Highland Mill Montessori. Science Fair Handbook

Transcription

1 Highland Mill Montessori Science Fair Handbook

2 Dear Highland Mill Montessori Family, We are hosting our second official science fair this school year for our Upper Elementary students. We hope that the guidelines that you find in this handbook will help you guiding your child through the necessary steps in completing submission of a successful science fair project and all of its component parts. This year all of our fourth, fifth and sixth grade students are expected to participate in the science fair. The project will be a large portion of their second quarter grade. There are benchmarks listed in this handbook to help guide the student in being successful. Science fair projects will be finished and presented in the science lab, library and other areas of the school on January 18-20, The school presentations and judging will be during these days. The projects will be scored by the classroom teacher at the same time using a scoring rubric for a grade. The scoring of the school wide science fair will be by staff members of Highland Mill Montessori School, community partners and other educators. The honorees of the school wide fair will go on to the Regional Science Fair hosted by UNCC in early February. Please read the entire booklet for information, dates and rubrics. If you have any questions concerning the science fair please be in touch with your child s classroom teacher or Mr. Russell Long <r.long@cms.k12.nc.us > There are many resources on websites which can help you with brainstorming a topic. One that site often used is

3 Project Benchmarks Each step of the project must be turned into your teacher on the specified date. The teacher will provide feedback to help clarify and improve the project. Meeting these benchmarks will count towards the overall grade given to the project. Date Benchmark Complete (Teacher s Signature) 11/14/11 11/30/11 Present your Topic Choice to your Teacher Turn in your Research Report and share your Testable Question with you teacher Complete your Project Proposal and 12/8/11 turn in your Research Plan Approval Form 12/15/11 First Check of Log Book 1/9/12 Complete your Project Progress Report and share it with your teacher 1/17/12 Final Check of Log Book 1/18/12 SCIENCE FAIR PROJECT DUE

4 The Highland Mill Montessori Science Fair January 18-20, 2012 Steps to Success Step 1: Start a Logbook The first step in doing your project is doing what real scientist do. They write everything down. The logbook can be a composition book, a spiral notebook, or a notebook. A completed logbook is necessary for obtaining the highest points. Please date all your entries. You can put down that you read this handbook and the different topics you are thinking about doing. Do not erase or tear anything out of your logbook. Your logbook should include the following items: How you brainstormed to find your topic and question Research notes Rough drafts of your writing Put in a list of all your resources Observations and data from your experiment Rough drafts of charts and graphs Your conclusions How you want to display your project Your logbook is due on January 18 th as part of your project. Step 2 Pick a General Choice to Study Please try to stay within the topic areas for your grade level.

5 Due on 11/ 14/2011 Fourth Grade Observe and describe how all living and nonliving things affect the life of a particular animal including: Other animals. Plants. Weather. Climate. Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation. Observe and discuss how behaviors and body structures help animals survive in a particular habitat. Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. Recognize that humans can understand themselves better by learning about other animals. Describe and evaluate the properties of several minerals. Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including: Hardness. Streak color. Luster. Magnetism. Explain how rocks are composed of minerals. Show that different rocks have different properties. Discuss and communicate the uses of rocks and minerals. Classify rocks and rock-forming minerals using student-made rules. Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing geologic regions. Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets. Describe and demonstrate how magnetism can be used to generate electricity. Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver. Explain how magnetism is related to electricity. Describe and explain the parts of a light bulb. Describe and identify materials that are conductors and nonconductors of electricity. Observe and investigate that parallel and series circuits have different characteristics. Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. Recognize lightning as an electrical discharge and show proper safety behavior when lightning occurs. Explain why organisms require energy to live and grow. Show how calories can be used to compare the chemical energy of different foods. Discuss how foods provide both energy and nutrients for living organisms. Identify starches and sugars as carbohydrates. Determine that foods are made up of a variety of components:

6 Fifth Grade Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). Identify and analyze the functions of organisms within the population of the ecosystem: Producers. Consumers. Decomposers. Explain why an ecosystem can support a variety of organisms. Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. Determine the interaction of organisms within an ecosystem. Explain and evaluate some ways that humans affect ecosystems. Habitat reduction due to development. Pollutants. Increased nutrients. Determine how materials are recycled in nature. Identify and analyze forces that cause change in landforms over time including. Water and Ice. Wind. Gravity. Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms. Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: Canyons. Valleys. Meanders. Tributaries. Describe the deposition of eroded material and its importance in establishing landforms including: Deltas. Flood Plains. Discuss how the flow of water and the slope of the land affect erosion. Identify and use models, maps, and aerial photographs as ways of representing landforms. Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of: Clearing land. Planting vegetation.

