For me, as a therapist, we're specifically trained to be comfortable with the silence. I don't know if this would work for you, but I'd be curious what the problem with "the kids going nuts" is. This seems like a bit of a hyperbole. I'd also be curious about why the kids are having difficulty with the silence.

To expect there to be constant activity is unreasonable. In 3rd grade, they should be able to tolerate down-time... if not... what a wonderful opportunity for them to learn!
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This is likely a side effect of inadequate classroom control.

Your students need to know that it is not appropriate to act out between active lessons. They also need to know that there is a real, tangible consequence for acting inappropriately in your classroom.

This doesn't have to be as harsh as it sounds. My suggestion might be to implement a mandatory "10 minute independent exercise" whenever the class becomes unruly. Pick a task that the group doesn't necessarily enjoy and require that they complete it individually.

Above all else, maintain a consistent, successful pattern. If your students know that "when they do this... you do that", you will quickly be able to break bad habits. This sort of methodology works well because it relies on the group. Students can predict when you're going to take action and will warn others when they're going to break the rules.
Source(s):
I was a teacher before engaging my entrepreneurial spirit.

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I would focus all that energy on some brain-storming.
What are they expecting to find with the experiment that is going on?
What could be a good use for the elements they're working with?
Have they seen it before (anywhere, from movies to cartoons or the kitchen)?
How can this knowledge change the way they see ordinary things?
What would they see if they were small enough to get themselves into the tubes?
Have they seen simulations of this experiment?
How would they improve it? How would it be faster or prettier?

They will go crazy but probably remain on their sits.
Source(s):
Personal experience.

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An option might be to plan workstations for in between the experiments, with every person assigned to one to go to in between experiments. Put a variety of activities in each work station, and rotate the kids between workstations with each break in activities.

You have to make the penalty for not participating in the work stations pretty severe. Utilize the principal's office. The carrot and the stick works.

I know kids this age are perfectly capable of being still for a moment, or even very long periods of time. You have to change the class culture with a carrot-and-stick approach, or you will eventually loose control over the whole thing.
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