the quality of education. He wouldn’t dismantle public schools but would encourage homeschooling and private schools with tax write-offs.

• He believes that black and hispanic colleges should not get special funding.

• Paul voted yes on vouchers for private and parochial schools.

• He would support a Constitutional amendment that allows voluntary school prayer.

Rick Perry’s Position on Education: 

Governor Rick Perry believes strongly in accountability.  At the forefront of his plan are the “Seven Breakthrough Solutions” for higher education, and while these were initially drafted for just the state of Texas the ideas in these goals likely reflect Governor Perry’s broader vision for education improvement.

Perry’s 7 goals are: Measure teaching efficiency and effectiveness, publicly recognize and reward extraordinary teachers, split research and teaching budgets to encourage excellence in both, require evidence of teaching skill for tenure, use “results-based” contracts with students to measure quality, put state funding directly in the hands of students, and create results-based accrediting alternatives.

Perry urges all universities to use their money wisely so that costs of tuition do not continue to skyrocket.  He would rather have universities invest their research money in projects that will yield a beneficial result instead of researching something for the sake of researching it. These solutions are meant to save money for use on the students and increase the effectiveness of education.

How Rick Perry wants to reform lower education on EducationNews.org >

Mitt Romney’s Position on Education: 

• Mitt Romney points out the underperformance of kids in the US saying that they score only in the bottom 10%- 25%. Therefore there is a need to revamp the education system.

• Education should not be confined to a teacher’s union only. There should be involvement from parents, the state, federal government with the support of the teachers.

• Romney advocated better pay for good quality teachers to improve quality of teaching.

• He perpetrates English immersion in schools stressing that English should be learnt at a very young age.

• While Governor Romney brought forth a scholarship for all kids that graduate in the top quarter of the class known as the John and Abigail Adams scholarship, which was 4 years tuition free entry to state colleges and universities.

• He supports the concept of ‘No Child left behind’.

• Romney supports setting up of charter educational institutions and conducting immediate third party audit in underperforming schools, giving authorization to principals to replace 10% of underperforming staff etc.

• Romney supported the elimination of Federal Department of education and favored keeping educational reforms t the lowest level involving parents, teachers and community.

• He was against schools inflicting specific religious practices or prayer in schools. Instead Romney stressed on teaching the importance of economics and family values.

• Romney pledged to vote for a means tested school voucher program which gave the students coice toi attend any public or private school of their choice.

**Romney says he is not for dismantling the Department of Education, although he had supported that plan several years ago.
EducationNews.org also did an article on Romney’s education views >

Rick Santorum’s Position on Education: 

Despite the 2004 controversy surrounding his children and the Penn Hills School District, Santorum is perhaps better known in the education sector for his effort at including the ‘Santorum Amendment’ into the No Child Left Behind Act of 2001. It was an attempt at including the theory of intelligent design, alongside the theory of evolution, into the public school science syllabus. The attempt proved to be unsuccessful, but it has been largely credited as the catalyst for the decade long battle between the Creationist and the scientific community.

I was surprised at how difficult it really is to find the candidates’ specific views and plans on education. Some of their campaign websites do not provide their views on education and I have found conflicting information. Here are a few more articles on the candidates and their thoughts on the education issue.

Time.Com – Grading the GOP Candidates on Education

Associated Press - Candidates seek to limit federal role in education

Huffington Post – Republican Candidates Would Limit Federal Role in Education 

On the Issues – Politicians on Education 

A few definitions from Issues2000.org: 

Charter Schools
‘Charter schools’ are publicly-funded and publicly-controlled schools which are privately run. They are usually required to adhere to fewer district rules than regular public schools.

