Science and teaching students about science means more than scientific knowledge. There are three dimensions of science that are all important. The first of these is the content of science, the basic concepts, and our scientific knowledge. This is the dimension of science that most people first think about, and it is certainly very important.
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Table of Contents Table of Contents .......................................................................................................................... 2 Introduction.................................................................................................................................... 3 Audience for This Guide.............................................................................................................. 3 Alternative Ways for Students to Wrap Up Their Projects .......................................................... 3 Benefits ....................................................................................................................................... 3 How to Use This Guide ............................................................................................................... 4 Teacher Timeline ........................................................................................................................... 5 Tips: Guiding Student Assignments .......................................................................................... 6 Step 1: Do initial program planning. Part I: Set goals. .............................................................. 6 Step 2: Part II: Set the schedule. .............................................................................................. 7 Step 3: Optional: Make initial expo plans. ................................................................................. 7 Step 4: Ask a question. Part I: Find a project idea.................................................................... 7 Step 5: Part II: Do project proposal. (First Safety Review) ....................................................... 8 Step 6: Do background research. Part I: Collect information.................................................. 10 Step 7: Part II: Write a research paper.................................................................................... 10 Step 8: Construct a hypothesis. ............................................................................................... 10 Step 9: Optional: Do advance expo steps............................................................................... 10 Step 10: Test the hypothesis by doing an experiment. Part I: Design an experimental procedure. (Second Safety Review) ......................................................................................... 10 Step 11: Part II: Do an experiment.......................................................................................... 11 Step 12: Analyze the data and draw a conclusion. .................................................................. 11 Step 13: Communicate the results. .......................................................................................... 11 Science Expo Planner ................................................................................................................. 12 Expo Step 1: Set expo date and place..................................................................................... 12 Expo Step 2: Determine a schedule for the expo. ................................................................... 12 Expo Step 3: Invite visitors to the expo. ................................................................................... 13 Expo Step 4: Plan expo room details. ...................................................................................... 13 Expo Step 5: Identify and schedule expo volunteers. .............................................................. 14 Expo Step 6: Send a reminder to parents and students. ......................................................... 14 Expo Step 7: Set up the room. ................................................................................................. 15 Expo Step 8: Set up display boards. ........................................................................................ 15 Expo Step 9: Monitor the event................................................................................................ 15 Expo Step 10: Return the room to normal. .............................................................................. 15 Program Evaluation..................................................................................................................... 16 Evaluate your program. ............................................................................................................. 16 Let Science Buddies know about your experience. .................................................................. 16 Appendix: Printable Worksheets & Resources .......................................................................A-1 Student Science Project Schedule...........................................................................................A-2 Introducing Science Projects....................................................................................................A-3 Parent's Guide to Science Projects..........................................................................................A-4 Science Project Proposal Form................................................................................................A-5 Background Research Plan Worksheet ...................................................................................A-6 Bibliography Worksheet ...........................................................................................................A-8 Research Paper Checklist........................................................................................................A-9 Variables & Hypothesis Worksheet........................................................................................A-10 Final Report Checklist ............................................................................................................A-11 Final Expo Participation Reminder.........................................................................................A-12 Works Cited...............................................................................................................................A-13 Teacher's Guide to Science Projects 2
