The document provides information about science fairs, including their purpose and benefits. It discusses how science fairs can promote student interest in science, cognitive development, and hands-on learning. Guidelines and skills for science fair projects are outlined, such as formulating hypotheses, conducting research, and analyzing data. The relationship between science fairs and common core standards is also described.

1. Clay Rotary

2. Cup of DirtVideo
http://www.youtube.com/watch?v=I1fat8MiDVM

3. SF at theWhite HouseVideo
http://www.youtube.com/watch?v=7w3sTfiNis0

4. *Heightening student interest in science and allow for the exploration of
personal interest areas
*Promoting the cognitive and intellectual development of students
*Providing students with authentic, hands-on experiences through scientific
investigation
*Engaging students in scientific investigation beyond the routine classroom
*Bringing attention to scientific experiences in school
*Fostering the development of students’ sense of personal capabilities and
qualities
Why Science Fair

5. Providing the opportunity to recognize and
commend scientific accomplishments
Heightening public interest for scientific teaching
and learning including the scientific abilities of
students
Instilling an appreciation for the relevance of
science in daily life
Developing responsibility to serve above
yourselves
Promoting Positive Attitudes

6. Following guidelines
Investigating
Conducting Research
Interviewing
Using scientific tools and techniques
• Predicting and hypothesizing and inferring
• Identifying variables
• Observing
Analyzing Data
Interviewing
Preparing reports from research
Preparing displays
Speaking and networking with the public
Developing skills such as

7. Creativity and innovation
Critical thinking and problem solving
Communication and collaboration
Initiative and self-direction
Productivity and accountability
Information, communication, and technology Literacy
Developing 21st Century Skills…

8. “This is so much for one little science
teacher!”, you cry. But alas, is this your
quest , single-handedly…….”What else
does science require?”, apprehensively
you wonder.

9. Science requires students to:
Common Core English Language Arts Standards
Key Ideas and Details:
CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.

10. Science requires students to:
Common Core English Language Arts Standards
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the
same topic.

11. Science requires students to:
Common Core English Language Arts Standards
Range of Reading and Level ofText Complexity
CCSS.ELA-Literacy.RST.6-8.10
By the end of grade 8, read and comprehend science/technical texts in the
grades 6–8 text complexity band independently and proficiently.

12. College and Career Readiness Anchor Standards
for Writing
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event
sequences.

13. College and Career Readiness Anchor Standards
for Writing
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.

14. College and Career Readiness Anchor Standards
for Writing
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Range ofWriting
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

15. Science requires students to :
Common Core Mathematics » Standards for
Mathematical Practice
CCSS.Math.Practice.MP1
Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2
Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3
Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4
Model with mathematics
CCSS.Math.Practice.MP5
Use appropriate tools strategically.
CCSS.Math.Practice.MP6
Attend to precision.
CCSS.Math.Practice.MP7
Look for and make use of structure.
CCSS.Math.Practice.MP8
Look for and express regularity in repeated reasoning.

16. Free, online video archive
Students addressing their peers
Recorded at county, state science fairs and ISEF
17 themed videos of high school students
information, insight, inspiration, and personal
experiences
49 Project video series – individuals discuss
research
19 Topic Video series - several students discuss
the same topic
The Archimedes Initiative;
www.archimedesinitiative.org

17. StudentVideo Content provides practical How-To information
Videos of actual judging day builds confidence when interacting with judges
• “Holding Court With Judges”
Videos help teachers and parents learn how to be more effective coaches
and supporters
• “StraightTalk for Parents and Teachers”
• “Using the ‘Folks Factor’ Effectively”
Videos can be used to encourage participation
• “What’s in it for me?”
Using the Archimedes Initiative

18. Fair participants……..
feel they are “stretched” academically and personally
recommend “choosing a project that interests you”
recognize that their own curiosity and interests can lead to compelling
research questions and substantive scientific hypothesis
believe their research can and will have meaningful consequences
feel they are “living” the scientific process – just as professionals du
feel welcomed and encouraged to interact with professional scientists
feel they are EXPERTS on their topics
Participant Reflections on
Science Fair Experiences…Jeffrey I. Seeman

19. Dates
? February 11, 2014 Clay Rotary Scienc Fair
April 8, 2014 – 59th State Science & Engineering Fair of Florida

20. ISEF Forms
ISEF link for forms
http://www.societyforscience.org/page.aspx?pid=282

21. Florida Science Fair Forms
http://www.floridassef.net/student/student-forms/

22. County SF Resources forTeachers
http://www.clay.k12.fl.us/curriculum/S
cienceFair.htm

23. Sample Request for school judges
https://docs.google.com/spreadsheet/viewform?fromEmail=true&formkey=dE
5OT205WVRZQVJTWGhaN1Z4b3RxdEE6MQ

24. School Statistical Data Report
Add word doc for schools…NW desktop

25. Teacher contributions
Teachers can submit their parent letters, forms, school samples, etc
for this section

26. Key Ideas and Details
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Craft and Structure
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
to an understanding of the topic.
CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a
text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band
independently and proficiently.
Common Core in Science Fair

27. Google Science Fair winner
http://www.youtube.com/watch?v=H158-6LE9Wg