Transcript Welcome to 4th & 5th grade Parent Night

Science Showcase
Science Projects
A step by step
guide for Science
Showcase
Hold on, It’s a long fun ride!
 Students will choose their projects according to their
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interests
The focus will be on the students’ use of inquiry skills (the
seeking of information or knowledge)
Teachers will serve as facilitators as students
independently carry out their investigations
Students will be asked to create a presentation board to
display
Teachers will evaluate each project using the StandardsBased Rubric
Culminating in a school-wide “Science Showcase”
Three 4th and 5th grade students will go to the County
Showcase at Lakeland Square Mall on May 25th
 The Elementary Science Showcase for the 2011-2012
school year will have a new feel and a new name.
Students will learn more about what they are
interested in while they deepen their understandings
of how science works and improve their inquiry skills,
including their ability to communicate and share
results. There will be no judges and, although there
will be recognition, there will be no ribbons.
 Less emphasis on competition
 More emphasis on communication
 More accurately mirrors how science works
 Students compete against standards
 Meet demands of Common Core Standards/ National
Science Standards/ Next Gen. Sunshine State
Standards
 Student-centered projects
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Zoology: Zoology involves the pure study of animals as organisms.
Behavioral: This science fair category covers the study of how people and animals
behave and the process of our thinking as we interact with our environment.
Chemistry: This science fair category covers the study of matter.
Earth: This branch of science covers the study of sciences that are related to this
planet; Earth.
Engineering: This category covers the application of scientific and mathematical
principles in order achieve practical outcomes.
Energy: Covered in this science fair category is the study of renewable energy sources
such as solar and wind energy.
Environmental Management: This science fair category covers the study of the ways
in which the interactions we humans have with our environment can be managed.
Environmental Sciences: This science fair category covers the scientific study and
analysis of the current condition that the environment is in.
Physics and Astronomy: Physics covers the study of matter and energy and the
interactions that take place between them. Astronomy covers the study of everything
in the universe that is beyond the Earth.
Botany: This category covers the study of plants and plant life.
 Projects involving a controlled substance, such as
cigarettes, alcohol, drugs, etc. are prohibited at the
elementary level.
 Projects that involve harming or endangering
humans or vertebrates are prohibited at the
elementary level.
 Projects involving blood and pathogenic agents,
such as bacteria, mold, viruses, fungi, parasites, etc.
are prohibited at the elementary level.
 Projects involving weapons (any kind of gun, arrows,
knives, darts, paint guns, etc.) or (including rocketry
engines) are prohibited at the elementary level. Any
objects that could cause bodily harm are prohibited.
 Projects for the Science Showcase are limited to the
experimental type that use the Scientific Method with
a testable question. This type of question has a
variable that can be tested. Product comparison
projects are not permitted at the District Level.
 You should begin your log when your project
is assigned. This starts the process.
 Everything you do or think concerning your
project must be entered into your log!
 This includes accurate dates & times
 Notes by writing down most important
facts
 Highlight items and keep an accurate chart
 Find out as much as you can about your topic before
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you begin
Sources of information may include
Teachers
Libraries-books, magazines, encyclopedias
Family
Professionals in the field (letters to companies or
organizations)
Internet
Use a minimum of three sources of research
 Use search engines for student friendly
websites
 Use the best websites with current
information
 Accurately bookmark location and
access
 Use only relevant information to your
topic
 There are several ways to phrase a question. Be sure to include the
variables in the question. Remember: “affect” is a verb and effect is a
“noun”. The Outcome Variable must be measureable.
 How does __________affect the _____________ of a _______________?
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Test variable
(This is the one
you are changing.)
Outcome variable
(This is the one you will
measure and record.)
Item you are testing
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 How does light intensity affect the growth height of a plant?
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 How does the wing shape affect the flying distance of a paper airplane?
There are several ways to phrase a question. Be sure to include the variables in
the question. Remember: “affect” is a verb and effect is a “noun”. The
Outcome Variable must be measureable.
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What is the effect of __________________ on the __________________ of _______________?
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Test variable
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(This is the one
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you are changing.)
Outcome variable
(This is the one you will
measure and record.)