NCLB – No Child Left Behind

• NCLB is the 2001 bipartisan law intended to improve K-12 schools, under the theory of standards-based education reform.
• States are required to establish standardized testing, so that all high school graduates meet the test criteria.
• States are also required to give options (school choice) to students who attend schools that fail to meet NCLB’s Adequate Yearly Progress (AYP).
• The controversy over NCLB currently focuses on funding: Opponents of NCLB argue that states are provided inadequate federal funding for implementation of NCLB, and that therefore NCLB represents an “unfunded mandate” on states.
• Proponents of NCLB argue that the law provides accountability for schools; fights against incompetent teachers; and provides alternatives to failing schools.
• Progress is measured in the federal National Assessment of Educational Progress (NAEP), commonly knows as the “Nation’s Report Card.”

School Choice
‘School Choice’ generally refers to a school district allowing parents to decide which school within the district to send their kids to. The political issue is whether to allow the choice to include private schools, parochial schools, and home schooling at taxpayer expense. Taxpayer funding of parochial schools potentially violates the Constitutional separation of church and state. Taxpayer funding of private schools is controversial because it subsidizes parents who are currently paying for private schools themselves, and are usually more wealthy than the average public school family.

Vouchers
‘Vouchers’ are a means of implementing school choice — parents are given a ‘voucher’ by the school district, which entitles them to, say, $4,000 applicable to either public school or private school tuition. The value of the voucher is generally lower than the cost of one year of public education (which averages $5,200), so private schools (where tuition averages $8,500) may require cash payment in addition to the voucher.

By Blog Editor Susan Wells

When I was growing up, my school did not do a science fair. I had never been to a science fair until my oldest was in kindergarten. All I knew was it had something to do with baking soda volcanoes.

Fast forward several years, and I now organize the science fair and encourage kids to get involved. Through Steve Spangler Science, I also help parents, teachers and students with their projects. Science fair and volcanoes may go hand in hand, but the ever popular demonstration is not actually a science fair project.

A science fair project asks a “what if” question, which leads to a variable and eventually finding an answer or at the very least, a big discovery. A science demonstration, like our volcano, is used to illustrate a science concept.

Another extremely popular demonstration is quickly taking over the volcano as a classic science fair project – dropping Mentos into Diet Coke. This is also a demonstration.

But can you take a demonstration and turn it into a science fair project? Absolutely. All you need to do is C3 it. The three C’s stand for Change, Create and Compare. Find an idea or an experiment that you are interested in, change something, create a new experiment and then compare your results. If your project contains the three C’s, it is a science fair project.

Let’s take the three C’s and apply them to the Mentos and Diet Coke demonstration. We know Diet Coke works well with Mentos to produce a soda geyser, but what about other sodas? Do you get the same reaction with root beer? Or what about regular Coke? In this project, we are going to ask the question, “What if I change the type of soda?”

We now have our first C – Change. The type of soda will change. That will be our variable. The variable is something that changes in the experiment.

Now, we can move on to our second C – Create. Our experiment will test different types of soda with Mentos. Let’s pick root beer, Sprite and regular Coke. We will also have a bottle of Diet Coke as our control. A control is where the variable does not change. We know Diet Coke works and we are testing the other sodas against it. Nothing else in the experiment will change. We will use the same size of soda, same number of Mentos, same temperature, etc.

The last C – Compare. As you run your experiment and test the different sodas, note the dependent variable – how high each soda shoots in the air. Which one went the highest? The lowest? How do they each compare to the control’s height?

Dropping the Mentos into the Diet Coke and shooting soda all over the science fair is not a project. Applying the three C’s to the demonstration to make a discovery IS a science fair project.

You can apply the three C’s to any demonstration to turn it into a project, including the volcanoes. Start with finding one variable to change and you are on your way.

For more science fair project ideas, choosing a topic, tips and more please visit our Science Fair section on SteveSpanglerScience.com.

By Blog Editor Susan Wells

Sisters Keira and Shaylie are student scientists with a real knack for chemistry. They live in Bend, Oregon and along with friend Caroline, have turned a bathroom in their home as well as a playroom into science labs.