3. Remember how you discovered your own love of science. Probably it was a time where you were investigating the answers to a scientific question that was important to you. Doing an inquiry- based science project fosters enthusiasm for science while also improving knowledge and skills. Science Buddies has created this guide as a starting point to implement a science project program in your classroom. Science Buddies is a nonprofit organization that provides free science fair project ideas, answers, and tools for teachers and students in grades K-12. The goal of this guide is to give you tools to overcome some common science project challenges. Less Time-Consuming Ways to Showcase Projects First, leading your students as they tackle science projects doesn't take as much time as you think. This guide will present easy ideas to showcase projects without the additional work of a full- fledged science fair. These easier ways range from presentations in class to a basic expo without judging and scheduling headaches. However, if you want to put on a fair, we have other resources to help you with that. Tools to Guide Projects Second, we will provide tools to help your students to do their projects over the long-term, with quality results. These tools include worksheets that take your students through the scientific method step by step and grading criteria forms that make evaluating projects easy. In Support of Standards Third, we will demonstrate how science projects help you meet, not detract from, science education standards. Audience for This Guide This guide is aimed at a teacher who: • Has never run a science fair or expo before. • May not have assigned science projects before. • Teaches grades 6-8. Alternative Ways for Students to Wrap Up Their Projects This guide will present you with four ways to have students communicate the steps and results of their science projects. You can mix and match them as you see fit for your situation: • Final report: A summary of all steps taken in the scientific method • Oral presentation: A five to ten-minute presentation by each student to the class • Display board: A classic science project summary, typically a large three-paneled board • Science expo: A one-day showcase of project display boards without judging A science project can give your students their first chance to design their own learning experience, one that allows them to innovate just as scientists do in the real world. Each student • Use the scientific method to answer a question. • Get the chance to choose the area for his or her project. • Improve math skills by analyzing data and creating graphs. • Improve reading comprehension and writing skills by doing background research and writing a research paper. • Learn to manage his or her time through a multiple-step project. Teacher's Guide to Science Projects 3
4. Projects are not just feel-good exercises. We know that you are most likely under pressure to teach to standards, and projects can be powerful ways to achieve standards related to scientific inquiry, as defined by The National Research Council. Connecting to the Standards Teaching Standards Standard A: Teachers of science plan an inquiry-based science program for their students. Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science Content Standards Grades 5-8, Content Standard A: Science as Inquiry Students in grades 5-8 should be provided opportunities to engage in full and in partial inquiries. In a full inquiry students begin with a question, design an investigation, gather evidence, formulate an answer to the original question, and communicate the investigative process and results. In partial inquiries, they develop abilities and understanding of selected aspects of the inquiry process. As a result of activities in grades 5-8, all students should develop: • Abilities necessary to do scientific inquiry: o Identify questions that can be answered through scientific investigations o Design and conduct a scientific investigation o Use appropriate tools and techniques to gather, analyze, and interpret data o Develop descriptions, explanations, predictions, and models using evidence o Think critically and logically to make the relationships between evidence and explanations o Recognize and analyze alternative explanations and predictions o Communicate scientific procedures and explanations o Use mathematics in all aspects of scientific inquiry • Understanding about scientific inquiry (divided into seven categories) (National Research Council 1996) How to Use This Guide This guide provides two timelines to guide you and students through doing a science project: • Teacher Timeline: Steps to guide students and plan additional activities, such as an expo • Student Science Project Schedule: Steps and list of assignments for students You will find tips on the following pages regarding each of the Planning Activities and Student Assignments listed on the Teacher Timeline. These tips reflect the experience of Science Buddies staff working with many science project programs across the country. After the tips, a Science Expo Planner describes all of the steps for putting on an expo. In the Appendix you will find two types of useful tools: • Worksheets for students to complete for many of their assignments • A letter and guide for parents This guide defines a science project as an educational assignment that requires students to work independently using the scientific method, which includes the following steps: • Ask a question • Do background research (includes writing a background research paper) • Construct a hypothesis • Test the hypothesis by doing an experiment • Analyze the data and draw a conclusion • Communicate the results Teacher's Guide to Science Projects 4
