NORTH LITTLE ROCK SCHOOL DISTRICT SCIENCE FAIR GUIDE

NORTH LITTLE ROCK SCHOOL DISTRICT
SCIENCE FAIR GUIDE
Created by: Paulette Blevins, K-12 instructional Science Specialist
In Collaboration with Elementary Science Leadership Team: Kay Adams, Stephanie Arnold,
Sally Barton, Leilani Dallas, Lynda Dial, Matthew How. Kimberly Howey, Melissa Jaros, Kristy
Matthews, Wanda McCranie, Renita Parker, Janet Lang, Vu Le, Crystal Savage, Angela Sewall,
Naomi Sexson, Pam Springer. Lance Walters
Elementary Curriculum Director
Rosie Coleman
© NLRSD Elementary 2012
2700 POPLAR STREET, NORTH LITTLE ROCK, AR 72114
Table of Contents
Heading
Page
Introduction
3
The Process - Overview
4
Rules and Regulations
6
Project Components
7
Sample Display (K - 2)
9
Sample Display (Grades 3 - 5)
10
Importance of Charts and Graphs
11
Oral Presentation Suggestions
12
Planning
12
Resources
13
Useful Links/Websites
14
Science Fair Documents
Judging Rubric
Parent Letter
Timeline
Student Checklist
16
17
18
19
20
Elementary Standards-Based
Science Fair Guide
Introduction
An important part of learning science is actually doing science. North Little Rock
School District believes that an inquiry science fair project should motivate the students to
want to know more about a chosen topic, and provide opportunities to practice scientific
investigation. The purpose of this guide is to assist both building administrators and
teachers in the development of successful science fair projects that are fun and meaningful
for students.
The keystone of standards based science fairs is to match student interest with any
Common Core Standard/State Standard-Framework/or National Standard and develop a
scientific investigation. Students may choose from any learning standard found in Science,
Health, or Mathematics. As a result, students will compete against the standards rather
than against other students. Learning in this manner will help students understand how
science works, by improving their inquiry skills and ability to communicate as they share
results with others. Parents will benefit by learning about inquiry through their child’s
understanding of science through their project.
Elementary school students in Kindergarten through Grade 5 are to develop projects
that are standards based using an inquiry approach and supported by the scientific method.
Group assignment options for projects may include:
(1) Primary - grades K-Grade 2; whole class (one class project), half class (two class
projects), or small group (3-4 students per group per project). (two students per group per project)
(2) Intermediate - grades 3 – 5; small group (3-4 students per group per project), pairs
(two students per group per project) or individual projects (one student per project).
Note: No more than 4 students per group!
The Process - Overview
Following these four steps, will assist both students and teachers in the development of projects,
especially in the primary category:
1. Preparation (Emphasize Vocabulary - Purpose/Problem, Research, Hypothesis)
2. Project
(Emphasize Vocabulary – Experiment, Materials, Procedure, specific metric unit used, Data, Results)
3. Paper
(Emphasize Vocabulary – Conclusion)
4. Presentation
1.
Preparation - make available enough time for students to choose a topic that is interesting and
exciting. Give them a fill in the blanks problem statement, i.e. “What is the effect of _______on
______?” This will help to develop the important question that will become the idea
(Purpose/Problem) for their project. Conduct research to find information about the topic.
Narrow the topic and research only the most important parts related to the experiment. Then ask
your student(s) to record their best guess (Hypothesis) to answer that question. Explain the
importance of documenting the date of each entry and recording everything about their project in
the data notebook.
2.
Project – It is important for the experiment to be a fair test. Conduct a fair test by changing only
one variable (factor, trait, or condition) at time while keeping all other conditions the same. An
experiment usually has three kinds of variables: independent, dependent, and controlled.
(1.) Independent Variable is the ONE factor, trait, or condition that is intentionally changed by the
experimenter.
(2.) Dependent (or responding) Variable is the factor, trait, or condition that may be affected as a
result of changing the independent variable. The dependent variable is what you measure or
observe to obtain your results.
(3.) Controlled Variable is factor, trait, or condition that must be kept the same in an experiment.
Follow this link for examples of variables: http://www.sciencebuddies.org/science-fairprojects/project_variables.shtml. After determining what to test, list the items (Materials)
required for testing the question. Plan how the experiment will be conducted or carried
through by listing a step-by-step (Procedure). Test the question by following that procedure.