We had the pleasure of learning about these exceptional girls around the holidays. They had a regular Christmas wish list and a second, Steve Spangler Science wish list. After watching some of their experiment videos and hearing about their scientific discoveries in their homemade lab, in their driveway and in the dark, we had to share their amazing talent and zest for learning.

Keira, 12, is described by her dad as a “very studious child.” She was placed in a TAG (Talented and Gifted) program by her kindergarten teacher. Over the years, science has become her favorite subject. Her best friend Caroline, 11, helps with the science activities.

Sister Shaylie, 9, is more of an inventor and sometimes the assistant when the girls perform experiments in their lab.

Keira says she and Caroline really got into science in 5th grade when their class took a field trip to a local science laboratory to learn about magnets. During the visit, they were “kind of interested” until they made something that used magnets and copper wire. A short piece of wire would spin when placed in-between the other two pieces of wire and the magnet.

The girls were hooked and decided they could make their own inventions and test their own experiments in their own lab. So they built a lab in an upstairs playroom.

Caroline brought the remains of a science kit which contained test tubes, measuring spoons and different chemicals. As time went on, they created different chemistry experiments and added to their collection. The lab is rounding out with eye protection, beakers, gloves, magnets, food coloring, notebooks, Slime Kit, Crystal Tree Set, lab coats, Water Gel, Jelly Marbles and 13 chemicals. The girls are serious scientists.

Their chemicals are kept in the bathroom next to their lab. The sink is used for experiments and supplies are stored in the cabinets.

The girls say their favorite science is chemistry. With their lab, they have created all kinds of explosions (yikes!) and reactions. Their favorites are Exploding Snow (a Water Gel, vinegar, baking soda and more mixture) and Gluepyoo ( a gooey mixture with Sodium Alginate). They like to experiment with different chemicals to “improve” upon their fizzes and concoctions, going beyond what was in the kit.

They practice safe science in their lab and take precautions.

Keira logs each and every experiment that the girls work on, logging who was involved, what they did and results found. She also brings some of the best experiments to her science class at school. Her favorite teacher is her science teacher, imagine that.

Caroline and Keira watched Steve Spangler during one of his appearances on The Ellen DeGeneres Show, and say they have been addicted to his experiments ever since.

Keira is a true scientist with an array of future experiments, ideas, periodical tables, etc. posted on her walls. She reminds me of Flynt Lockwood in Cloudy with a Chance of Meatballs. She even wears a lab coat like Flynt. Maybe someday Keira, Caroline and Shaylie will invent their own FLDSMDFR (Flint Lockwood Diatonic Super Mutating Dynamic Food Replicator).

When she is older, Keira plans to go to the University of Florida. She is a huge Gator fan. She inspires to be a chemist or biologist and published author. Or maybe a fashion designer. Caroline is also considering the University of Florida to study her loves of writing and science.

I only wish I was as together as these young women are at that age. Watch out world, these three girls are intelligent, creative and motivated. One of their discoveries or inventions might just save us all someday.

As everyone is well aware of by now, the Broncos are playing the New England Patriots in the Playoffs this weekend. Tim Tebow and his team are traveling to Boston to try and keep their Super Bowl dreams alive.

This Broncos season has been nothing but unpredictable and exciting. During the game, you won’t want to break away from the TV for even a second. Here are some ideas to quickly open a can of Pringles, prepare frozen food and celebrate every touchdown.

These demonstrations are meant for entertainment and educational purposes and are not meant to actually be done at home. Here is more information on the experiments in this video:

• Exploding Pringles Can 
• Liquid Nitrogen – Clouds of Fun

During the winter months, static electricity can build up and cause a shock when we touch a piece of metal or someone else. You can actually feel, see and hear the spark jump from your body or see it when you rub two cotton blankets together. But what happens to cause that shock and zap and why is it worse in the winter?