5. Teacher Timeline Time Planning Activity Teacher Task Teacher Due Date At least Do initial program planning. Decide on goals and requirements. one Part I: Set goals. month before Part II: Set the schedule. Determine program start and end dates. start Optional: Make initial expo plans. See Science Expo Planner, Expo Step 1, set date and place. Week Student Assignment Assignments to Grade / Other Student Teacher Tasks Due Date 1 Ask a question. 1. Hand out Student Science Project Part I: Find a project idea. Schedule. 2. Send information to parents. 3. Grade Topic Selection Wizard results/science project questions. 2 Part II: Do project proposal. Science Project Proposal Form*: Assess safety, practicality. 3 Do background research. 1. Background Research Plan Worksheet* Part I: Collect information. 2. Bibliography Worksheet* 4 Part II: Write a research paper. 1. Research Paper* 2. Research Paper Checklist 5 Construct a hypothesis. Variables & Hypothesis Worksheet* 6 Optional: Do advance expo steps. See Science Expo Planner to begin Expo Steps 2-6. 6 Test the hypothesis by doing an 1. Materials List* experiment. 2. Experimental Procedure* Part I: Design an experimental procedure. 7&8 Part II: Do an experiment. 1. Paragraph describing observations 2. Data table 9 Analyze the data and draw a 1. Graph conclusion. 2. Conclusions Communicate the results. +1 Option A: Display Board Display Board +1 Option B: Final Report 1. Final Report 2. Final Report Checklist +1 Option C: Class Presentation Presentations +1 Option D: Science Expo See Science Expo Planner, Expo Steps 7-10. * Find grading rubrics for these assignments on the Teacher Resources Page on the Science Buddies website. Bold=a worksheet or tool provided in the Appendix. Students must pass this assignment to go on to the next. Teacher's Guide to Science Projects 5
6. Tips: Guiding Student Assignments Step 1: Do initial program planning. Part I: Set goals. Decide the characteristics of your science project program. Then decide which activities you would like your students to accomplish. Characteristics of Your Program Set goals for your program. Here are some suggestions: • Help all students participating to become enthusiastic scientists. • Challenge students to learn the scientific method and scientific principles through experience. • Give students the opportunity to communicate what they have learned to others. • Others? ________________________________________________________ Who will participate? • Make participation mandatory for all students in each class. • Will all of your science classes, or only certain classes, such as an honors class, participate? • Your decision: __________________________________________________ Will you allow group projects? yes no. Consider the following: Advantages Disadvantages • Fewer projects to grade • Difficult to assess individual contributions • Teamwork experience • Not an ideal way to test out teamwork due • Easier if groups have succeeded before to science project complexity Choose a format for source citations in the research paper your students will write. Science Buddies has format examples and sample bibliographies for both MLA and APA formats available on its website. Your school may require one of these formats or use another one entirely. If there is no school policy, confer with other teachers to decide on a uniform standard. MLA format APA format Other _______________________ Teacher's Guide to Science Projects 6
7. Now decide what types of activities, in addition to the basic science project defined above, you will require for your students. Use the table below as a guide. Choosing Options to Add to the Basic Science Project Activity Considerations Science Project Final Report: • Leads students to gain and demonstrate A final report pulls together all information understanding of their topic area and already created, including the research paper experiment that is part of the basic science project. • Requires grading and teaching time Oral Presentation: • Builds enthusiasm and pride in sharing work Students discuss their projects, either with or • Requires class time. Consider how to fit this without display boards, in front of class. time in with other curriculum initiatives. Display Board: • Offers a format where students can use A display board, the classic way to showcase diverse talents to design and tell the stories of science projects, communicates a science their projects project to others and includes sections • Can supplement presentations, as an option related to all steps of the scientific method. • Is required as part of an expo • Creates an additional cost for the project Science Expo: • Emphasizes the importance of science A science expo is an event where students projects. They aren't regular assignments but exhibit their display boards. Students need works worthy of viewing by others. not be present when others visit their display • Requires finding an expo location, almost boards. always within the school, for one day • Differs from a science fair. Judging does not take place, and students are not present for the whole event. Step 2: Part II: Set the schedule. Decide when you will kick off and end the science project program. Consider: • Basic science projects will take ten weeks. • Options, including the final report, presentation, display board, and science expo, will add up to three weeks at the end. See the Teacher Timeline for details. • Discuss your plans with teachers of other subjects to avoid overburdening students. Make sure that you aren't all setting long-term assignments at the same time. Science projects, especially since they include research papers, are likely the longest assignments in the whole year. • Set an end date before March, if you want students to go on to regional or district fairs, which usually take place at this time. Step 3: Optional: Make initial expo plans. Optional: Do an initial planning step to set up your expo. See the Science Expo Planner. Step 4: Ask a question. Part I: Find a project idea. In this step, you set assignment expectations, inform parents, and guide the first assignment. Setting Assignment Expectations The Student Science Project Schedule (see Appendix) is a key project management tool, both for you and the students. It directs students to complete manageable tasks in small chunks of time. And it gives you a way to review work at each step, so that students who are off track can start going in the right direction without wasting effort. Teacher's Guide to Science Projects 7
