Elementary Science Fairs in the Era of STEM and the Next Generation of Science Standards

As an author of science activity books for children, I've attended my share of elementary/middle school science fairs.  I cannot recall ever being surprised by a project or display that was particularly clever or original.  Mostly the exhibits are the predictable volcano models, electric circuits, acid-base changes detected by red cabbage juice.  Parent fingerprints are all too often all over the display and when I've asked the student about their work, they show little background or knowledge of the subject.  The “fair” aspect of the event is far more important than the science. I’d like to help change that.    Since most science fairs take place in March—two months away—NOW is the time to start.

First, there is a coming shift to looking at science as a process.  Juliana Texley, president-elect of the National Science Teachers Association, told me:

“The Next Generation Science Standards emphasize the practices of science. With respect to science fairs, the first six are most crucial: 

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

 Tomorrow's science fairs will place less emphasis on winning, more on cooperation and on the pathways that were used to get to the products.”

I like the idea of kids working together.  After all, the body of knowledge we call “science” comes more from collaboration than competition.  When I researched my biography of Marie Curie, I was impressed with the eagerness she exhibited when a new journal came in the mail.  She couldn't wait to go to her own lab and repeat the experiments of colleagues in other parts of the world.  Science is the original wiki—a communal body of work. 

Playing with nature, asking testable questions, taking an initially informal, experiential approach to curiosity are the scientific behaviors that elementary students should be doing.  The formalization of experiments and the “scientific method” can be learned after there is some experience with just playing around.  My approach in my own books has always been to bring science into the world of children; let them learn something new about something familiar before subjecting them to the abstract, rigorous generalizations or laws of science that are the result of cumulative knowledge. One problem in elementary school science is that most teachers do not understand it well themselves.  They need to learn to listen to the questions of children so that they become aware of the questions that can be answered by doing something. 

The best science activity books for children give a reason or motivation for doing an experiment that goes beyond a “wow!” or a “so what.”  So if you’re looking for help, here are two books to get you started:  Prize-Winning Science Fair Projects for Curious Kids by Joe Rhatigan and Rain Newcomb. This book is a collection of experiments actually done by kids for science fair project that answer kid-friendly meaningful questions and show dramatic changes in otherwise ordinary items. 

My own book:  See for Yourself: More Than 100 Experiments for Science Fairs and Projects.  Projects are rated according to “challenge level” so there are quickies and then there are more ambitious projects. 

Here's a suggestion: since science touches every aspect of our universe,  find out what a child is interested in and Google it along with the word “science” and see what you get.  Experiment with other word combinations but always attach the word “science.”  Bring imagination and curiosity to the inquiry. If a question occurs to you or the child, don't dismiss it; think about it.  You just might be led down a path of creative discovery that shows you why scientists love science.

Note: I’m collecting a list of terrific science books to be published here on the I.N.K. blog at the end of January.  Please send your suggestions to me along with the link to the Amazon catalog page, a brief description of the book and an image of the cover:  email@vickicobb.com.

HUCK FINN, THE “N” WORD, AND ME

Wow.  During the past three weeks or so, I’ve been following an extremely passionate and thoughtful debate on the NCTE (National Council of Teachers of English) Discussion Forum.  English teachers and their students are currently discussing Mark Twain’s famous classic, Huckleberry Finn, a book that's included on required reading lists for schools all over tarnation. And it seems that every single teacher has a different way of dealing (or not dealing) with the ever-present “N” word in Huck’s tale. 

What do the teachers have to say?  You name it:

~So should the book be banned? 
~How dare anyone even think the book should be banned!! 
~Should the “N”word be repeated aloud in class? 
~Let’s put a less offensive word in its place!
~No way….that’s verboten. 
~How do I keep from offending my black students?
~We’re a bunch of white men, so maybe we’re unfit to discuss such things.  
~Can the word make for a teachable moment?
~Maybe there’s another equally good book that could replace Huckleberry Finn and still get Mark Twain’s points across without using politically incorrect language.
~Why would you want to do that?  
~Mark Twain just uses the "N" word to satirize the racists' immoral behavior. 
~Should we simply have kids read certain “safe” passages and ignore the rest?
~Why can’t they take a gander at the whole tamale?
~Can we as adult teachers even use the word “nigger” with each other in this forum?
~Yes, of course! 
~NO, most certainly not!

I just looked at Mark Twain’s book as I was typing this blog, and the word is all over the place; on the first page of Chapter XLII alone, it appears 14 times.  But what does all this have to do with yours truly?

Right now, a lot. I’m writing a nonfiction picture book about the Civil War for kids ages 10 and up, and to me, many of the most riveting, memorable, candid, and revealing quotes I have ever seen anywhere come from slave narratives compiled verbatim after these people were freed. 

