Fort Bend ISD Elementary Science Fair and Exposition 2017-2018 Overview: The Fort Bend ISD Elementary Science Fair is an opportunity for students to showcase their learning about science in either scientific models or student-driven experimental design and implementation. Participation in the Fort Bend ISD Elementary Science Fair is optional. FBISD does not require participation by students in any science fair. However, students are encouraged to participate and may be requested to do so by their classroom teacher with prior approval from the principal. This is a campus-based decision. 1 st and 2 nd grade students will have the opportunity to research and create a model or display to highlight their interests in science. 3 rd -5 th grade students will have the opportunity to propose, design, and implement an experimental investigation on the topic of their choosing. Students will create a tri-fold display board to communicate the results of their experiment. In order for a student's project to enter a fair, the project must meet all rules and guidelines, and must have prior approval from the student's teacher or the building's science fair chairperson. The selected third-fifth grade student projects that place first, second, and third in their school s science fair are eligible to represent their school at the District Science Fair Exposition to be held March 20, 2018. Guidelines: Campuses will provide the option for any 1 st - 5 th grade student to participate in their on-site Science Fair. If a campus chooses to make Science Fair a requirement at any grade-level, projects must be completed with teacher guidance. Students may work individually or in a pair, but no student should work on more than one project. 3 rd -5 th grade students will be considered for participation in the District Science Exposition if the project meets all rules and guidelines. A maximum of three projects per campus may be sent to the District Science Exposition to be held March 20, 2018. These three projects will be determined using an anonymous scoring procedure with a rubric. Names of students and projects representing campuses in the District Science Exposition must be submitted by February 16, 2018.
Specific Grade Level Requirements and Grading Procedures Entrants: Grades 1-5: Students may work individually. Pairs of students, at the same grade level, may work on projects together. However, no more than two students may work on any one project. Grading Procedures: Grades 1-5: If the classroom teacher requires students to do all of the work in class, except the manipulation of variables, then science grades may be taken. Grades would be taken as on any other science lesson. If students' projects are done strictly outside of class, no grade may be taken. Therefore, other recognition, besides grades, should be awarded. Content of Projects for 3 rd -5 th grade: A. Purpose- Clearly identified question that is answered through the experiment. B. Research- Related research on the topic is compiled, cited, and summarized. C. Hypothesis- A statement is made of the anticipated answer to the purpose question. D. Materials and Procedure- A detailed list is provided of the materials and steps used to complete the experiment. E. Experiment- Completed investigation with data collection through measurement, observations, photographs, and/or student notes. F. Data Analysis- A presentation of the results in an organized manner such as a table or chart. G. Conclusion- Reflection on the results of the experiment, the accuracy of the hypothesis, and the implications for future investigations. Project Display: Student displays should be organized and self-explanatory. The maximum size of a tri-fold display board is 48 x 36 when unfolded. Restrictions to Displays: A. Liquids, food, chemicals (including household products), gases, or open flames, may not be displayed. Clean, empty packaging or pictures may be used instead. B. Illegal items such as drugs, alcohol, or tobacco may not be displayed or depicted. C. Animals or parts of animals may not be displayed. D. Micro-organisms, mold, or fungi cultures may not be displayed. E. Knives, scissors, or any other sharp objects may not be displayed.
Fort Bend ISD Elementary Science Fair Project Planning Guide (1 st 5 th Grade) For Students and Parents FBISD does not require participation by students in any science fair. However, students are encouraged to participate and may be requested to do so by their classroom teacher with prior approval from the principal. This is a campus-based decision. Please utilize the steps provided in this planning guide to create an award winning science project. VERY IMPORTANT: Before you begin your science project, please recruit an adult to assist you. My adult s name is From this point forward you are now A SCIENTIST!!