8. • Select the appropriate student assignments for the options (e.g., final report) that you have chosen. • Modify the due date column according to the dates that you have selected. • In the Appendix, find the worksheets that students hand in for many of the assignments. • Choose whether to hand out copies of reading assignments or ask the students to read online at the Science Buddies website, depending on your students and their resources. Note: You are welcome to duplicate all of the Science Buddies materials for in-class use. See Terms and Conditions of Fair Use on our website for more details. • Review the readings with your class as appropriate. Informing Parents Since a science project is often the biggest project that most students will undertake, it is important to prepare parents in advance. To inform parents that students require guidance at home, send parents a packet containing the following, included in the Appendix: a letter to parents, A Parent's Guide to Science Projects, and a copy of the Student Science Project Guiding the First Assignment The goal of the first set of assignments is for students to find their project ideas. A key tool that facilitates finding a project idea is the Topic Selection Wizard, available on the Science Buddies website. It not only helps students uncover interests but leads them to science project questions that are inquiry-based and practical. When students are given the chance to find project ideas related to their own areas of interest, they become more committed to working on their projects long term. In addition, using knowledge they already have, they are able to come up with hypotheses and ideas for experimental procedures more quickly and accurately. • Give class time for students to use the Topic Selection Wizard on the Science Buddies website, if you have access to a computer lab. Otherwise, ask students to do this step at home or in a school or public library offering computer access. • Remember not to rush this step. Picking a project idea is always one of the most difficult steps for students, and it takes more time than you might imagine. Note: The Student Science Project Schedule allows one week for this part, plus another week below for students to finalize selecting their project ideas when filling in their Project Proposal Forms. Step 5: Part II: Do project proposal. (First Safety Review) • Review and approve Science Project Proposal Forms carefully and as quickly as possible. Do not allow students to begin their background research before they get your approval of the proposal. Otherwise they may expend a good deal of effort to research an experiment that is possibly unsafe, not supported by their parents, or impractical. Definitely never allow experimentation to begin unless you approved the proposal. • Consider these three critical aspects in your review: o Parental support o Safety Guidelines o Practicality Parental Support Make sure that parents have signed and reviewed the Science Project Proposal Forms. Note that by signing, parents agree that they have discussed the project with their children and believe that they will follow through. Parental support for each student's project is imperative, since each student will be accomplishing many of the steps at home. Safety Guidelines Assess safety by reviewing students' answers on the Science Project Proposal Form, a good summary of important considerations. In your judgment, has the student answered honestly and Teacher's Guide to Science Projects 8
9. accurately? To evaluate each student's answers, use these Safety Guidelines. You will also use these guidelines again when you evaluate the experimental procedures that students hand in. Safety is of primary concern for every science experiment. The good news is that most projects involve virtually no risk. Unfortunately, almost any tool or technique, no matter how safe, can be used in an unsafe manner, and at the same time, many potentially dangerous tools are perfectly safe if used in the proper way. Because of this, a list of prohibited projects is not a foolproof way to address safety. Instead consider student proposals according to three tests of safety. Tests for Safety Tests for Safety Description 1. Is it safe for other people or All projects involving humans as subjects must involve minimal risk. animals that are involved? Unacceptable risks include ingestion or physical contact with any potentially hazardous materials, and undue physical, psychological, or emotional stress, including invasion of privacy. Even if a student is simply surveying other students, you should review questions in advance, decide if the questions meet this test, and determine if a parent/guardian's consent is needed for participating students. Live animals (in particular vertebrate animals—those with a backbone) should be housed, cared for, and observed in a safe and humane manner. 