| Often, for a science fair the teacher lets children | | | | how long it takes bread to turn to toast. Older students |
| experiment on their own, as they want their students | | | | might look at things closer to their interests, like seeing |
| to jump start their curiosity and look into the world they | | | | which hair products leaves the least residue, finding out |
| live in for problems to solve or answers to questions. | | | | how many germs are on their cell phones or putting |
| Sure it is a lot easier to do home science projects for | | | | pretty much anything in a box and dropping it from a |
| kids when the teacher spoon feeds the project, tells | | | | high place, like a roof. |
| you what to do and how to do it. It is better for the | | | | Another kind of one day science fair project might |
| children to learn to observe their environment on their | | | | involve a demonstration. These are more likely to be |
| own and create their own projects. Easy one day | | | | part of a class project and not part of a full science |
| science fair projects using everyday things are often a | | | | fair. For these you are demonstrating how to do |
| way for the youngest students with short attention | | | | something or showing the effect one thing has on |
| spans to learn about how a science fair project works | | | | another. Demonstrating what happens when you |
| and get results fairly quickly. Even older students can | | | | pouring a carbonated drink on a rusty battery, or how |
| benefit from experiments that can be completed in a | | | | to make a solar tea cup heater would fit this category. |
| short time. | | | | This is where you will find kids pouring two liquids |
| Most science fairs expect the project to be | | | | together to get purple smoke or create some kind of |
| investigatory in nature. Luckily, they are more fun and | | | | gooey ooze. |
| easiest kind to do. These follow along exactly in the | | | | These short investigations or demonstrations can |
| steps of the scientific method: Observe, Question, | | | | provide some oddball and fun looks at things we use |
| Hypothesis, Experiment, Results. These experiments | | | | everyday. Food is a popular topic and keeps the kids |
| are the ones where you pose a question, then do a | | | | interest, particularly if the project can be eaten when |
| quick investigation which will prove or disprove your | | | | finished! When you are given the opportunity to do a |
| theory. These could be fun things like comparing the | | | | simple one day science fair project, take advantage of |
| amount of citrus or Vitamin C in different fruits, timing | | | | it and make it a fun and different twist to the things |
| how long it takes ice to melt in different scenarios, or | | | | we see and use every day. |
| you might see if the amount of whole wheat affects | | | | |