June 2015 – Vol. 27 No. 10

What Makes for an Effective Science Demonstration?

Posted: Saturday, September 1st, 2012

by Laura Henriques

You are standing at the front of the classroom, poised behind some apparatus. Students are watching expectantly. Something exciting is about to happen, but what? The tension in the room is palpable as students eagerly await the moment when you make the magic of science come alive. You make a motion to start the demo and then pause, pulling the students along with you to further build the anticipation. When you do the demonstration and it works you have their attention, you’ve piqued their interest and they are ready to learn.

This happens in your classroom every day, right? It could! Science demonstrations have the power to engage our students in a variety of ways. The ways in which we use our demonstrations make all the difference in the world.

Demonstrations can serve a variety of purposes. I had a friend who started every single day with a quick demo. He did them only once, and right as the bell rang. Students were required to write a brief description of what they saw and what they thought was going on. This was his daily warm-up. It was great for getting kids to class on time as he only did the demonstration a single time – if you were late you missed it and you weren’t able to get points for the warm-up without having seen the demo.

The same demonstration can be used multiple times for different purposes. At the start of a class or lecture, they can serve as a common experience to which you refer back to during class. On the other hand, if used at the end of an instructional segment they can illustrate a concept just explained. During the middle of instruction a demonstration can be used to review content or introduce new ideas. They can prompt lively discussion or be the prompt for a quick write.  Some may choose to combine these approaches, for example, doing a demo at the start of class to pique interest and provide a shared experience, then repeating it again after some learning has taken place so that students can apply what they have learned as they try to make sense what happened. Demonstrations can also be motivational, giving students a reason to pay attention, read and learn. Discrepant events are really good for that purpose as they captivate student interest because of their unexpected results.

More often than not, we shouldn’t spend too much time explaining during the demonstration. You will have time after the demonstration to ask questions and teach content. Silence is golden for some demonstrations. It builds the drama and focuses attention on the phenomena. Sometimes we do demonstrations to teach a particular skill. In this situation you will want to explain while you demonstrate.

Here are some tips to consider when doing science demonstrations.

  1. Prior Practice Prevents Poor Performance. A teaching buddy of mine used to drill into me these “5Ps of science demos” (and labs). We have to try them ahead of time. Know how it works, be comfortable with it and be aware of the tricks needed to make it work well. Demonstrations do not always work the first time we do them. Being comfortable with the materials enables you to be confident and comfortable in front your class. If it does not work as expected during class you’ll feel better about setting it up and trying again. (As an aside, don’t spend too much class time trying to make the demo work if it has failed a few times.)
  2. Don’t tell us what is going to happen before you do the demo. If you take away the element of surprise by telling us exactly what to look for and what to expect (and why) then you don’t really need to take the time to do the demonstration. Consider doing the demo without any explanation at all as a way to engage the class and pique their curiosity. This creates a teachable moment – students have seen something and now they want to know how and why it works. After the explanation you can do the demo again, this time talking about what is going on while performing the demo.
  3. Make sure people can see! You won’t want to go to all the trouble of putting together a demonstration if your students can’t see it well. Think about how the demo will look from the back of the classroom. Is it big enough? High enough off the lab table so that all can see? Does it need a solid background to be easily seen? Perhaps you need to use a document camera to project the demo so all can see it, or you need to raise the entire demonstration by putting it on a pile of books or a box so kids in the back can see. Maybe it would be more visible if you put it on the overhead and shined light through it or projected it. If you are doing something which relies on color changes it won’t help if you are wearing a multicolored shirt, maybe you need to hold up a piece of white paper behind the apparatus.
  4. Consider getting students involved in the demonstration. Some demos need an assistant or a shill. Enlist the help of your students! Some of the demos are easily replicated with common materials. Consider having students try the demonstrations at home, to teach family members. Not only does this get the kids talking about science with their families, it helps them verbalize what they know as they are explaining the science. Teaching the content helps them learn the content.
  5. Consider recording your demonstration. Some demonstrations are very time consuming to set-up. Some take place really quickly. Some are a bit persnickety and don’t always “work” exactly as planned. For those demonstrations it can be helpful to record the demo and show it in class. This method allows you to watch the demonstration in slow motion, pause at key points (to ask questions or reiterate key points), and you can watch the demo over and over without having to set up the equipment again.
  6. Showmanship matters! Not all of us are comfortable being goofy in class, but doing so can make a big difference. Compare these videos of the same demonstration. While we aren’t as funny or talented as Dom Deluise, we can all ham it up a little to build tension and build interest. The demo is exciting all by itself, but Dom Deluise gets the viewer (student) more involved and invested by pretending to be nervous about the outcome.