Once again, remind students to record everything in the data notebook, all ideas,
measurements, any changes, observations and take lots of photos along the way. Next step,
encourage students to place measurements (using SI/metric units) or observations in a data
table then graph the results.
3.
Paper – use the writing process to help students to write a report about their project. A minimum
of one or two paragraphs are required but creative students may write beyond the minimum. If
students require help, the teacher may provide sentence starters such as: (examples only, not
all inclusive)
My science fair project is about ____.
I wanted to find out ____.
I guessed ____.
I tested it by ____.
My guess was____ because____.
I learned ___. (Conclusion)
4.
Presentation - prepare students for the science fair project display. Have them choose or create
a layout that is creative, neat and follows the guidelines. Practice with your students; have them
answer questions and explain the procedures used for their project.
If students are interested in a demonstration type project, you may guide them through converting it
into an experiment using the following suggestions:
Decide on a variable (e.g. different amounts of water, light vs. dark).
Make the hypothesis about how the variable will change the demonstration.
Test the hypothesis, through data collection.
Repeat the experiment at least 3 times (replication helps validate science projects, judges
expect to see experiments replicated)
Record the results after each replication
Make conclusions by comparing the prediction to what actually happened.
When students collect, display, and discuss their data through charts and graphs it helps them achieve a
deeper understanding of the integration of math with the content area that supports their project. As you
make data collection a part of your students’ learning routine, it will help them to use the results to make
decisions.
The ultimate goal is for students to have fun through learning!
Rules and Regulations
1. Each display must be three (3) sided and self-standing. Flat poster board alone is not
acceptable.
2. Display board dimension: 48 inches wide and 36 inches tall, with or without header.
3. Names of student, teacher, school or family MUST NOT appear anywhere on the
display. The faces of students or others should not be visible in any photos used.
4. Do not test vertebrate animals, human subjects and due to health precaution mold,
or bacteria.
5. Do not use dangerous chemicals.
6. Do not display experimental materials, instead display a model or photos.
7. All display boards must contain the following headings: Title, Purpose or Problem,
SLE #/Standard and Description, Hypothesis, Materials, Procedure, Results,
Conclusion.
8. Display table will include display board, written report and data notebook.
9. Select impartial judges. All judges’ rulings are final.
Project Components
(1.) Display Board Components:
Experiment/Investigation
Title an accurate description of the project. Title centered at the top of the poster. It
may be creative to attract attention to project.
Purpose/or/Problem a short sentence about why the project was chosen (what
does the student want to find out?) include Standard and/or SLE #.
SLE# and Description or NSS and Description student learning expectation
number and explanation of what the student will learn or National Science Standard
and description
Hypothesis a prediction of the outcome of the experiment (what does the student
think will happen?).
Materials list all materials used.
Procedure a step-by-step systematic explanation of how the project was carried out
(photos may be used as long as no human faces are shown).
Data/Results data and results are not the same thing. Data refers to the actual
numbers or other information you obtained in project. Use a graph to present data.
The Results section explains what the data means.
Conclusion states the answer to the question, whether the hypothesis has been
proven or not. Provide an explanation why the hypothesis was not correct. The
conclusion also states what the student learned from the experiment and its
relationship to everyday life.
Model (optional) must represent the research topic.
(2.) Written Report Components:
Experiment/Investigation
Title Page
Table of Contents
Abstract (3rd – 5th grades) a short (1-5 sentences) summary of the project.
Example: This project tested which medium is best for seeds to sprout; sand,
gravel or soil. Soil was the medium in which most seeds sprouted.
Statement of Purpose
Research information about the most important parts that support the experiment.
Hypothesis
Materials
Procedure
Experimentation explanation of dependent, independent and controlled variables
Observations and Results
Conclusion
Bibliography list all sources used during research, e.g. books, articles, internet
sites, businesses, professionals.
Acknowledgments must include anyone who helped with the project. Thanking
anyone who helped with supplies or expenses.
(3.) Data Notebook Components:
Each entry should be dated and legible.
Contain a complete and accurate record of the project from start to finish.
Contain all ideas/questions (even if they are not used), observations by the week,
day, hour and/or minute (depending on the type of experiment) and measurements (using
SI/metric units).