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What is the effect of light intensity on the growth height of a plant?
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What is the effect of the wing shape on the flying distance of a paper airplane?
Item you are testing
 It is a possible answer to your purpose
statement
 It is what you think might happen based on
your research
 It is an educated prediction of the results
 State your Prediction/Hypothesis: Based on
my research I predict ……
 Identify the variables (before experiment)
 Identify the control and factors held constant
 Make a precise materials list (include safety
materials)
 Giving step by step instructions (1st, 2nd, next, after
that, finally)
 Identify the one factor that will be changed during
the experiment. This is the Test Variable (also
called the Manipulated or Independent variable).
 What is changed on purpose
 Identify how your results will be measured. This is
called the Outcome Variable (also called the
Responding or Dependent variable).
 Depends on what is changed
 What is measured may change
 Independent Variable
 You would not change
 You will change only
the temperature and
the kind or amount of
sugar.
 You would not change
the slope and surface of
the ramp
 You would not change
the amount of salt and
the kind of water
one thing
 Temperature
 Slope of a ramp
 The amount of salt
Y axis
 Dependant
Variable
 What is measured
depends on what
is changed
D
R
Y
Dependent
Responding
Y Axis
X Axis
Manipulated Independent x Axis
M I X
 Control Group This
is the group that is
treated in the
“normal” way so it
can be compared to
the experimental
group
 Examples:
 The plant that you
don’t change
 The car you did not
add mass to
 Not all experiments
have a control; just
state “no control” or
“none”
 Identify the factors that will be held
constant.
 These are the things that will not change
 All of these must be kept the same, or
CONSTANT, in order for the experiment to
be a fair test.
 Make your materials list precise
 Include everything you need to do the
project from start to finish
 Be specific in how many, what size,
how much, what kind etc.
 Be specific on HOW MANY
 1- wooden car
 Detail in size
 13 cm long
4 cm wide
 Describe the kind
 Wooden car with two 7cm diameter wheels
 Metric System measurement only is required
 Most common units to use:
 cm centimeters (Linear distance) (Height)
 ml milliliters (Volume) (Liquids)
 g
grams (Weight) (Mass)
 Directions are written like a recipe
 Your directions should tell exactly how you will
perform your experiment
 State how to repeat your experiment a minimum of
3 times
 Be precise, specific and detailed
 Observe, measure and record the data
Independ
ent
Variable
X
Y
control
1st
trial
2nd
trial
3rd
trial
Mean
 Measurement must be accurate and precise
 Keep data organized on a chart in your log
 Data should explain what happened in the experiment
 Display DATA as drawings, tables, charts, photos and
graphs
 Graphs show data or results
 Graphs are labeled
 X (mix) and Y (dry) axis
 Title
 Neatly done and easy to read
 Accurately matches data on chart
 Your data and graph must include the
mean (average) of the three trials
 The conclusion should be written in paragraph
form.
 What was the outcome of the experiment?
 Did the data support the prediction? Students
should not say the data “proves” or “disproves”
their hypothesis because this one investigation is
not enough data to “prove” or “disprove”
anything. What they can say is that the data
“supported” or “did not support” the prediction.
 Students should include the actual data that
provided the evidence.
 Describe any problems or unusual events that
happened during the investigation.
 State what they would do differently next time the
experiment is done.
 Think of additional experiments that can continue
from this experiment.
 Who (or what industry) could benefit from this
investigation?
 Is the size appropriate?
 Is it NEAT and ORGANIZED?
 Does it have all of the necessary parts?
 Is it “Reader Friendly?”
A suggested presentation board set up is
included in the folder.
 Encourage your child to do his/her best
 Listen to ideas and provide guidance when
needed
 Remind your child of the due dates
 Safety is important! Supervise when needed
 Contact the teacher if you have questions or
concerns
April 1 – April 12 plan and experiment
April 13 – 22 complete charts and graphs
April 23 – 23 complete conclusion
April 27 – May 3rd complete mini-board
May 3 rd PROJECTS DUE
May 24 th is out Science Showcase at Lakeland Square Mall
Needed forms and information will follow those selected