First you have to understand atoms, the things that make up all matter. Do you remember high school physics? The nucleus of an atom has neutrons and protons (positive). The shell is made up of electrons (negative). When the number of electrons and protons are even, the atom is neutrally charged. If there are more electrons, the atom is negatively charged. More protons, it’s positively charged.

Some atoms want to keep their electrons, while others will give them up when they come in contact with another material.

When two materials come in contact with each other, one material will take some of the electrons from the other. When the materials are separated, a charge imbalance happens. The material with more electrons is negatively charged and the one with more protons is positively charged. This charge imbalance is where static electricity is created. Shuffling your stocking feet across the carpet picks up the electrons. When you touch the light switch or another person, you transfer those electrons in a static charge. The charge you feel is the flow of imbalanced electrons.

The reason why you have more of a static electricity problem in the winter is lack of humidity. Moisture covers the material and allows for a path of electron flow. A low-resistance path allows the electrons to stay together and not cause a charge imbalance. A dry material can allow electrons to build up and create an imbalance. That’s why only certain materials conduct static electricity and others do not. Carpet, dry skin, hair, rubber, nylon, lead and cat fur are all great electron sharing materials.

A Van de Graaff generator creates static electricity. Cranking the handle on the generator moves a roller and turns a belt. A roller begins to build a negative charge and collects electrons. The electrons move up the belt that acts like an elevator. The electrons collect on the outside of the silver ball on the generator and are easily transferred to anything that comes in contact, especially something like skin that will conduct it. Leave your hand on the silver ball and the electrons move through your body and onto your hair. Dry, straight hair is best to capture the electrons. They move on the hair looking for a transfer material to rebalance again. Once the shock or electrons are transferred, the hair sits back down.

Here are some experiments on Static Electricity:

• Floating Static Bands
• Human Conductor of Electricity

By Guest Blogger Debbie Leibold 

Sometimes the hardest part of the entire science fair is figuring out what you want to do for your project. I know from personal experience with my own sons that it is easy to fall into the trap of thinking you have to do something amazing in order to make the project worthwhile. My sons’ best projects have revolved around their interests and were really quite basic, but used the scientific method to answer a question. A few years back, my older son (a competitive golfer) wanted to know if a warm or a cold golf ball traveled farther so he ran some tests to find an answer. My younger son created the Helmet Crash-The Melon Test experiment as a response to a lot of information on the news about ski accidents and people not wearing helmets. These were not complicated questions, but they were ideas that interested my kids.

In trying to come up with your own idea, ask yourself a basic question:  What are you interested in?  Brainstorm a list of topics in a notebook or journal.  Your ideas don’t have to be worthy of the Nobel Prize in Chemistry.  They can be as simple as the sport you like to play or the food you like to eat.  Think about how you might be able to turn one of those topics into a project.

Many science fair topics are based on broad areas of science. Consider finding a narrow topic in one of these areas:

• Physical Science
• Engineering
• Life Science
• Behavioral and Social Science
• Earth and Environmental Science
• Math and Computer Science

Use your resources—ask your friends, family, teachers, and experts in the field to help you narrow down your area of interest and create a question that you can answer by using the scientific method. Remember, if you choose a topic that is too broad, you may never finish your experiment! Find one specific area of interest and become an expert.

Whatever you do, don’t just take someone else’s idea and copy it.  That is not what real scientists do!  Real scientists look at ideas and put new twists on them.  They think about what they might have done differently and then run tests to see what happens if they make some changes.  They try something new to come up with their own discovery.

What do you want to find out?  When writing your question, consider the following:

• Is it do-able?  Can I answer the question?
• Would I be able to document my answer?
• How would I find my answer?
• What materials would be needed and how much would they cost?
• Do I have enough time to find the answer before the science fair?
• Is there any part that would be unsafe or dangerous?
• Will I need adult supervision?
• Is this too basic or too complicated of a question for someone my age?
• Most importantly, is my question interesting and original?