  

If anyone wants to understand what life was really like for black Americans before and during the Civil War, they should see these unfiltered stories as experienced by the genuine human beings themselves. I’ve read slave narratives by the hundreds by now, and for that reason, I’m including a few of the strongest paragraphs in my (not yet finished) manuscript.  Or at least, that’s my full intent.  This is nonfiction, so the plan is to uncover the truth, not to Bowdlerize history.

  

The problem is that slave narratives are liberally peppered with the ubiquitous “N” word. It was an integral part of the language back then and appears on almost every page.  Of course I’m no Mark Twain—tis to laugh— but I’m already getting the same kind of push-back Huck Finn is getting for including the word (in its proper context).  You can find the warnings I’ve gotten in the list above, and I’m getting five more: 

 

1)  Your book will be banned if you use that word because you ain’t Mark Twain.
2)  Yup, Mark Twain was white like you, but he’s a famous dead guy and can get away with things you can't.
3) Have fun trying to get the word nigger past your publisher.
4) Be practical. If you include the word you won’t sell a single copy. 
5)  Look out for the hate mail. 

People, get in line.  I’ve gotten push-back for writing non-Bowdlerized history plenty of times already, so why stop now?  (Even so, I’d like to know what you think…..)

New book list is up!

April Sayre has just posted our latest book list Feasts and Food. Check it out along with our other book lists  which you can find directly below our blog logo.

January News of INK bloggers

 NEW BOOKS 

Anna M. Lewis, WOMEN OF STEEL AND STONE: 

22 Architects, Engineers, and Landscape  Designers (Chicago Review Press)

Steve Sheinkin, THE PORT CHICAGO 50: 

Disaster, Mutiny, and the fight for Civil Rights (Roaring Brook Press)

To Be or Not to Be -- Work-for-Hire Projects

As a working writer without spousal back-up, I sometimes get lost in the day-to-day business of survival.  Writers of nonfiction seldom enjoy the advances most novelists take for granted.  So the sale of one, two, three, even four nonfiction children’s books a year does not guarantee fiscal security (or health insurance) for the same twelve month period.  

Work-for-hire projects are a tempting but controversial option for keeping ends met.  I say controversial because some experts say a writer should never agree to a flat-fee contract because they put no pennies in your account down the road.  

I understand that concern, as a woman alone in paying the bills.  But I have often agreed to writing work-for-hire projects, too.  

So let’s explore three hard facts about taking these assignments.  Then let’s explore three great reasons, hopefully to help you make the choice that will be best for your career.  

Hard to Handle 

1.   1.  The paycheck that covers your mortgage this month may seem skimpier once the work-for-hire project is released and on sale to the public.  When you’ve long since deposited the five figure check, but the book is earning six or seven, be prepared for a wee bit of jealous longing.  If you know it’s coming, it’ll disappear almost as quickly as it comes. 

2.    2. If you take too many work-for-hire assignments, you won’t have time to write and research royalty based book proposals that will pay a modest longer term dividend.   Balance in all things. 

3.      3.  It may be hard to give away the perfect idea for a royalty based project to your work-for-hire editor unless you retain the right to write about the same subject again in another format.  Maybe.   

Those are some of the weak points of writing work-for-hire projects.  Now, consider these very important strong points before you make your decision to say yes or no to the flat-fee work. 

Perks to Ponder

1.    1.  Some flat fee books have a better price point bringing your work within reach for kids at all economic levels.  Financially challenged kids will be able to buy a book, where they would not otherwise have that chance.  More affluent kids will suddenly buy two. 

2.   2. Creating strong, work-for-hire books for an editor helps you build a very important working relationship that can lead to more work in the future – work-for-hire and work for royalties.  Do a great job for your editor and you’ll see your opportunities grow. 

3.      3.  Kids who read don’t care what you make for writing your books.  They only care about great stories.  So ignore the contract when you write.  Give the kids and the editors the best work you can muster, because they deserve no less.  That’s how you build your fan base.  NEVER underestimate the power of those readers.   

      After all, young readers are not just our bread and butter, they are our inspiration. 

I love my work-for-hire books just as much as I love my traditional royalty based book projects.  I am proud of every book I’ve written and feel grateful to all the editors who have been generous with their contracts and assignments.  I hope I am always lucky enough to have both kinds of book projects.  

I hope you’ll consider both options too.  The more we write, the more we fine tune our craft, the better it will be for every player on the team, from writers to editors to book designers to marketing pros to the kids who curl up with the books. 

And remember, either way you ARE the winner, every time a young reader falls in love with your books.