Mrs. Dowdle’s Inertia Eggs   (http://www.youtube.com/watch?v=B20GRM64JU8)

Dom Deluise on Johnny Carson (http://www.staged.com/video?v=4Vkc)

Doing demonstrations in your science classroom does not take the place of doing labs or activities, but they can greatly enhance your instruction. Try some and see how they work. If you find a collection that work well, consider sharing them with your colleagues at the CSTA Conference in 2013 or via an article in eCCS! I encourage you to share your favorite demo via the “comment” box at the end of this article so we can all learn from each other.

An Invitation

For those of you who teach physics or physical science in the LA area, California State University, Long Beach hosts a monthly Physics Demo Day. The 2nd Thursday of each month from 4:30-5:30 p.m., we gather to share our favorite physics demonstrations. Topics vary each time as we move through the physics curriculum. To find out more and to RSVP for parking visit PhysicsAtTheBeach.com.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and past-president of CSTA.

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S.F. Bay Area Science Events for July 2015

Posted: Tuesday, July 7th, 2015

by Minda Berbeco

Free Entry Days at:

Bay Area Discovery Museum, First Wednesday of the month
UC Botanical Gardens, First Wednesday and Thursday of the month
Oakland Museum of California, First Sunday of the month
CuriOdyssey, July 8th

Super-cool Science Parties and Lectures:

Nerd Nite East Bay, Last Monday of the month
Nerd Nite San Francisco, Third Wednesday of the month
Night Life, Thursdays, 6-10 pm, at the California Academy of Sciences
After Dark, First Thursday of the month, 6-10 pm, at the Exploratorium
Café Inquiry, Firth Thursday of the month, 6pm, at Café Borrone, Menlo Park

Learn More…

Written by Minda Berbeco

Minda Berbeco

Minda Berbeco is the Programs and Policy Director at the National Center for Science Education and is CSTA’s Region 2 Director.

Better Together – California Teachers to Convene Across the State on July 31st

Posted: Tuesday, July 7th, 2015

by Mei Louie

Across the state, California teachers are driving innovation in the classroom and shaping our students’ futures. To support their critical work, a coalition of California colleges and universities is inviting teachers to unite on Friday, July 31, 2015 to build powerful networks, share successful classroom practices and access effective resources to implement state standards.

Thirty-three California campuses are opening their spaces and inviting an estimate of 20,000 teachers to participate in a one-day event. Teachers will have a unique opportunity to hear about proven best practices from nationally renowned speakers, fellow teachers, and leaders in education. The free convening will be led by teachers, for teachers, and will help towards building a powerful lasting network of peers. This is a chance for teachers to come together to collaborate in hope of creating a better future for California students. Teachers will walk away with concrete tools to immediately use in their classrooms to implement the California Standards including the Common Core. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

The Practice of Teaching Science

Posted: Tuesday, July 7th, 2015

by Lisa Hegdahl

About 10 years ago, at an after school meeting, our presenter posed the question, “Why did you become a science teacher?” Each of my colleagues gave answers such as, “I wanted to affect the future”, “I loved working with children”, and “I wanted to stay young”. As it came closer for my turn to share, I was in a panic. The truth was, I became a science teacher as a way to get out of a dead end job that had long hours and paid next to nothing.

I have often thought about that day and about the noble motives for entering our profession expressed by my colleagues. Perhaps only those of us who truly have some kind of selfless calling should endeavor to be science teachers.   My reflections led me, however, to the conclusion that it is not important how people answer the question, “Why did you become a science teacher?” but how they answer the question, “Why do you continue teaching science?” I continue teaching science because I love it.