If you want some other project ideas, check out the science fair section on www.SteveSpanglerScience.com. We have lots of sample projects for you to review, but also some great information about the scientific method, variables, display boards, and other helpful tips for creating your best science fair project ever!

Be sure to check back here on the blog at www.SteveSpangler.com every Monday for more helpful hints about science fair.

Karen Puracan is a science teacher at Hale Academy in Ocala, Florida. The school is a small private school with grades PreK-12th. Mrs. Puracan teaches 8th grade integrated science, 6th and 7th grade life science, 8th through 10th grade physical science and high school biology and ecology. To say she teaches a little of everything is an understatement.

Class sizes are small. Her largest class has only 11 and the smallest classes have only three students. This gives Mrs. Puracan the opportunity to really get to know each student and engage them one-on-one – something most teachers today are unable to do. This also allows time to play or “investigate” as Mrs. Puracan calls it with science.

“Since we are a private school, we have the freedom to take our time exploring things in more depth, without worrying about the test,” Mrs. Puracan explains.

Last year, Mrs. Puracan was a physical science “greenhorn” and stuck to the book. She quickly found the book was boring for both herself and her students.

This year, she decided to drop the textbook labs and began using experiments from SteveSpanglerScience.com.

“And, much to my delight, during parent conferences this week, I heard that THINGS WE DO IN CLASS ARE MAKING IT TO THE DINNER TABLE!” says Mrs. Puracan. “ Even if  a student struggles on the test, they remember the experiment, and the principle behind it.”

She also has younger students anticipating reaching the upper grades and getting into her classes. They ask her, “when do we get to do the cool stuff?”

The other science teacher, Daren Johnson, a Hale veteran, also teaches math. Mrs. Puracan describes him as “the brave one who likes to make things blow up.”

Mr. Johnson’s class designed a built a working trebuchet which launched pumpkins 30 feet on Halloween. It also launched a basketball 120 feet.

Mrs. Puracan has conducted Density Towers, Bubbling Density Concoctions, Boo Bubbles and Bouncing Bubbles, Solar Bag, Wind Bags, Egg Drop, Cartesian Divers and other inertia stunts. We had the honor of meeting Ms. Puracan at one of Steve’s Boot Camps in Orlando, Florida this past fall.

More recently, Mrs. Puracan did the Musical Staws experiment in her class. The class thought it sounded like an oboe and cut small finger holes in the far end. They can play actual notes and sort of a scale.

During her Density Tower lesson, she challenged her students to figure out what order to put the liquids in. It took them four class periods, but they did it.

We salute Mrs. Puracan and Mr. Johnson. They are amazing teachers making a difference in the educational lives of their students.

Teachers making a difference - Hale School Newsletter Highlights science classes

By Blog Editor Susan Wells

It’s January and it’s Science Fair season. The keywords, “science fair projects,” “easy science fair ideas,” and “science fair help” are some of the top searched terms on Google in the month of January as students and their parents get online to look for help on their science fair projects.

Participating in the school science fair is a fantastic opportunity to learn about the scientific method, ask new questions, discover new science facts, conduct experiments and gain a new understanding of how science works. It also builds self confidence and public speaking skills.

My favorite part of the science fair is the bright smiles and prideful faces of the students who participate. In my daughter’s school, participating in the science fair is strictly extra-curricular. I am always so proud of each and every student who dedicates the time and energy to enriching their education. This will be the third year I am organizing our science fair.

Science fair isn’t about demonstrating a science experiment, it is taking a journey through the scientific method and self discovery. Sure, it is a lot of work and may cause some students (and their parents) to break out in a sweat with the mere mention of it. When it is done correctly, safely and allowed proper time, the science fair is very rewarding.

The science fair is a perfect opportunity to explore your own questions and make your own discoveries. It is an opportunity to step outside the books and the classroom and personally enrich your education.