Use diagrams, pictures and/or drawings.
Suggested notebook types: ½ inch binder, composition book, notebook, notebook or
folder.
Sample Display for K - 2
SLE#
Description
Data
Notebook
Sample For 3rd – 5th Grade Display
SLE# and
Description
Data
Notebook
Importance of Charts and Graphs
(A picture is worth a thousand words)
Helps to predict outcomes
Visually represents data
Compare and contrast data
Illustrates trends
Explains outcomes/results visually
Provides a visual to demonstrate knowledge
Clarifies information
For a guide to making charts and graphs click one of the links below:
http://www.sciencebuddies.com/science-fair-projects/project_data_analysis.shtml
http://nces.ed.gov/nceskids/createagraph
Planning
Teachers:
Create a schedule with timelines and deadlines for projects
Send out parent letters (an example is included in guide)
Oral Presentation - Teachers help student to explain:
How the project idea was chosen
Their prediction
How the experiment was set up
The variables
What happened
If your hypothesis was correct or not correct
What new scientific information was learned
What new questions were formed
Science Fair Committee:
Recruit one judge for each eight students
Reserve space, select judges, and line up volunteers
Order certificates, ribbons, name tags, etc.
Send judges confirmation letter, number of displays to score, amount of
time required to judge projects, rubrics, questions, directions and reminders
Develop a database for judges
Establish set-up and take-down committees – registration and program Create an identification system for each display board
Provide name tags, clipboards, scoring sheets and pencils for judges
Thank you notes to committees and judges
RESOURCES
Useful Links:
PBS Kids - Zoom Sci
Kids' Science Projects
Scifair.org
Sciencebuddies.org
Education.com/Science-fair
Many projects at this site are demonstrations with some explanations. They could easily be turned
into experiments by adding some research, playing with variable and recording test results.
Yes Mag Project
Easy to follow instructions for some science demonstrations that can be expanded into science experiments.
This site has some good illustrations and information about buying kits.
Science For Fun...Some Surprising Science Facts
This site presents a surprising science fact and an experiment to help you prove and understand it.
The Adventures of Science Bob
Click on "experiments" and then "choose an experiment" to try.
Science Playwiths
An interesting site that uses simple items to pose interesting questions and answer them. (Click on
set of small experiments.)
Sport!Science
What's the science behind baseball, the skateboard, and hockey.
How Can I Make...
Directions on how to make science experiments and projects at home.
Energy and Science Projects
Detailed descriptions of science experiments that use different types of energy.
Neuroscience for Children-Experiments and Activities
Experiments concerning the function of the brain.
Bill Nye the Science Guy
Bill Nye the science guy gives some easy directions and explanations of "What's Happening" to get
you started asking questions that may turn into a science fair experiment.
Reeko's Mad Scientist Lab
This site gives directions for some experiments organized by difficulty.
Thinking Fountain
This great site is from the Science Museum of Minnesota. Select "A to Z" index of ideas and get
activities and definitions for younger children.
Chemistry 4 Kids
Use the Section Map to help you find answers in specific areas of chemistry.
Earth Science
Use the Site Map to help you find answers in specific areas of physics.
Fizzics Fizzle
A beginner's guide to physics.
StarChild
Excellent resource to answer your questions about space.
MadSci Archives
Go to "search" and enter keywords and grade level to help in your search. This site will also let you
ask an expert questions and use its library to connect to other related links.
Energy Quest
A treasury of sites about energy.
Websites to Consider:
http://chemistry.about.com/od/sciencefairprojects/a/sciproelem.htm
http://www.sciencemadesimple.com/projects.html
http://www.sciencefairsanity.com/home/sci/smartlist_9/free_elementary_science_fair
_projects_3rd___5th_gr.html
http://www.easy-science-fair-projects.net/primary-science-fair-project.html
http://www.freesciencefairproject.com/
SCIENCE
FAIR
DOCUMENTS
NLRSD Elementary Science Fair (Date)
Table#/Poster # _______ Small Group Project_____ Individual Project________
Project Title: _________________________________________________________________
Standards Based Science Fair Judging Rubric
(Please circle appropriate scores - then total at bottom of page)
Part I – Scientific Procedure:
Advanced Proficient Basic
(SLE = Student Learning Expectation)
Below
No
Basic Evidence
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
(Does the explanation answer the question?)
