When determining what to select for 5th grade science projects, there are several factors that should be considered. What are the teaching objectives? Is the project practical for this age group? What is the cost factor involved? Is the project simple enough for students in this age group to complete successfully and learn from? If the project is to be entered into a science fair, is it portable? Perhaps most importantly, will the student have fun completing the project?
The cost factor must be kept to a level that the student or the student’s parents can easily afford go math grade 3. Some schools may have scholarships available, but not all will. In high poverty areas this is especially important, so take advantage of any financial aid that is available. Being eliminated from competition based on the lack of financial ability may teach the student a lesson, but not the desired one. Lessons learned at this age will affect the student’s future attitude toward learning. Completing 5th grade science projects can enhance a student’s curiosity and willingness to learn in later grades. Relatively simple projects relating to physics principles or global warming might well foster an interest in more advanced projects later.
Learning during school hours is, quite often, not enjoyable for students. Self-directed activities such as the 5th grade science projects allow the kids to learn from involvement with hands-on projects, and that type of learning is shown to be retained by the student. Students involved in science fairs build friendships with other students and develop strong relationships with teachers and other leaders, making this type of event a valuable teaching tool.
National attention is currently focused on student achievement in lower grades, with particular emphasis being placed on reading, math, and science. Opportunities like 5th grade science projects allow students to explore areas that are not always well covered in classes. Placing an emphasis on the core subjects (including science) beginning in 1st grade can foster an increased awareness of the relationship between subjects. Science and math are closely related, and generally success in one may lead to success in the other. Science fairs provide the student with multiple learning opportunities in those areas if the projects selected meet the criteria outlined above.
Why aren’t we teaching math in school at an earlier age? Especially the concept of money, how to count change, where money comes from? It’s all about math, and it’s something that the kids need to learn, and it will help them with their addition, subtraction, division, multiplication, and fractions later on. It’s a fundamental principle, and if more kids understood money, they’d also be quicker to learn financial responsibility, and later economics.
There is no reason we can’t teach this in our math classes, and we could easily start in kindergarten, and grade school. I can remember when I was in school, we did learn these things, but apparently we aren’t teaching that anymore, or the kids are not readily picking it up, or don’t understand. I believe this to be a mistake. Let me tell you little story.
The other day, I was at Starbucks and I was listening to a conversation between a sales lady, and a couple of gentlemen. They were commiserating about the top challenges with their personal finances. The sales lady was married, and so were the two gentlemen, and they all had kids.
They were worried about saving for college, paying for soccer shoes, paying their bills, and making ends meet. The sales lady was trying to get them into a new business, and the gentleman were intently listening as they sold themselves on the reason to start a new company.