2. If the student is going to If some or all of your students will be participating in a school, city, or another science fair after your own, county-wide fair after yours, make sure that the projects meet the does it meet the rules for that fair? rules of that fair. Science fairs affiliated with the Intel International Science and Engineering Fair (ISEF) must follow very strict and detailed safety rules, often including pre-approval before experimentation begins. The Science Buddies website has an overview of these rules on the Scientific Review Committee (or SRC) page. 3. Finally, has the student Make students themselves address safety issues in their project addressed all other safety proposal, then you should evaluate: concerns to your satisfaction? • Where will the experiment be performed? • What safety gear will be used? • Who will be supervising the experiment? Does the person supervising have common sense and/or training in the procedures being used to counteract any risks? If in doubt about the safety of the experiment, just say "no" and ask the student to choose another project. The Science Buddies website has additional information about safety, including guidelines for some special areas such as chemistry, microbiology, and rocketry on our website. See the Tools, Techniques, and Reference Information section of the Science Project Guide. Since these science projects might represent your students' first experiments, assess whether the project ideas proposed are practical. • Focus on Science Project Proposal Form questions referring to the subjects below: o Measurability of changes to variables o Valid fair test o Availability of materials, time, and equipment Teacher's Guide to Science Projects 9
10. • Use your science knowledge to assess whether the project will create a change to the dependent variable. Observing a change is more rewarding and less frustrating. While professional scientists often encounter valid experiments with negative results, this type of experiment may not be the most positive outcome for a first science project experience. Step 6: Do background research. Part I: Collect information. In surveys of science fair participants by Science Buddies, a wide margin felt that they learned the most from writing their research papers and doing supporting background research. The purpose of the research paper is to give students the information to understand why their experiment turns out the way it does. The research paper should include four aspects: • The history of similar experiments or inventions • Definitions of all important words and concepts that describe the experiment • Answers to all background research questions • Mathematical formulas, if any, needed to describe the results of the experiment Here are some tips: • Explain that collecting information in an organized and accurate way makes writing the paper easier. • Set a source requirement. Science Buddies recommends at least three offline sources, including one encyclopedia. • Direct students to credible sources by giving them tips for assessing source quality— especially important for online research. Step 7: Part II: Write a research paper. • Remind students about plagiarism. They may have forgotten or never learned this concept. Note: Remind students that it is acceptable to copy words, pictures, diagrams, or ideas from sources as long as they reference them with citations and quotations. • Inform your students of which source citation format (MLA, APA, or some other) to use. • Consider asking the English teachers at your school to teach some skills for writing a research paper, such as paragraph structure, the need to have clear transitions between paragraphs, and source citations. Step 8: Construct a hypothesis. • Give ample discussion time in class, and explain variables in a number of different ways. Note: Variables are very difficult for students to understand. Even the brightest students struggle to grasp the difference between independent and dependent variables. However, once students understand the variables in their experiments, then writing hypotheses is easy. Step 9: Optional: Do advance expo steps. Optional: Begin advance expo steps, one month before the expo. See the Science Expo Planner. Step 10: Test the hypothesis by doing an experiment. Part I: Design an experimental procedure. (Second Safety Review) For this assignment, students should prepare detailed lists of the materials that they will use and the detailed steps that they will follow while conducting the experiment. • Do a second safety review of projects when you receive the experimental procedures. Do this before experimentation begins. As before, refer to the included Safety Guidelines. Teacher's Guide to Science Projects 10
11. • Contact parents if you have any concerns. Some teachers ask parents to submit in writing that they will personally supervise projects with special safety considerations. • Make sure that students have plans to create well-organized data tables, so that they take the right measurements and record all data. Step 11: Part II: Do an experiment. If students have prepared clear experimental procedures, their experiments should start • Encourage students to do preliminary runs to identify any possible mistakes or corrections that they need to make to their experimental procedures. • Set a requirement that each student do at least three runs of the experiment. • Remind students to keep laboratory notebooks, single repositories of experiment data, observations, and reflections. Step 12: Analyze the data and draw a conclusion. Let students know that the unexpected can be part of the scientific method. A failed experiment is not necessarily a failure. There is still a great deal of learning that can come from understanding what went wrong. Step 13: Communicate the results. Option A: Display Board Students need to make a display board only if you are providing a way for them to use them, such as a science expo or oral presentations. Option B: Final Report The Final Report, apart from the abstract, is simply a compilation of everything that the students have done. It should not take long for them to prepare and for you to grade. Ease the process of writing an abstract, the only new item that is part of the final report. Ask students to write it first without sticking to a word limit. Then ask them to cut words to 250. Option C: Class Presentation Class presentations are a great way for students to share their work. Students don't necessarily have to do display boards to do presentations, but they can be a beneficial tool. Optional: Avoid a restless crowd. Ask the student audience to assess each presentation by writing a few positive comments and a few suggestions. Option D: Science Expo The Science Expo Planner (located in the Appendix) will guide you through the expo event. Students will appreciate the chance to see that their work matters to the larger school community. Teacher's Guide to Science Projects 11
