Transcript of "2011 12 science fair powerpoint.ppt 2"
Science Fair Projects<br />2011/2012<br />
Timeline<br />Class projects begin September 2011<br />Class Projects end October 20, 2011<br />October 20, 2011: <br /> *Class Science projects displayed by room doors in the hall (or assigned spot if room is not in building) by 9:00 am<br />*9:00 am so 5th grade students critique and classify projects<br /> *Whole school” class walk through immediately after lunch following lunch schedule<br /> * At 6:00pm Science Night: <br /> Backboards on sale $ 5.00 <br />October 20, 2011:<br /> Individual Student Projects are starting (booklets go home)<br />December 5 , 2011:<br />Individual projects are due and are presented to classmates, 3 top projects (experiments) are selected in each homeroom class and sent to cafeteria<br />December 9, 2011:<br /> Starting at 8:45 am class room top scientists go to Cafeteria to present projects to judges. Classes eat in rooms to allow judges to be thorough. <br />6:00 pm category winners and three top winners are announced, trophies awarded.<br />
Project Booklets/Backboards<br />Backboards: sign list if you need one<br />Project Booklet sign list if you need one<br />Questions?<br />Please re-examine your “re-cycled projects that you put out year after year (What type is it?/DOK???????????????) <br />Student’s backboards $ 5.00<br />Free booklets to each student <br />
Experiments<br />Experiments involve higher levels of DOK<br />Examples of levels and types of projects are on Slides that follow:<br />Grading Scale:<br />Experiments are 4’s (A)<br />Demo of Principles are 3’s (B)<br />Consumer Reports/Opinion Surveys are 2’s (C)<br />Reports/Models 1’s (D)<br />
Depth of Knowledge Level 1Recall and Reproduction <br />Recall of information<br />Use a simple procedure<br />Perform a simple Science Process or Procedure<br />
Skills and Concepts/Basic Reasoning (DOK 2)<br />Content Knowledge and process involved is more complex than level1<br />Tasks typically require more than one step in order to respond<br />
Strategic Thinking/Complex Reasoning (DOK 3)<br />Cognitive Demands are complex and abstract<br />Tasks have multiple steps<br />Responses require more demanding reasoning<br />Responses require justification<br />
Extended Thinking/Reasoning (DOK level 4)<br />Tasks have high cognitive demands<br />Require students to make several connections<br />Often require an extended period of time for carrying out multiple steps<br />Many, but not all, are performance assessments and open ended assessment activities<br />
Types of Projects<br />Report glued to a backboard<br />A Model<br />Consumer Report (or Opinion Survey)<br />Demonstration of a Scientific Principle <br />Experiment<br />
Report Glued to a Backboard<br />Does water cause Erosion?<br />Hypothesis: Water will cause Erosion<br />Pictures/data from internet <br />Pie pan with sand, spray bottle with water to serve as a visual aid to simulate what the internet pictures show<br />
Model<br />How do Windmills Work?<br />Hypothesis: Windmills can use the wind to make Mechanical Energy<br />Windmill out of Lego blocks and gears <br /> Paragraph/pictures about windmills of the world <br />
Consumer Report/Opinion Survey<br />What flavor “Nerds” do elementary students prefer?<br />Hypothesis: Most kids like “grape” best<br />Everyone in class picks flavor and researcher charts/graphs outcomes<br />Conclusion either supports or rejects hypothesis<br />
Demonstration of a Scientific Principle<br />What Causes Rainbows?<br />Hypothesis: Light gets broken into its spectrum when travelling through a prism.<br />Backboard with great pictures from inter net about rainbows. <br />Pictures of student at home using prisms to make rainbows glued on board in lieu of data<br />
Experiment<br />What causes my car sickness when I read in the car?<br />Hypothesis: the “fly-by” outside the car window affects my nausea while reading<br />Student times how long he can read before getting car sick daily in the car for a week on the way home from school<br />Repeats the experiment for a week after wearing a shoulder box that blocks out the window “fly-by” <br />Repeats trials for 2 more weeks with and without block to collect data<br />Conclusion meaningful/solves problem<br />
Indicators For Actual Experiments<br />Personally meaningful problem/question<br />Out of the box not run of the mill (seen a hundred of those over the years)<br />Data are being collected over time<br />Has application to real life<br />(Addresses one of the SSS in Science not social studies content etc.)<br />
Hazards/no-nos<br />Experiments involving the growth of mold, bacteria, and other hazardous materials<br />Experimental “creatures” whose life quality suffers due to variable (treatment) of experiment or results in death (must be a “Fair Test”)<br />Chemicals or electricity other than from a low power battery at the presentation <br />
Science Project Proposal<br />My title stated as a question:<br />___________________________<br />My Hypothesis stated as : <br /> If_________ then_______________ statement.<br />_______________________________<br />I will collect data from my project the following way:______________________________<br />The one thing I’ll change (my variable) <br />______________________________________<br />Control Group ___________________________<br />
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