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Lessons and Objectives 1. Science makes everything better

Objectives:

• Students will be able to appreciate the diversity of work in science and engineering fields. • Students will be able to identify how an individual’s preferences and skills can direct scientific and

engineering progress.

• Students will be able to develop a coherent investigation, following a scientific framework.

2. What does good science look like?

Objectives:

• Students will be able to explain what makes a good investigation, with reference to given criteria. • Students will be able to evaluate their own and others’ scientific ideas against criteria, and communicate

their feedback constructively.

• Students will be able to accept and act upon feedback in a constructive manner.

Experimental andinvestigative skills

Analytical andevaluative processes

• ask questions and develop a line of questioning based on observations of the real world,alongside prior knowledge and experience• make predictions using scientific knowledge and understanding• select, plan and carry out the most appropriate types of scientific enquiries to testpredictions• select, plan and carry out the most appropriate types of scientific enquiries to testpredictions

• make and record observations and measurements; evaluate the reliability of methodsand suggest possible improvements

• apply mathematical concepts and calculate results• present observations and data using appropriate methods• interpret observations and data, including identifying patterns drawing conclusions• present reasoned explanations, including explaining data in relation to predictions andhypotheses• identify further questions arising from their results

Scientific attitudes • pay attention to objectivity and concern for accuracy, precision, repeatability andreproducibility• understand that scientific methods and theories develop as earlier explanations aremodified to take account of new evidence and ideas, together with the importance ofpublishing results and peer review• evaluate risks

Wider ObjectivesEntering the Google Science Fair can help students develop:

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Google Science Fair lesson plans: studentsaged 13-14

Lesson 1: Science makes everything betterIn this lesson students will learn about the wide range of ways in which they, as future scientists and

engineers, can make something better for everyone. Students will have the opportunity to reflect ontheir

strengths and interests, and use these insights to determine potential directions for their own

investigations, and will begin to develop a structure for their experiments or prototypes.

Objectives

• Students will be able to appreciate the diversity of work in a range of science and engineering fields. • Students will identify how personal preferences and skills can contribute to scientific and

engineering progress.

• Students will understand how to develop a coherent investigation, following an investigative

framework.

Time Teacher activity Student activity Resources(see below)

10 min Introduce the idea that science andengineering can make somethingbetter for the people who use orinteract with it. No matter how bigor small. Use details of historicalscientists to inspire and engagestudents. E.g:

Ada Lovelace : daughter of poetLord Byron, was fascinated withmaths from a young age and wenton to write the first computerprogram. Thomas Edison : built his first labat 14 years old and later went on toexperiment with light.

Reflect upon the background ofscientists, where they came from,and what they were interested inbefore their discoveries.

Discuss their opinions aboutdifferent discoveries, and identifyhow these projects have affected/

could affect the environment andthe people involved.

Anecdotes of historicalscientists. (Teachersshould feel free tosubstitute givenexamples for othersthat may be of interestto them or theirstudents).

Could visit the GoogleScience Fair YouTubechannel for films whichfeature renownedscientists and previousGoogle Science Fairentrants talking abouttheir work and what

https://en.wikipedia.org/wiki/Ada_Lovelacehttps://en.wikipedia.org/wiki/Thomas_Edisonhttps://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://en.wikipedia.org/wiki/Thomas_Edisonhttps://en.wikipedia.org/wiki/Ada_Lovelacehttps://en.wikipedia.org/wiki/Ada_Lovelace

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inspired them to pursuescience.

Could show images ofscientists as they arediscussed.

Louis Braille : Blinded as a child, hewas able to write by touch by age16 and went on to create a tactilealphabet used across the worldtoday.

Ask students to name a range of

discoveries and inventions thatinterest them.

Point out that ‘science andengineering’ covers a very widefield - “science” can mean manythings, and renowned scientistsand engineers have come from avery wide range of backgrounds.

10 min Introduce activity - students reflecton personal skills and interests, anddetermine an area which they wishto investigate.

Show video of Lauren Hodge.

Use inspiration framework togenerate ideas, responding toquestion “What will you makebetter?” following the frameworkof My interests, My skills andMy desires. Prompts may include:

• My interests - what do youlike? What are your hobbies?When are you happiest? What’s

your favorite subject? • My skills - what are you goodat? Is there anything you havewon an award/certificate in?What do your friends say you’regood at? What subject do youget the highest marks in?