Steve Spangler Science is here for students, their parents and teachers during the science fair season. We have an entire experiment library to browse through to find the perfect experiment to turn into the perfect science fair project. Debbie Leibold, our in-house science fair expert and mom of two along with myself, a science fair veteran, will provide helpful advice and step-by-step directions from how to choose the science fair project that is right for you, to tips for parents, students and teachers, how to turn a science demonstration into an experiment, how to create your science fair board and more over the next eight weeks.

Visit our blog at SteveSpangler.com every Monday beginning January 9th through February 20th for an article to help you survive science fair season.

Here are the topics and links to the posts to help you survive science fair season: 

• Chose a Topic & Project Ideas January 9th
• Demonstrations vs Experiments January 16th
• Scientific Method January 23rd
• Display Boards January 30th
• Tips for Parents February 6th
• Tips for Students February 13th
• Tips for Teachers February 20th

Becky Ditchfield never wants to know what we’re doing for our Science Mondays segment on KUSA-TV 9News. This was our last segment of the year and I wanted to make it one for her to remember. I pulled out an old favorite from the Spangler repertoire, but it was new to Becky. In anticipation of your next question, here’s the disappearing ink recipe.

By Guest Contributor Kristin Fitch
From ZiggityZoom.com

I have 3 boys.  From an early age I introduced my children to basic science concepts.  There was no room in our house for formalities, or serious science, at least not when my boys were only 2,4, and 6.  I was on a mission to encourage a love of learning, and to make sure I introduced my boys early on to science and math.  The honest truth is, neither math nor physical sciences were my strongest subjects. I preferred the social sciences and I did not want that to be a weakness for my boys.

Anyways when we had time, I would get out all of the supplies to create slime, make a basic volcano or some other kitchen chemistry experiment and my boys loved every single experiment.

The only unspoken requirements given by my boys were that it had to bubble, fizz, pop, change colors, or be slimy, gooey, or change from one state to another (ex. freezing things).  Why?  Well, of course, because science has to be exciting at this age.  A 5 or 7 year old may lose interest in a science experiment that takes several days or weeks to happen.  There is a time and place for that sort of science, more formal science, but I wanted science and learning to be fun and exciting.

Of course, with our many experiments and creations, I have had my share of messes to clean up,  goo all over the place, or a cornstarch mixture that acts like a liquid and solid, or food coloring all over their arms, but to see your kids so excited by basic kitchen science makes it worth the effort.

My kids stick stuff in the freezer all the time.  Sometimes they pull a cup out of the freezer that has a suspended marble in it, or a flower, I just never know what they will freeze. If you introduce your children to easy science concepts (kitchen chemistry, or gross science, or making easy volcanoes or slime) you will see that over time they will take the initiative to ask or do experiments themselves.

Science fun and experiments can be messy, but instead of getting upset if your child makes a mess while playing with water, or other kitchen-based mixtures, just relax and let him help clean up after he is done playing.

Kool-Aid Play dough

This is an easy recipe to make Kool-aid play dough. Make any color desired according to the flavor of Kool-Aid used or mix and match to come up with your own original colors. This makes a great non-toxic play dough.

Here is a simple kitchen recipe to make homemade play dough from Kool Aid.  It’s non-toxic and can be kept in a plastic bag until used.

Need:

• 1 cup flour
• 1/2 cup salt
• 3 Tbsp. oil
• 1 pkg. Kool Aid
• 1 cup boiling water

What To Do:

1. Stir together the flour, salt, and Kool-Aid granules in a bowl.
2. Add boiling water and oil. Stir completely until the mixture forms a ball.
3. Gently knead a couple of times then set aside to cool.
4. Keep in a resealable plastic bag or in a small container.