4
3
2
1
0
Conclusion Relevant to Hypothesis
4
3
2
1
0
4
3
2
1
0
Appropriate Materials & Construction; All Components are Present & in Order
4
3
2
1
0
Clarity of Overall Project
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
Clear & Specific Question/Purpose/Problem with SLE# and Description
(Is the experiment guided by the question?) (Is it aligned with the SLE/Standard?)
Background Research
(Accessed age-appropriate sources for background research)
Clear & Specific Hypothesis
(Does the hypothesis provide a possible answer to the question?)
Complete & Thorough Procedure/Method
(Logical Step-by-Step, testing the hypothesis)
Complete & Thorough Experiment Testing the Question
(Note: Experiments have comparisons, e.g. ‘How Plants Grow Under Different Conditions’ or ‘
Comparing Different Commercial Products’)
Proper Equipment Used to Collect Data
(e.g., Rulers, Scales, Thermometers, or Stopwatches - using SI units and aligned with SLE(s)/Standard(s)
Complete & Thorough Data
(Easy to read logs, tables, graphs, photos, etc.)
Conclusion Supported by Data
(It is acceptable for the student to conclude that the results are not supported by the data.)
Part II – Originality:
Original Topic or Approach
Part III – Construction:
Part IV – Oral Presentation
Thorough Explanation of Project
(Refer to Oral Presentation Questions in the Science Fair Guide)
Part V – Written Report & Data Notebook
Written Report and Data Notebook Contains all Components
(Report - title page, table of contents, abstract, purpose, research, hypothesis, materials, procedure,
observations/results, conclusion, bibliography, acknowledgements) (Notebook - dated entries, start to
finish records/ideas/questions/data, diagrams/pictures and/or drawings)
TOTAL POINTS: _____/56___
0-27
28-41
42-55
56
Comments:
Below Basic
Basic
Proficient
Advanced
– lower than inquiry standards (Award for Participation)
– approaching inquiry standards (Award for Progress to Inquiry)
– meets inquiry standards (Award for Strong Inquiry)
– exceeds inquiry standards (Award for Outstanding Inquiry) Additional
(School Letterhead)
NLRSD SCIENCE FAIR
_______Elementary School
Parent Letter
Dear Parents,
As you know, science, technology and engineering are basic skills expected by future employers. As
future citizens, our students will also have to make some of the toughest decisions of any generation,
based on their understanding of science and technology.
Science fairs involve students in the practices of science and engineering, requiring them to apply those
skills to a topic of interest to them. Doing science is key to understanding science.
Our school is holding a science fair on [insert date] and all students in grades Kindergarten to 5th grade
are participating. Hands-on standards-based scientific investigation is the focus at our fair. Over a __
week period your child will take part in using inquiry skills and the scientific method to answer a scientific
question.
Please note that the work will be done in the classroom. All students will be given project guidelines and
timelines while receiving classroom support as they work cooperatively. Parental encouragement will be
appreciated as students learn to apply the skills associated with scientific investigations.
Don’t hesitate to call or email with any questions. Thank you very much in advance for your support!
Sincerely,
Timeline
For Completion of Science Fair Projects
ACTIVITY
TIME BSF
(Before the
Science Fair)
Decide on topic and develop question/hypothesis
6 weeks
Background research on topic
6 weeks
Determine what to test and the procedure, list materials
5 weeks
and purchase them
Set up project and begin experimentation to collect data
5-4 weeks
(based on project)
Shop for project display supplies
3 weeks
Prepare project display
2 weeks
Prepare oral presentation
1 week
Final display check
Science Fair Day
1 day
0
STUDENT CHECKLIST
Did you remember to include the following categories on display board?
1.
□Title
2.
□Purpose/Problem
3.
□SLE#/Standard and Description
4.
□Hypothesis
5.
□Materials
6.
□Procedure
7.
□Results
8.
□Conclusion
Did you label each?
□ Chart
□ Graph
□ Picture
FINAL REMINDERS…
□All words spelled correctly
□Type is large enough to read 3 feet away
□Lines are straight
□Display is balanced
□My Written Report (with Abstract for 3rd – 5th grades), and Data Notebook (with
dated entries) are complete