I love teaching science for all the usual reasons – I love that I get to teach a subject of which there is always more to learn; I love that I get to observe my students discovering and making sense of the world around them; and I love that I get to delight in the moments when my students teach me something from a perspective I had not previously considered. And yet, I also love teaching science because it is about more than just what happens in my classroom. People say lawyers practice law and doctors practice medicine, suggesting that these professionals continually work to improve their skills and stay current on the latest methods. Similarly, good science teachers practice teaching science, always improving their skills and staying current on the latest methods.

After years as a Science Olympiad Coach, BTSA Support Provider, and Science Department Chairperson at my school site, the pursuit of improving my science teaching skills led me to join, and ultimately volunteer for, the California Science Teachers Association. I began by presenting workshops at the annual, CSTA hosted, California Science Education Conferences. Then, in 2009, Rick Pomeroy, my former UC Davis student teaching supervisor and CSTA President 2011-2013, asked me to join the planning committee for the 2010 California Science Education Conference in Sacramento.  He followed the conference committee request with invitations to chair the 2012 California Science Education Conference in San Jose, run for the 2011-2013 CSTA Jr. High/Middle School Director position, and finally, to submit my name for the 2015-2017 CSTA Presidency. Each of these experiences allowed me to network with and learn from other science educators and helped me gain new insights into science teaching.   In addition, they opened doors that led to other opportunities to become involved and influence science education at the state level – the CA NGSS State Rollouts, the California Curriculum Frameworks and Evaluation Criteria Committee, and the California NGSS Early Implementation Initiative.

Throughout my involvement in these activities, one thing is repeatedly confirmed for me – there are thousands of talented science educators across California.  Most of them are not on the CSTA Board of Directors, its committees, or work with its partners.  They are science teachers who go into their classrooms every day and do amazing things.  They practice teaching science with a passion for the subject and their students.  They are not recognized for their achievements or compensated for their hours of extra work, and yet they will be back tomorrow to do it all again – many spending their own time and money to improve themselves as educators.  As I take on the role of President of the California Science Teachers Association, I am incredibly humbled and proud to represent these teachers and I will strive to help them acquire and maintain the support, resources, and policies they need to continue to excel at the job they love.

I want to end with a huge Thank You to 2013-2015 CSTA President, Laura Henriques who is an incredible role model for leadership. Her grace, patience, and expertise were invaluable in preparing me for the next two years.

 

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Written by Lisa Hegdahl

Lisa Hegdahl

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and is President for CSTA.

Making the Leap from the Classroom to TOSA

Posted: Tuesday, July 7th, 2015

by Kirsten Franklin

After 25 years as an elementary teacher, I decided to take the leap two years ago to become a TOSA (teacher on special assignment) to support K-12 teachers in my district in science and the common core state standards.  There is no specific handbook for doing this, but luckily, there have been great local and state resources to help. I have relied mainly on the trainings and guidance received from BaySci, a San Francisco Bay Area Science Consortium headed up by the Lawrence Hall of Science that my district has been part of since 2008. Membership in CSTA and NSTA, Twitter, reading the NRC Science Framework and the NGSS performance expectations over and over have also helped me to build understanding and confidence in the content and pedagogical shifts. Wrapping one’s head around the NGSS definitely takes time and multiple exposures! Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

What Does It Take to Get Kids Outdoors?

Posted: Tuesday, July 7th, 2015

by Lori Merritt

Our environment faces many challenges. Human behavior has greatly contributed to these negative changes. Children will be inheriting a world with many environmental problems and need to be prepared to face them. In order for children to care about the environment and have positive environmental behavior they first need to have experiences outside in natural environments (Chawla & Cushing, 2007; Handler & Ebstein, 2010). Unfortunately, children are spending less time in nature, making them less connected to their natural environment. In Louv’s Last Child in the Woods, nature-deficit disorder is described as “the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses” (p.36). In order for our students to be healthy, and environmentally proactive members of society we need to lead them outdoors. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.