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Get parents involved with students learning

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Get parents involved with students learning

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Opportunity to explore science through a different lens

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Opportunity to explore science through a different lens

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- parents/students can choose to dress up as a mad scientist to enter a raffle for a prize
- teachers/volunteers can choose to dress up as well

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- greeting parents as they walk in
- directing them to the correct grade-level station
- at least two volunteers, at least one bilingual to welcome Spanish-speaking parents

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- 1 teacher per grade level, because of sectioning there will be 2 teachers per station
- at least 1 bilingual teacher per station to help parents with communication

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- each station will have a safety rules sheet in English and Spanish
- each station will have instructions in English and Spanish for activity
- each station will have supplies set up
- each station will have a label of grade level

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- a few volunteers handling food/snack sales
- at least 2 teachers at the prize table
- extra volunteers to supervise/help out or step in for someone

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Address dress up with theme & prize possibility

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Address dress up with theme & prize possibility

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Canva link: https://www.canva.com/design/DAFS6hNmtcA/erC4sGVOXfkUtDPsVVioNQ/edit?utm_content=DAFS6hNmtcA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Canva link: https://www.canva.com/design/DAFS6hNmtcA/erC4sGVOXfkUtDPsVVioNQ/edit?utm_content=DAFS6hNmtcA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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- teachers and volunteers will help set up stations and the event
- ask custodial help for clean up after event is over
- volunteers/teachers will also help clean up

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- parents can park at the front of the school and in faculty parking lot

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- parents/students/teachers can dress up as a mad scientist, at the end of the night everyone will vote for who they think was the best dressed mad scientist
- best dressed will receive a prize (goody bag)

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- school website
- flyer shared with school social media
- flyer sent home with students
- flyer shared with parents email

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- any one who wants to participate in the best dressed contest will write down their name at the prize table
- at the end of the night, everyone will have a chance to vote for their favorite mad scientist
- best dressed mad scientist will receive a goody bag with candy for participating in the science night theme

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- food and snacks will be sold to obtain some of the money back used to budget the science night
~Nachos $2
~Sodas $1.50
~Popcorn $2
~Chips $1
~Water $1

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How will the rest of the event be budgeted?

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How will the rest of the event be budgeted?

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-Coordinating teacher will meet with principal to discuss what budget is required for the event
-Budget includes materials for stations, food that will be sold, prize item

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The child predicts whether materials will sink or float; investigates the hypothesis and draws conclusions based on prior experiences

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Lava Lamp
Pre-k guideline: VVI.A.1
Materials: Alka-Seltzer, vegetable oil, water, plastic bottle or empty water bottle, food coloring
Instructions: fill the bottle 2/3 with oil, add food coloring (8-10 drops), fill the rest of the bottle with water up to the brim, add half or quarter of an Alka-Seltzer to the bottle
Amount of people at a time: 8-10
Safety rules to consider:

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K.B.7 The student is expected to describe and predict how a magnet interacts with various materials and how magnets can be used to push or pull.

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Magnet Madness
Kinder Tek: K.7
Materials: paperclips, coins, screws bolts, sticky note, dice, plastic toy, magnets
Instructions: hand out a ziplock bag filled with different objects, ask parents to help students determine what each item is, have stuents predict whether these items will stick to the magnets or not, have students play with each object and test out their magnet

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Wild Hurricane
1st grade TEK: 1.10(B)
2nd grade TEK: 2.10(C)
Materials: food coloring, container, water, container with, sand and rocks, spoon
Instructions: fill the container with water and mix it, now add a few drops of food coloring and see how the hurricane moves the food coloring while it gets bigger, now take the new container and add the sand and rocks to it, now add the hurricane water into the container and see how the rocks and sand are transferred

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Scientists on the moon
3rd grade TEK: 3.9(A)
4th grade TEK: 4.9(B)
Materials: different sized styrofoam balls, skewers, different colored paint
Instructions: students will paint each styrofoam ball to look like the earth, the sun and the phases of the moon, they will take wooden skewers to carefully place one earth on one end and connect it to the sun, after attaching the earth and sun the students will discuss the phases of the moon, they will paint their each phase of the moon and attach it with a skewer to the earth

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Physical or Chemical madness
5th grade TEK: 5.6(A)
6th grade TEK: 6.5(C)
Materials: ice cube, vinegar, baking soda, plastic cup
Instruction, have the students carefully grab an ice cube and put it in their hands, allow the ice to melt with body heat, now take a plastic cup and add vinegar about 1/3 of the way, now take a spoonful of baking soda and see what happens

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1.10(B) Investigate and describe how water can move rock and soil particles from one place to another

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2.10(C) The student is expected to investigate different types of severe weather events such as a hurricane, tornado, or flood, and explain that some events are more likely than others in a given region

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3.9(A) The student is expected to construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other

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4.9(B) The student is expected to collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon and Earth

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5.6(A) The student is expected to compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy

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6.5(C) The student is expected to identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.