Salt Dough Clay Recipe to Make Ornaments, Fossils or Models

Here is a recipe to make easy salt dough for clay ornaments or fossils with kids.  Ingredients from the kitchen:

Need:

• 1 cup of salt
• 1 cup of flour
• 1/2 cup of water

What To Do:

1. In a large bowl, combine the salt and the flour
2. Make a well in the salt/flour mixture and add the water
3. Knead until smooth and shape into a ball
4. When not in use, wrap in plastic or store in an airtight container

To get a softer dough you can add more flour. Adding more salt will lend a more granulous affect. To add color to your dough, add food coloring or paint. Knead to get an even color. Paint your ornaments and sculptures after they dry.

Some of our other favorite things to do is make Slime, Goo, and Giant Bubbles and you can find directions for those here.

Science is All Around Us

I take every opportunity to get my kids outside and moving around, especially if I can get them interested in life around them.  An easy way to let kids have some fun while getting up close to nature and life around them is to do a Look & Find Activity.

Here is a Look & Find:  Backyard printable worksheet to take outside and find the listed items.  After you do this one you can make up new lists of things for your kids to go and find.  Take it a step further and observe the items collected or found.

Another printable worksheet is for the park – Look & Find:  Park.

Science is Fun

Next up in our house we are going to make pop rock candy.  I need to find Citric Acid Crystals first.

I encourage all parents and teachers to get kids excited about science, learning, reading, and even art, baking and gardening as all of these things teach children about how things works and the process behind things.  Here’s to trying out something new at home with your kids.

There are tons of science experiments and mixtures you can do at home that you can find on SteveSpanglerScience.com or many other science websites.  There are also many science kits, science experiment books and more that you can buy.

For more family fun and Kids Activities check out ZiggityZoom.com

For more Fun Kids Crafts from ZiggityZoom

Follow ZiggityZoom on FaceBook

Follow ZiggityZoom on Twitter

Kristin Fitch  is the co-creator and editor of several successful national web sites.  ZiggiyZoom.com is a fun and educational site for children and their parents.  It is also a resource site for teachers and homeschool parents.  The site offers educational printables, games, crafts, activities, and more for families. NationalKindergartenReadiness.com is a site for parents and teachers with resources to help prepare children for school, including printables, skills to learn, articles, and educational games. 

The kids are home from school and are already saying, “We’re bored!” Here are some science activities that celebrate the season while the kids are home and looking for entertainment.

Borax Christmas Tree Ornaments
All you need is a little borax, food coloring, string, a jar and pipe cleaners to make these beautiful snowflakes that won’t melt.

Grow Your Own Newspaper Tree
Use a few sheets of recycled newspaper and some heavy duty scissors to make a growing magic Christmas tree.

Santa’s Footprints / Snowy Footprints
Just imagine the kids’ faces when they find Santa’s footprints this Christmas or when they find animal tracks in snow on a nature walk. Break out the Insta-Snow because it’s time to make your own Winter Wonderland… complete with Footprints in the Snow.

Decorate Your Home with Science
You are decorating your home, so why not add a little science while trimming the tree? We have several homemade Christmas decorating ideas and Christmas crafts to do with the kids. Your house will be sparkling and glowing with holiday decorations this year.

Tie Dye T-Shirts Make a Unique Holiday Gift
It’s a brand new tie dye technique without the mess… and the results are amazing! This activity combines chemistry and art to create a designer t-shirt that is sure to get lots of attention whenever you wear it.

Magic Crystal Tree
Impress your friends by creating a colorful Christmas tree out of salt crystals, cardboard, and a few other household items. Within a day, you’ll have a colorful snow-covered tree that seemed to magically sprout from nothing!

Holiday Table Tricks
Table tricks aren’t just for Thanksgiving. Entertain your guests before the gifts are opened by performing a few science tricks.

Five Ways to Inspire a Child’s Inner Child
Kids are experts at asking questions.  A typical 3 year old will ask “Why?” non-stop.  Why does that work like that?  Why is that man so tall?  Why do I have to do it?  The questions and their inquisitive nature are amazing.  So why not harness that curiosity and introduce your children to fun things that will get them thinking.