7 Building dams. Investigate the water cycle including the processes of: Evaporation. Condensation. Precipitation. Run-off. Discuss and determine how the following are affected by predictable patterns of weather: Temperature. Wind direction and speed. Precipitation. Cloud cover. Air pressure. Describe and analyze the formation of various types of clouds and discuss their relation to weather systems. Explain how global atmospheric movement patterns affect local weather. Compile and use weather data to establish a climate record and reveal any trends. Discuss and determine the influence of geography on weather and climate: Mountains Sea breezes Water bodies. Determine the motion of an object by following and measuring its position over time. Evaluate how pushing or pulling forces can change the position and motion of an object. Explain how energy is needed to make machines move. Moving air. Gravity. Determine that an unbalanced force is needed to move an object or change its direction. Determine factors that affect motion including: Force Friction. Inertia. Momentum Build and use a model to solve a mechanical design problem. Devise a test for the model. Evaluate the results of test. Determine how people use simple machines to solve problems.

8 Sixth Grade Identify and create questions and hypotheses that can be answered through scientific investigations. Develop appropriate experimental procedures for: Given questions. Student generated questions. Apply safety procedures in the laboratory and in field studies: Recognize potential hazards. Manipulate materials and equipment. Conduct appropriate procedures. Analyze variables in scientific investigations: Identify dependent and independent. Use of a control. Manipulate. Describe relationships between. Define operationally. Analyze evidence to: Explain observations. Make inferences and predictions. Develop the relationship between evidence and explanation. Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: Measurement. Analysis of data. Graphing. Prediction models. Prepare models and/or computer simulations to: Test hypotheses. Evaluate how data fit. Use oral and written language to: Communicate findings. Defend conclusions of scientific investigations. Use technologies and information systems to:

9 Research. Gather and analyze data. Visualize data. Disseminate findings to others. Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing: Scientific text. Articles. Events in the popular press. Objectives Explore evidence that "technology" has many definitions. Artifact or hardware. Methodology or technique. System of production. Social-technical system. Use information systems to: Identify scientific needs, human needs, or problems that are subject to technological solution. Locate resources to obtain and test ideas. Evaluate technological designs for: Application of scientific principles. Risks and benefits. Constraints of design. Consistent testing protocols. Apply tenets of technological design to make informed consumer decisions about: Products. Processes. Systems. Evaluate the forces that shape the lithosphere including: Crustal plate movement. Folding and faulting. Deposition. Volcanic Activity. Earthquakes. Examine earthquake and volcano patterns. Explain the model for the interior of the earth. Describe the processes which form and the uses of earth materials.

10 Rock cycle. Minerals. Characteristics of rocks. Economic use of rocks and minerals. Value of gems and precious metals. Common gems, minerals, precious metals and rocks found in N.C. Analyze soil properties that can be observed and measured to predict soil quality including: Color. Horizon profile. Infiltration. Soil temperature. Structure. Consistency. Texture. Particle size. ph. Fertility. Soil moisture. Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact: Vegetative cover. Agriculture. Land use. Nutrient balance. Soil as a vector. Assess the use of technology and information systems in monitoring lithospheric phenomenon. Conclude that the good health of environments and organisms requires: Monitoring of the pedosphere. Taking steps to maintain soil quality. Stewardship. Describe the flow of energy and matter in natural systems: Energy flows through ecosystems in one direction, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another and between organisms and their environments. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. Evaluate the significant role of decomposers. Examine evidence that green plants make food. Photosynthesis is a process carried on by green plants and other organisms containing chlorophyll. During photosynthesis, light energy is converted into stored energy which the plant, in turn, uses to carry