Types of Science Projects There are two types of science projects: Models and Experiments. Model or Display (1 st and 2 nd grade Only) 1 st and 2 nd grade students may research and create a model or display to highlight their interests in science topics. A model or display shows how something works in the real world, but does not test anything. Examples of display or collection projects can be: The Solar System, Types of Dinosaurs, Types of Rocks, or My Gum Collection. Examples of models might be: The Solar System, How an Electric Motor Works, or Tornado in a Bottle. An Experiment (3 rd -5 th grade Only) 3 rd -5 th grade students may propose, design, and implement an experimental investigation on the topic of their choosing. Students will create a tri-fold display board to communicate the results of their experiment. A lot of information is given through an experiment. An experiment is a test of a hypothesis. Examples of experiments can be: The Effects of Detergent on the Growth of Plants, Which Paper Towel is More Absorbent, or What Structure can Withstand the Most Amount of Weight. You can tell you have an experiment if you are testing something several times and changing a variable to see what will happens.
Choosing a category that interests you All great projects start with great questions. Before you get started on a great question, you need to pick a subject or topic that you like. There are three different categories to choose from for your Science Fair project. They are: Life Science: This category deals with all animal, plant, and human body questions that you might have and want to do an experiment about. Remember that it is against Science Fair Rules to intentionally hurt an animal during an experiment. If you are dealing with animals, please let an adult assist you. Experiments can be done on plants. Please make sure that plants do not belong to someone else (For example, you do not want to do an experiment on your mom s rose bushes unless you ask her first). Life science also includes studying behaviors. It is a perfect category to try taste tests and opinion surveys. Physical Science: If you like trying to figure out how things work, then this is the category for you! It includes topics about matter and structure, as well as electricity, magnetism, sound, light, or anything else that you might question: How does it work and what if I do this to it, will it still work? Please remember that you always need to ask an adult first. Secondly, always make sure there is an adult present when you attempt the experiment. Physical Science also includes the composition of matter and how it reacts to each other. These are the science experiments that may have bubbling and oozing going on (For example, figuring out what is an acid and what is a base). It is a perfect category to try to mix things together to see what will happen. Again, if you are experimenting with bubbling and oozing things, you need an adult to help you out. Earth and Space Sciences: This category covers all sorts of topics that deal with the Earth or objects in space: studying weather, Geology (which is the study of everything that makes up the Earth, like rocks, fossils, volcanoes, etc.), and the study of all that is in space (including the stars, sun and planets). Write down your favorite Science Fair Category and what it is you want to learn more about: My favorite Category is (Life Science, Physical Science, Earth and Space Science) I want to learn about:
Science Models Rock Building science models or displays allow primary students (grades 1 st and 2 nd ) to experience the fun of sharing their scientific knowledge. Examples of Science Models
Experiments are fun Experiments are fun, interesting, and allow 3 rd -5 th grade students to use the Scientific Method. The scientific method is the way real scientists investigate in real science labs. Also, the scientific method is what the judges are looking for at the science fair. What is The Scientific Method?
Step 1: Coming Up With A Good Question Once you have picked out a topic that you like and are interested in, it is time to write a question or identify a problem within that topic. In order to gain a better understanding on how to create a question, fill in the question blanks with the following list of words:
Step 2: Doing the Research Once you have chosen a topic and written a question using the fill in the blank template, it is time to research the problem as much as possible. Becoming an expert at your chosen topic is what real scientists do in real labs. So how do you become an expert? READ READ about your topic. READ encyclopedias. READ magazine articles and books from the library. READ articles from the Internet. Take note of any new science words you learn and use them. Keep track of all the books and articles you read. You ll need that list for later. DISCUSS Talk about it with your parents. Talk about it with your teachers. Talk about it with experts like Veterinarians, Doctors, Weathermen or others who work with the things you are studying. (*hint: take pictures of yourself interviewing people) Research: My problem is about this subject: (sample topics could be magnetism, electricity, buoyancy, absorbency, taste, plant growth, simple machines or other scientific topics that relate to your problem. If you are having problems finding out what the topic is, ask your teacher or an adult to help you on this one.) Books I found in the library on my topic are: Title: Author:
Internet sites that I found on my topic are: People I talked to about my topic are: Some important points that I learned about my topic are:
Step 3: Forming A Hypothesis Write a Hypothesis Now it is time to PREDICT what you think will happen if you test your problem. This type of SMART GUESS or PREDICTION is what real scientists call A HYPOTHESIS. So how do you begin? Well, just answer this very simple question: What do you think will happen (even before you start your experiment)? Example Problem: Example Hypothesis: Which Paper Towel is more absorbent? I think Brand X will be more absorbent because it s a more popular brand. It is thicker, and the people I interviewed said that the more expensive brands would work better. (This hypothesis not only predicts what will happen in the experiment, but also shows that the Scientist used research to back up his prediction.) Write down the problem and create a Hypothesis based on what you have researched. Problem: Hypothesis: I think that (will happen) because (my research shows )
Step 4: Testing Your Hypothesis By Doing An Experiment Now you have come to the best part. This is the part that scientists can t wait to get their hands on you guessed it The EXPERIMENT!!! Designing an experiment is really cool because you get to use your imagination to come up with a test for your problem. The experiment is the time to prove (or disprove) your hypothesis. Important Note: Since you cannot perform your experiment live, please make sure to take plenty of pictures as you go through these very simple steps. First Gather up your materials. What will you need to perform your experiment? The safest way to do this is to get the adult you recruited to help you get the stuff you need for the experiment. Take pictures or draw pictures of your materials. This will come in handy when you are making your board display. List the Materials that you will need for your science experiment here (Take Pictures): 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Second Write a procedure. A procedure is a list of steps that you did to perform an experiment. Why do you need to write it down? It s like giving someone a recipe to your favorite dish. If they want to try it, they can follow your steps to test if it s true. Scientists do this so that people will believe that they did the experiment. Also, it lets other people test what they found out. Take pictures of yourself doing the steps for your board display. List the steps that you have to do in order to perform the experiment here (Take Picture): 1 st :
2 nd : 3 rd : 4 th : 5 th : 6 th : 7 th : 8 th : 9 th : 10 th : Third Identify your variables. The variables are any factors that can change in an experiment. Remember that when you are testing your experiment you should only test one variable at a time in order to get accurate results. In other words, if you want to test the affect that water has on plant growth, then all the plants you test should be in the same conditions. These are called controlled variables (i.e. same type of dirt, same type of plant, same type of location, same amount of sunlight, etc.). The only variable you would change from plant to plant would be the amount of water it received. This is called the independent or manipulated variable. The independent variable is the factor you are testing. The results of the test that you do are called the dependent or responding variables. The responding variable is what happens as a result of your test. Knowing what your variables are is very important because if you don t know them you won t be able to collect your data or read your results. List the variables that you will control, the variable that you will change and the variables that will be the results of your experiment: My controlled variables are (the stuff that will always stay the same): _ My independent variable is (this is the thing that changes from one experiment to the next, it is what you are testing): My responding variables might be (in other words, the results of the experiment):
Fourth TEST, TEST, TEST. Remember that the judges expect your results to be consistent in order to be a good experiment. In other words, when you cook from a recipe you expect the outcomes to be the same if you followed the directions (or procedure) stepby-step. That means you need to do the experiment more than once in order to test it properly. We recommend three times or more. More is better! Don t forget to take pictures of the science project being done and the results. Fifth Collect your DATA. Write down or record the results of the experiment every time you test it. Be sure to organize it in a way that it is easy to read the results. Most scientists use tables, graphs, and other organizers to show their results. Organizing makes the results easy to read, and much easier to recognize patterns that might be occurring in your results. (Besides, it impresses the judges when you use them). Please do not make a graph or table because you were instructed to. Use the graph or table that would benefit your project and help you make sense of the results. There is nothing worse than having graphs and tables that have nothing to do with answering the question of a science project. Time Out: How Do You Collect Data?!!? Keep a science journal: A science journal is a type of science diary that you can keep if your experiment is taking place over a long period of time. We suggest you do that if your experiment is over a period of a week or more. In your journal you can record observations, collect research, draw and diagram pictures, and jot down any additional questions you might have for later. Have the right tools to do the job: Make sure you have the stuff you need to take accurate measurements, such as rulers, meter tapes, thermometers, graduated cylinders or measuring cups that measure volume. The recommended standard of measurement in science is metric. So if you can keep your measurements in meters, liters, Celsius, grams, etc., you are doing great! Tables, charts, and diagrams are generally the way a good scientist like you would keep track of your experiment trials. Remember you are testing at least 5 times or more. A table is organized in columns and rows and ALWAYS has labels or headings telling what the columns or rows mean. You will probably need a row for every time you did the experiment. You will need a column telling what the independent variable was (what you tested) and the responding variable (the result that happened because of the independent variable). Be accurate and neat! When you are writing your tables and charts please make sure that you record your data in the correct column or row, that you write neatly, and most of all that you record your 13 P a g e Plant (controlled variable) Amount of water per day (independent variable) Plant A none.5 cm Plant B 5 ml 2 cm Plant C 10 ml 5 cm Plant D 20 ml 7 cm Size it grew in two weeks (responding variable)