12. Science Expo Planner If you are having an optional science expo, do these steps at the following times: Before you kick off your science project program Expo Step 1 One month before the expo Expo Steps 2-6 The day of the expo Expo Steps 7-10 Expo Step 1: Set expo date and place. If you are doing an expo, set the date and location. You will need to find a location for the expo that can accommodate the display boards of your students. • Calculate how much table space that you will need. Note: Each display board will be around 36" wide, when open with sides angled, and you can usually get four boards, back-to-back, on a six-foot table. • Determine which locations will accommodate the appropriate number of tables. Here are some possibilities: o Library: The easiest location due to the lack of disruption to other school activities o Your classroom: If you have only one or two classes doing projects o Multi-purpose room o Cafeteria: Easiest if your expo takes place only after school • If you need to use a location that affects the school, involve your principal in the decision- making and planning at this point. Now set the date considering the planning you did in the step above and the availability of the location. If you are having all of your classes participate, probably you will need the location for at least one whole day. Again discuss this with your principal. Closer to the date of the expo, you will determine the specifics of the schedule. Do Expo Steps 2-6 one month before the expo. Expo Step 2: Determine a schedule for the expo. Think through a rough schedule of how you wish the expo to go. The flow of how projects get set up and viewed will depend on your location and the specifics of your school. Here are some questions that you need to answer for your own situation: • When will you need to prepare the room for the expo, or can custodians handle this? • When will you have each class set up? • Will you invite parents? • Will you invite other science classes? For example, each class could set up projects during regular science class time. The students in each class could then review the display boards from their own class and any other classes that set up earlier. The expo could then remain open for an hour or two after school for parent visits. If the expo remained open the next day, science classes taught by other teachers could visit. Your classes could return so that your students could speak with members of the other classes. Teacher's Guide to Science Projects 12
13. Expo Step 3: Invite visitors to the expo. Use the following table to brainstorm ways to contact potential visitors. Inviting Visitors Possible Visitors How to Invite Them When Students and teachers who • Mention the expo at a teacher's One month before are not participating in the meeting. the expo expo • Send teachers the text below by email or in a memo. • To generate enthusiasm, have your classes create posters for the school. • Make sure that the date and description of the expo appear on the school calendar, website, and/or newsletter. School administrators • Send administrators the text below by One month before email or in a memo. School district officials (e.g., • Send officials the text below by email or One month before science fair coordinator) in a memo. Parents of participants • Send the Final Expo Participation Two weeks before Reminder for Parents included in this guide. Send it as a flyer or as an email. Sample Text for Inviting Visitors "The students of are pleased to invite you to our , to be held on from
14. Expo Step 5: Identify and schedule expo volunteers. Can students themselves, depending upon their ages, help re-arrange the room the morning of the expo? Even with student help, it is convenient to have parent support also. Schedule volunteers as needed using the template below. Worksheet for Assigning Volunteer Shifts Activity Volunteer Assignments Backup Assignments Set up the room. 1) Name: 1) Name: Phone: Phone: Assigned time: Assigned time: 2) Name: Phone: Assigned time: Assist science expo: 1) Name: 1) Name: • Help students Phone: Phone: set up projects. Assigned time: Assigned time: • Assist in checking safety. 2) Name: 2) Name: • Monitor event. Phone: Phone: • Direct visitors. Assigned time: Assigned time: 3) Name: Phone: Assigned time: 4) Name: Phone: Assigned time: Return the 1) Name: 1) Name: classroom to normal. Phone: Phone: Assigned time: Assigned time: 2) Name: Phone: Assigned time: Expo Step 6: Send a reminder to parents and students. Send home the Final Expo Participation Reminder, included in the Appendix, for parents and Teacher's Guide to Science Projects 14
15. Do Expo Steps 7-10 on the day of the expo. The expo, the culminating event of your program, has arrived. Excited students are arriving carrying display boards. When they experience their work and that of all of their peers on display, they will feel like, and they are, real scientists. Expo Step 7: Set up the room. Ask the parent volunteer(s), any custodians involved, and perhaps the first students arriving to set up projects to help set up the room. Move and clear tables to make room for display boards. Get the extra tables, if you need them. Use your layout map or description to help direct those Expo Step 8: Set up display boards. • Help students to display their projects. Direct each student to his or her display table or desk. • Ask parent volunteer(s) to circulate through the room and help where needed. • Critical Safety Check: Check and re-check the safety of each project display board. Even when the project proposals have passed a safety review, it is still critical to ensure that students have not brought anything unsafe to the fair. As students set up and BEFORE visitors arrive, look for and remove the following hazards (Fredericks & Asimov, 2001, p. 64- 65): o Display boards that are flimsy and could fall over o Animals: Absolutely no animals should be on display. Only photographs are allowed. o Chemicals and liquids in open containers o Wiring hazards, such as frayed insulation, exposed wires, or loose connections o Foul-smelling or allergy-provoking substances such as molds in open containers Expo Step 9: Monitor the event. Monitor the room routinely to make sure that no valuables go missing. Expo Step 10: Return the room to normal. Students should remove their projects as the expo ends. Ask parents who are present to help re- arrange the room, or rely on one of your volunteers. Teacher's Guide to Science Projects 15