11 out its life processes. Evaluate the significance of photosynthesis to other organisms: The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis. Green plants are the producers of food that is used directly or indirectly by consumers. Evaluate designed systems for ability to enable growth of certain plants and animals. Determine how convection and radiation transfer energy. Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium. Analyze sound as an example that vibrating materials generate waves that transfer energy. Frequency. Amplitude. Loudness. How sound travels through different material. Form and function of the human ear. Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation. Analyze the physical interactions of light and matter: Absorption. Scattering. Color perception. Form and function of the human eye. Analyze response to heat to determine the suitability of materials for use in technological design: Conduction. Expansion. Contraction. Analyze the Law of Conservation of Energy: Conclude that energy cannot be created or destroyed, but only changed from one form into another. Conclude that the amount of energy stays the same, although within the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others. Describe ways in which organisms interact with each other and with non-living parts of the environment: Coexistence/Cooperation/Competition. Symbiosis.

12 Mutual dependence. Investigate factors that determine the growth and survival of organisms including: Light. Temperature range. Mineral availability. Soil/rock type. Water. Energy. Explain how changes in habitat may affect organisms. Evaluate data related to human population growth, along with problems and solutions: Waste disposal. Food supplies. Resource availability. Transportation. Socio-economic patterns. Examine evidence that overpopulation by any species impacts the environment. Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today: Natural selection. Adaptation. Step 3 One-Page Page Research Report and Testable Question In this step you are going to share with your teacher what you have learned about your topic. You don t need to include everything you have learned, but you need to highlight the important things about your topic. Use complete sentences, good grammar and correct spelling. The rough draft of this report will be in your logbook. Your final draft should be typed or very neatly written on loose paper (please do not write the edited copy of your report in your logbook!)

13 The testable question is the one question you would like to have answered. Your question needs to be something you are interested in and will enjoy researching. The testable question is written first in your logbook. In fact, it would be to your advantage to have several rough copied testable questions listed in your logbook. Pick the one question you want to do and write it in edited form on a separate piece of paper. This is due on 11/30/2011 /2011 Fill out the Project Proposal Approval form Step 4 Fill out the This form is in the back of this handbook and it should be turned in by 12/8/201 /2012. You will have to follow additional guidelines if your project involves live animals or humans! Step 5 Design and Do Your Investigation Tell your teacher how you are going to find the answer to your question. What investigation will you do to find your answer? You need to clearly write the procedures you are using into your logbook. Anyone should be able to read your procedures and repeat what you did. You need to include specific amounts, times and types of materials.

14 Prove your answer THREE OR MORE TIMES! The project doesn t have to work the way you predicted, but it must work three times or not work three times. Record all your data in your logbook! Take pictures or draw pictures for your notes and display. Using charts and graph makes understanding your data easier. Please do all measurements using the metric system (centimeters, meters, grams, etc). Step 6 Draw Draw your Conclusions Your conclusion sums up your findings. Write a rough draft in your logbook of what your discovered. Step 7 Write your report Follow this format: Title Page: include the title of your project, your name, grade level, and date Research Report: What is your research? Testable Question: State the question you are trying to answer. Purpose: Why is this question important to you? Hypothesis: What was your prediction of the outcome of your investigation?

15 I think because. Materials: List all the materials you used Procedure: Give the step-by-step directions of what you did. Observation: What did you see, hear, and/or measure? Just give the facts and not your opinion. Results/Data: Here is the place for those charts or graphs. Conclusions: What were the results of your works? Future Studies: What would be the next possible investigation you do with this data? References: Give all the references you used to help you do your research Acknowledgements: Here you thank all those that helped you. Step 8 Have your log book checked by your teacher on December 15, 2011 and January 17,, Step 9 Design Your Display Board: Your display board is the first thing people will notice. You cannot tell everything on your board. Your display needs to highlight the questions, the process and the results. The display should be a free-standing project board. Use coloring and lettering that makes your information easy to read and stand out! It needs to be neat and organized. Your logbook, report and any materials you want exhibit will be displayed in the front of your board.