data as soon as you collect it SO YOU DON T FORGET WHAT HAPPENED!!!! Sometimes an experiment might be hard to explain with just a table. If you have to draw and label a diagram (or picture) to explain what happened, it is recommended that you do. Use the right graph for your experiment. There is nothing worse than a bad graph. There are all types of graph designs, but these seem to be easy to use for science fair experiments. Bar Graph: A bar graph displays data visually and is sometimes called a bar chart or a bar graph. Line Graph: A graph that uses points connected by lines to show how something changes in value (as time goes by, or as something else happens). Pie Graph: A pie chart is a circular chart divided into sectors, each sector shows the relative size of each value.
Design a table or chart here to collect your information (Did we mention that you needed to take pictures of you doing the actual experiment?) Use the Graph paper at the end of this booklet to make a graph of your results from your table.
Step 5: Analyze Your Data Write a Conclusion. Tell us what happened. Was your hypothesis right or wrong or neither? Were you successful, did it turn out okay? Would you change anything about the experiment or are you curious about something else now that you ve completed your experiment? Most of all, TELL WHAT YOU LEARNED FROM DOING THIS. Conclusion: Tell us what you learned from this and if you were able to prove your hypothesis. Did it work? Why did it work or why didn t it work? What did the results tell you? Sometimes not being able to prove a hypothesis is important because you still proved something. What did you prove? Understand its Application. Write about how this experiment can be used in a real life situation. Why was it important to know about it? Application: (How does this apply to real life?) It is important to know about this experiment because...
Step 6: Report Your Results After the results have been analyzed, you must report your results. Your display board is a representation of all of your hard work. So take our advice: BE NEAT!! The judges would like to see an easy to read display with neat writing, easy to read graphs and tables, and lots of pictures!! SUPER SCIENTIFIC DISPLAY This is an example of a neat looking Science Fair Display Board. It is just an example. Depending on your information and the amount of pictures, tables and graphs, you may have a different layout. Just make sure it is neat. Your project display should be neat, well organized, and self-explanatory. The materials to construct your display may be hardboard, cardboard, thin sheets of plywood, cork board, or a commercially bought display board. There is no minimum size for the display. However, you must strictly adhere to the restrictions placed on the maximum size of the display. In most cases, the standard three-panel board unfolds to 36 inches tall and 48 inches wide. Maximum display size set up must be limited to: Front to back 30 inches Side to side 48 inches Top to bottom 36 inches Science Fair Project Board Examples
Display Restrictions: A. Liquids, food, accessible chemicals (including household products), gases, or open flames may not be displayed. Wrappers may be used on displays instead. B. Controlled or illegal substances, including drugs, alcohol, or tobacco may not be displayed. C. Animals and animal parts (exception: hair, nails and teeth) may not be displayed. Pictures or student-made models may be used instead. D. Micro-organisms, molds, or fungi cultures may not be displayed. Pictures may be used instead. E. Knives or any other sharp objects should not be displayed. Use plastic items instead of glass items when possible. F. Liquids may not be used as part of a display. They may be simulated by using unflavored gelatin or blue plastic wrap, etc. Guidelines for Investigations Involving Live Animals Experimental investigation or descriptive investigation with live animals is acceptable if strict adherence to the guidelines set by the National Science Teachers Association (Science Teacher, September 1980) is followed: A. Students who intend to conduct research involving animals must obtain written approval of their teacher and the Science Chairperson prior to beginning the project. B. All aspects of animal care and treatment shall be supervised by a qualified individual who will ensure proper standards are being maintained. C. Supervisors and students should be familiar with appropriate literature on the care and handling of living organisms. Practical training in learning these techniques is encouraged. D. Of primary importance are the maintenance of good animal health and the provision of optimal care based on an understanding of the life habits of each species. Experimental procedures conducted on vertebrate animals shall include only those which do not involve pain or discomfort to the animal. E. Project report must include documentation that experimentation on a living organism is within acceptable ranges that causes no harm to the organism. This documentation can be as simple as a note verifying a phone conversation with a local veterinarian or a written notation from a reference book.