16. Program Evaluation After your program is complete, answer these questions to evaluate results and collect ideas for next year. Evaluate your program. Review the goals of the program, and assess how well you achieved them. Goal Assessment Goal Assessment: Ideas for Next Year: What would you do again? What would you avoid? Help all participating Did any students fail to complete a students to become project? yes no enthusiastic scientists. How many? ______ Challenge students to What percentage of projects were learn the scientific experiments? ____ method and scientific principles through What was the reaction of students? How did you evolve as a teacher? Give students a chance How many visitors came? ___ to communicate what they have learned to Other students? ___ Parents? ___ Let Science Buddies know about your experience. If you have used this guide in any way, let us know about your experiences. Teachers are wonderfully creative in how they organize their programs. We would appreciate the opportunity to feature your ideas in an upcoming revision of the guide. You can find a feedback form on the Teacher Resources Page. Teacher's Guide to Science Projects 16
17. Appendix: Printable Worksheets & Resources See the following pages for printable worksheets, the Student Science Project Schedule, and resources to distribute to Teacher's Guide to Science Projects: Appendix Page A-1
18. Student Science Project Schedule Assignment To Do or Read Hand In Due Date Readings are in the Project Guide at www.sciencebuddies.org Ask a question. • Complete the Topic Selection Wizard Print Topic Selection Wizard results Part I: Find a project (www.sciencebuddies.org). or write down your project question. idea. • Read “The Scientific Method.” Part II: Do project • Read “Your Question." Do the Science Project Proposal proposal. Form. Do background research. • Read “Background Research Plan.” 1. Complete the Background Part I: Collect • Read “Finding Information.” Research Plan Worksheet. information. • Read “Bibliography.” 2. Complete the Bibliography • Read “MLA Format Examples” or Worksheet. “APA Format Examples” as directed by your teacher. Part II: Write your • Read “Research Paper.” 1. Write your research paper. research paper. 2. Complete the Research Paper Checklist. Construct a hypothesis. • Read “Variables” or "Variables for Complete the Variables & Beginners" as directed by your teacher. Hypothesis Worksheet. • Read "Hypothesis." Test your hypothesis by • Read "Experimental Procedure." 1. Write a materials list, including doing an experiment. • Read "Materials List.” measurements. Part I: Design an 2. Write experimental procedure experimental steps. procedure. Part II: Do an • Read “Laboratory Notebook.” 1. Write one paragraph describing experiment. • Read "Conducting an Experiment." your observations. • Repeat your experiment at least three 2. Bring in the data that you times. collected in a data table. Analyze your data and Read "Data Analysis & Graphs.” 1. Make at least one graph. draw a conclusion. Read “Conclusions.” 2. Write your conclusion. Communicate your results: Do only the assignments that your teacher has checked off below. Display Board Read "Display Board." Create and assemble your display board. Final Report Read "Final Report." 1. Write your abstract. Read "Abstract." 2. Compile your final report. 3. Complete the Final Report Checklist. Class Presentation No reading assignment. Write note cards to guide your presentation. Science Expo No reading assignment. Bring your display board, laboratory notebook, and any other display items to school! Note: Bold=a worksheet that your teacher will provide to you. Teacher's Guide to Science Projects: Appendix Page A-2
19. Introducing Science Projects Date: ______________________ Dear Parents: Your child will have the chance to solve his or her own science mystery by doing a science project, a mandatory assignment for your child's class. Since your child has the chance to pick his or her own science project question, from the physics of making music to the biology of tide pool animals, he or she will have the chance to experience the joy of discovery. When starting a science project, a student chooses a question he or she would like to answer. Then, he or she does targeted library and Web research to gain the background information needed to formulate a hypothesis and design an experimental procedure. After writing a report to summarize this background research, the student performs the experiment, draws conclusions, and communicates the results to teachers and classmates. Through time management and project planning, your child will take on the responsibility of completing a project over at least a ten-week period. Your child will discover his or her creativity by brainstorming science project questions and figuring out how to display the process and results. A science project, through its challenge to ask questions and discover, is truly a real-world experience in innovation, similar to what scientists do in their careers. We will provide your child with sufficient support to succeed, so that he or she develops enthusiasm for scientific discovery. First, your child will accomplish each step of the project by doing homework assignments. We will review the assignments at key checkpoints along the way, so that you won't face helping your child do a project the last night before the fair. Second, we have included a basic guide (enclosed) of how to help without getting over-involved. To get started, read through this packet: Student Science Project Schedule and Guide to Science Projects. You will have the opportunity to approve the project your student selects by signing a Science Project Proposal Form, one of the early assignments on the attached schedule. If you have any questions, please email me at ___________________________________ or phone at ______________________ . • A Parent's Guide to Science Projects • Student Science Project Schedule Teacher's Guide to Science Projects: Appendix Page A-3
