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Here’s an idea for hosting your own science circus
3, 2, 1
Title – Various ideas for primary level Science Circus
By – Scott Dan
Subject – Science
Grade Level – 1-3
Ideas for the circus
a. Rings, small to large or other ways
b. Blocks (with clown stickers on them)
c. Criss-cross formation of sticks (flat sticks)
a. Use a weight counter (bears) and measure on a balance and compare them against other objects (clown figures, cars, animal figures). Compare and discuss why some objects take more or less bear counters to balance out the scale than other items.
a. Balance an object on different kinds of surfaces (flat, rounded, pointed). Discuss which is easier. Does it change if we switch the items around (ex. balance a bear on a ball or balance a ball on a bear)
a. Have 3 sets of 3 different sizes of sting (ex: 3 six inch, 3 twelve inch, 24 inch). One string in each set will have the same object tied to it. (Ex. a bear, car, ring or clown). Swing them by hand or have them tied to a post up high. Compare how the different sizes of string affect the swing (if started at the same place) and also how the weight affects the swing.
a. Notice how it only balances when it is spinning? What else only has balance when it is moving? (bike wheels, hula-hoop, coins, (round or pointy things))
a. Let the children walk on stilts and develop a sense of balance
a. Have three sizes of balls (each with a different weight) and roll them down a ramp. Compare how far each of the balls go and discuss why one may have went further than the other.
a. Make a ball balance on a flat surface that you can hold in your hand. Have different colored dots on that surface and try to balance them on certain dots. Do with two hands / do with one hand.
b. Buy a pre-made game that has a ball that is encased in a see through plastic and the child must move that container around to make the ball go through a maze (without dropping in any of the holes).
a. Balance food on a food tray with one hand. Have a second child place food on that food tray and a.) Let the child holding the tray re-adjust or b.) Have the child placing the food on the tray put the food on in such a way that it will not fall off the other child’s hand.
a. Place a weight at the end of a string and hold it so that the weight is pointing straight down. Making a circle motion slowly, notice how speed affects where the weight goes. Discuss
a. Walking the tight rope with a broomstick. Use tape on the floor. Discuss why hand placement makes it easier or harder to keep your balance.
12. Shapes balance
a. Using several pre-cut designs, use clothespins to find the focal point and allow the design to keep its balance when placed on a stick, finger, etc.
13. Motion and balance
a. Can you hula-hoop? Why do you have to move for the hula-hoop to stay on your body?
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