16 Step 10: : Practice Your Presentation and Interview Practice explaining your project and answering questions in a brief period of time. You will need to be able to explain what you did and why your question is important to you. How you came to your question and what was your hypothesis? What you discovered doing your research? Special notes: This science fair project will be a collaboration between home and school. Mr. Byers and Ms. Suzanne will be guiding the research and report rt writing at school. Students will be doing their project and display board at home. It is ultimately the student s responsibility to choose his/her project, complete the logbook, reports, research project

17 and display board. Research and report writing can be done with support at school. The research project and the display board will need to be conducted at home Project Proposal Approval Describe the scope of your research. What are you going to do and how are you going about your research? You need to list the materials you are going to use in your project. Student Signature: Date: Parent Signature: Date:

18 Teacher Signature: Date: This form is i due on or before December 8, Date Benchmark Complete (Teacher s Signature) Present your Topic Choice to your Teacher Turn in your Research Report and share your Testable Question with you teacher Complete your Project Proposal and turn in your Research Plan Approval Form Have your logbook checked twice during the project. Complete your Project Progress Report and share it with your teacher Points Possible Points Earned SCIENCE FAIR PROJECT See the Rubric for scoring 50 ON TIME 10 TOTAL POINTS

19 Name: Grade Teacher K S R Rubric for Highland Mill Montessori Science Fair Attempted Proficient Advanced 1 Totals 3 Totals 5 Totals Problem Factor Preliminary Research Hypothesis Factor Procedure & Materials Results The problem is stated in question that is vague. The problem is stated in manner that reveals the student s prior knowledge. There is no question stated. No source cited, or one source is cited. Not written in the student s own words. Little or no connection to the problem. The hypothesis is not related to the problem. The hypothesis is not testable. There is limited connection to the research. The experimental design does not match the hypothesis. The procedures are incomplete or unclear. There is no materials list or the list is marginal. Performed the experiment only once and the data is not summarized clearly. There is no discussion of the relationships between variables, patterns or trends Conclusions The conclusion does not answer the problem. There is no reference to the hypothesis. Visual Quality of the Display Factor Display is worth 10 points. The project is not engaging. The information is not clearly organized or presented. There are major mistakes in language or spelling The problem is stated as a question. However, there is limited learning opportunity in the manner that the question is stated. Cites two or more sources from one or more types of resources (encyclopedia, magazines, interviews or the Internet correctly. (Internet search engines are not a resource!) There is evidence that writing is in the student s own words. The hypothesis is brief and complete. The hypothesis is related to the problem. There is limited connection to the problem. The experimental design addresses the hypothesis. There may be some unanswered questions present. The procedures are clear but there may be gaps between steps. There is a materials list. Performed the experiment one or more times. The results are presented using graphs or charts. There is one relationship noted between variables, patterns and trends. The conclusion answers the problem. The hypothesis was supported or dismissed and there were attempts to explain why. Display is worth 15 points. The project is appealing and neat. It is organized and clear. The visuals are understandable. There are few language or spelling mistakes The problem is stated as a question. There is evidence that it comes from the personal interests or experiences. There is genuine learning opportunity. Cites two or more sources. Different types of sources are cited. The student is clearly connecting the research to the problem using his/her own words. The hypothesis is well stated. There is a clear connection to the problem. There are clear connections to the research. The experimental design is well structured and it clearly addresses the hypothesis. The procedures are clear, step-bystep and repeatable. There is a complete materials list. Performed the experiment three or more times. The data is presented in clear ways using graphs or charts. The relationships between variables, patterns and trends are clearly stated. The conclusion completely answers the problem. There is clear evidence why the hypothesis was confirmed or rejected. Display is worth 20 points The project is engaging. It is well organized and clear. There is good use of visuals. The language and spelling are faultless. Bonus 5 extra points It is clear that the majority of the work has been hand done by the student. It is clear that the majority of the work has been hand done by the student. It is clear that the majority of the work has been hand done by the student. Totals