High School Science Experiments With More Than You Bargained For
When you go through my high school science experiments I hope you’re surprised at how much you get. Sure, you expect student handouts and some sort of teacher notes. But what about customized PowerPoints, quizzes and homework assignments, copies pictures, and a thorough set of video notes complete with step-by-step explanation and illustrations that you can customize your high school science experiments?
What Busyness Does To Your High School Science Experiments
Do you remember the magician from Frosty The Snowman? He was busy, busy, busy!! That describes Americans today- always in a hurry trying to accomplish more than we have time for. But things done in a hurry are seldom done well, and that includes the high school science experiments we do in our classrooms as well.
Being busy is not in itself a bad thing, and having more high school science experiments than we have time for should theoretically result in a better learning environment, since we should be choosing to do the strongest lessons and disregarding the weaker ones; we’ll call this natural selection of lesson plans. But sometimes high school science experiments are done just for the sake of doing them, and if most of what we’re “teaching” our students will soon be forgotten, then what’s the point of even doing it?
My high school science experiments take a more balanced approach. They don’t try to go all directions at once, nor is it all fluff and fun. There is terminology and concepts, but my goal is also to develop the creative and practical part of each student’s mind. Each of my high school science experiments stays steadily focused on just 1 thing or theme from beginning to end. And they tend to be simple and quiet so that your students can keep a sustained thought and actually have some room left over in their minds to think creatively and to explore.
The Best Time To Use High School Science Experiments
Which is better- to do interactive high school science experiments at the beginning or the end of a chapter? Which would you guess? In most cases you’re better off using demonstrations at the beginning of the chapter because:
- Demonstrations allow you to introduce high school science experiments with more interest, when it’s really needed, and that causes
- Less stress and anxiety sometimes associated with a new chapter
- And now you have the rest of the chapter to refer back to the demonstration for review or to show how newer concepts apply
Be Intentional In Your High School Science Experiments
As you mentally prepare for each of your high school science experiments, be intentional about everything. Nothing should happen by accident or by chance (at least not many things; science class should occasionally reflect real science and encounter surprises).
That’s the beauty of the Yellow Sheet– almost nothing can sneak up on you. Using this method of planning for your high school science experiments, you’ll overlook no detail. It may sound like a lot of work and different from anything else you’ve ever done, but if you often feel frustrated with what goes on in your room, try it for a week and see how it goes. You’ll find that when you’re intentional and not accidental, more will get done and the tone will be more positive.