20. Parent's Guide to Science Projects Information on the Scientific Method Science projects should follow the six-step scientific method. These steps are shown on the chart below. A comprehensive Science Buddies Project Guide (www.sciencebuddies.org) provides direction on all of the steps. Time Management See your child's Student Science Project Schedule for all of the key due dates. Help your child meet these dates by getting out your family calendar and marking the interim due dates. Block out times for trips to the library and other work time. Look for any scheduling conflicts, such as vacations, and discuss issues with the teacher. How to Help As your child works on his or her project, he or she will likely face stumbling blocks. To help, ask questions to help your child figure things out; don't just provide the answers. Open-ended questions, such as, "What else could you try to solve this?" or "What is stopping you from going on to the next step?" are best (Fredericks & Asimov, 2001, p.xiii). Sometimes just talking it out can help children get unstuck. If not, ask the teacher for help. Respect your child's independence in learning by helping at the right level. Helping at the Right Level at Every Step Project Step Helping at the right level: Going too far: Ask a question. • Discussing with your child whether a project • Picking an idea and project for your child: idea seems practical A topic not of interest will turn into a boring project. Do background • Taking your child to the library • Doing an Internet search and printing out research. • Helping your child think of keywords for articles Internet searches Construct a • Asking how the hypothesis relates to an • Writing the hypothesis yourself hypothesis. experiment the child can do Test the • Assisting in finding materials • Writing the experimental procedure hypothesis by • Monitoring safety (you should always • Doing the experiment, except for doing an observe any steps involving heat or potentially unsafe steps experiment. electricity) • Telling your child step-by-step what to do Analyze data and • Asking how your child will record the data in • Creating a spreadsheet and making the draw a a data table graphs yourself, even if your child helps conclusion. • Reminding your child to tie the data back to type in values the hypothesis and draw a conclusion • Announcing the conclusion yourself Communicate • If a presentation is assigned, acting as the • Writing any of the text on the display board your results. audience • Determining the color scheme and other • If a display board is assigned, helping to graphic elements bring it to school Teacher's Guide to Science Projects: Appendix Page A-4
22. Background Research Plan Worksheet Name: ______________________________ 1. What is the question you are going try to answer with an experiment? __________________________________________________________ 2. List the keywords and phrases from your question and the topic in general. (Hint: Use an encyclopedia to help you) __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ 3. Now use your keywords to build some questions to guide your background research. Develop at least two or three from each “question word.” Don’t worry about whether you already know the answer to the question—you’ll find the answers when you do your background research. And don’t forget to “network” with knowledgeable adults who can help guide you toward good materials! Substitute your keywords (or variations of your keywords) for the blanks in Question Possible Questions (you can think of others) the previous column. Write down the relevant questions and use them to Word guide your background research. Why does ____ happen? Why Why does ____ ____? Why __________________________? How does ____happen? How does ____ work? How does ____ detect ____? How How does one measure ____? How do we use _____? How ____________________________? Teacher's Guide to Science Projects: Appendix Page A-6
28. Final Expo Participation Reminder To Students and Parents of Students in Science Expo Here are the rules and information that you need to have a successful science expo experience. 1. The expo will not provide access to electricity, gas, or water. 2. Your display board should not exceed: Width: 4 ft, 122 cm Depth: 2.5 ft, 76 cm Height: 5 ft, 152 cm 3. Make a sturdy display board. Two days before the expo, test it by setting it up to make sure it stands alone. 4. Do not bring animals to the expo. Bring photos instead. 5. The expo cannot be responsible for any loss of items. We advise that students should not display laptops or other items of value. 6. You must remove your project at the end of the expo. We do not have storage space for unclaimed projects. Dropping off Projects Drop off projects in the between and on . You may park in the . Make sure to bring the following, if your child completed them: 1. Display board 2. Any items that go in front of the display board 3. Laboratory notebook 4. Pen, tape, glue, and other quick-fix items in case the display board gets damaged in transit 5. Final report (if assigned) Visiting the Expo Parents and other family members are welcome to visit the expo between and on . We highly recommend that you visit the expo to give students the chance to feel proud of showing their work. Removing Projects You must remove projects by on . The school does not have space for the storage of Teacher's Guide to Science Projects: Appendix Page A-12
29. Works Cited Fredericks, Anthony D. and Isaac Asimov. Science Fair Handbook: The Complete Guide for Teachers and Parents. Tucson: Good Year Books, 2001. National Research Council (NRC). National Science Education Standards. Washington: D.C.: National Academy Press, 1996. Teacher's Guide to Science Projects: Appendix Page A-13
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