SCIENCE INVESTIGATION PROJECT TIMELINE TASK DUE DATE Select a problem to investigate State the problem as a question. Read and research (taking notes in project journal) Write a hypothesis. List the procedures to follow. List and gather material(s) needed. Investigate and collect data. Organize and sequence data and results. Draw conclusions. Prepare a report on research data. Include the project s title, introduction, hypothesis or statement of the problem, materials, procedures, results, conclusions, and references in the report and on the display. Design and construct a display. Complete the project. Present the project.
TERMS and DEFINITIONS 1. Background Information Research: Any essential information (e.g. definitions) that may be necessary to begin your investigation or to develop your hypothesis. 2. Bibliography: A list of references consulted during your project. 3. Conclusion: A statement telling what was learned as a result of the investigation. 4. Further Research: Ideas for further investigation. 5. Hypothesis: A scientific guess about the relationship between the manipulated variable and the responding variable. The hypothesis provides guidance for the student (the investigator) about what data to collect. 6. Independent Variable: A variable that is intentionally changed in a situation (e.g. different amounts of water or brand of paper towel used). This variable is also known as the manipulated variable. 7. Materials: Any items needed to conduct the investigation. 8. Procedures: A complete list of steps followed during an investigation. 9. Recording Data: A complete record of all observations and measurements gathered during an investigation. Keep notes, charts, ideas, etc. in a journal of your project. 10. Dependent Variable: A variable that is possibly changed as a result of the manipulated variable (e.g. height of plant growth or winning the game every time). This variable is also known as the responding variable. 11. Results: A statement telling the outcome of the investigation. 12. Statement of the Problem (Question): A simple question that can be answered through an investigation. 13. Variable: A condition that varies or changes in a situation.
SCIENCE FAIR PROJECT RUBRICS FORT BEND SCIENCE FAIR SCIENCE INVESTIGATION DIVISION PROJECT JUDGING FORM DESCRIPTION I. CREATIVE ABILITY: POOR EXCELLENT II. III. Does the project show originality in the selection of the problem and the use of equipment/materials? SCIENTIFIC THOUGHT: A. Is there a clearly stated problem statement or hypothesis? B. Is there evidence of a manipulated and controlled variable? (does not apply to 1 st -2 nd grade) C. Is the method of data acquisition and analysis explained? (does not apply to 1 st -2 nd ) THOROUGHNESS: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 2 3 A. Is there a report of the investigation 1 4 5 accompanying the project? B. Is there an observation log or journal? 1 2 3 4 5 C. Are the conclusion and report 1 2 3 4 5 remarks reflective of the investigation?
IV. DISPLAY: POOR EXCELLENT Is the visual display presenting the topic in an understandable and appropriate manner for the grade level of the student? 1 2 3 4 5 V. INTERVIEW: A. Is the student able to discuss the procedure for developing the project? B. Is the student able to discuss the topic and reflect on the knowledge gained? 1 2 3 4 5 1 2 3 4 5 Add total score Highest total points by one judge (50 points) Judge s Name
SCIENTIFIC METHOD WORKSHEETS