Most schools have science or cultural fairs, which are long-term projects that require months of research and work and culminate in a big presentation day. Fairs allow the students to focus on an area of interest for an extended time. This ability to choose their topic usually increases students' motivation to give their best effort. Because fairs are longer-term projects, students must organize their time (time management skills) and set priorities and due dates. Based on those assigned priorities, the student makes decisions (executive function), so the work is completed on time for the presentation. The research must be detailed and organized, and any visual aids used during the presentation must reflect that clarity. A whole host of life skills go along with presenting, and fairs give students valuable real-world experience.

The most common fair is the science fair. The science fair teaches the scientific method, which consists of the following components:

·               Question

·               Hypothesis

·               Materials

·               Procedure

·               Control and Variables (independent and dependent)

·               Results

·               Conclusion

Another type of fair I have been involved in with my school (which I hope gains popularity) is the "Inventors Fair." Like the Science Fair, the students use the Engineering Process to create and test an invention of their own design. While the engineering process seems similar to the scientific method, it has its own distinct approach.

Here are the steps for the engineering process:

·      Define: the problem

·      Identify the constraints

·      Research: the problem

·      Imagine: develop possible solutions

·      Plan: Select a promising solution

·      Create: build a prototype

·      Test and evaluate the prototype

·      Improve: redesign as needed

·      Communicate: your solution

Even if your school does not have an invention fair, every classroom studies inventions at some point. This can be done through the lens of fulfilling fundamental needs throughout human history or inventions as a scientific endeavor. If your school does not make inventions its own fair, this series of lessons can still work with general classroom studies on inventions. These lessons remain a viable option for fostering decision-making, critical thinking, and group collaboration.

At the end of the year, many schools hold a "Field Day," which is basically an excuse to get the kids outside on a nice day before the year's end. Your middle school or upper elementary students could do the lessons and invent a sport of their own. Then on Field Day, they teach it to the younger age groups and facilitate the play. This could be a fun and creative way to get all the different age groups of your school working and playing together. This encourages camaraderie among schoolchildren and creates a sense of oneness.