• My desires - What do youlove? how would you make it

better for people? Who wouldyou make it better for?

Printed copies ofInspiration Framework .

Sample InspirationFramework usingLauren’s project as anexample. Lauren’s video andproject.

Use available resources to find outareas where gaps exist in under-standing or development of theirarea.

Computers/laptopswith internet connectionfor research, or libraryaccess.

Introduce suggested resources forfurther investigation of their area ofinterest

10 min

https://en.wikipedia.org/wiki/Louis_Braillehttps://www.youtube.com/watch?v=DS0gjUQrMhY&index=8&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/watch?v=DS0gjUQrMhY&index=8&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/site/decreasingcarcinogens/homehttps://sites.google.com/site/decreasingcarcinogens/homehttps://www.youtube.com/watch?v=DS0gjUQrMhY&index=8&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/watch?v=DS0gjUQrMhY&index=8&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://en.wikipedia.org/wiki/Louis_Braille

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10 min

15 min

5 min

Identify students willing to shareideas with the class, or facilitatesmall-group discussion.

Support students in structuringtheir ideas into an investigative

framework.

Review selected examples ofstudent work, highlighting goodexamples and giving constructivecomments. Challenge students torefine their ideas through researchand reflection, as they will be ableto receive tips and feedback nextlesson.

Outline the development of theiridea (to whatever stage they arecurrently at). Discuss possibleareas to investigate, and feedbackto one another using positive and

constructive language:

• “You’re good at...”• “Have you considered...”• “Why have you chosen to...”• “Have you thought about...”• “Maybe you could look at...”

Use a paper-based tool to begin tostructure ideas for their investiga-

tion.

Reflect upon comments and oneanother’s work.

White board/blackboard to displayconstructive languageprompts.

Printed copies ofPlanning Framework .

Printed copies ofGoogle Science Fairentry guidance totake away.

Homework• Complete Planning Framework sheet by researching and planning further, be ready to present and receive feedbacknext lesson.

Introduce suggested resources forfurther investigation of their area ofinterest

10 min Students could use the MakeBetter Generator - a tool to inspirestudents before starting a project,or help them to come up with anidea. The tool enables studentsto find connections and topics toexplore based on something they

love, something they are good atand something they will make betterwith science

Printed copies ofResearchFramework.

Google Science FairMake BetterGenerator

https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdf

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Google Science Fair lesson plans:

students aged 13-14

Lesson 2: What does good science look like?Students should have completed their Investigation Framework sheets ( Inspiration , Research and Planning ), as

they will receive feedback from their peers and teacher about their ideas for their science fair project. In this

lesson students will have the opportunity to examine model investigations and receive tips on planning a thor-

ough and scientific investigation. They will use this information to reflect on their own and their peers’ work,

giving and receiving constructive feedback.

Objectives

• Students will be able to explain what makes a good investigation, with reference to given criteria. • Students will be able to evaluate their own and others’ ideas against criteria, and communicate their

feedback constructively.

• Students will be able to accept and act upon feedback in a positive manner.

Time Teacher activity Student activity Resources(see below )

10 min Highlight projects that studentscan take inspiration from in orderto create a great Google ScienceFair entry. Relate to judging criteria,rules and mention the importance ofgathering feedback and choosingappropriate questions to answerwith science. Sakhiwe Shongwe and BonkheMahlalela, Unique SimplifiedHydroponic For Swaziland PoorSubsistence Farmers : clear videosummary; good use of images; clearquestion; careful use of keywords.

Reflect on what they can take fromexamples and incorporate intotheir projects.

Sakhiwe Shongwe andBonkhe Mahlalela- video , project oralternatives .

15 min Structure student grouping.Support students in their reflectionand encourage use of positivelanguage.

In pairs or small groups, use reflec-tion framework sheet to evaluatetheir own and/or someone else’sentry. Use positive language: “whatworks well…”, “even better if…”.

Printed copies ofReflection Framework .

https://storage.googleapis.com/gsf-staging-pub/downloads/en/GSF2015_posters.pdf?v=2015-9-3.388679601769192809https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/en/teachers-parents/lesson-plan-13-14#lessonplan-resourceshttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.youtube.com/watch?v=87x8EEUHq7k&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.youtube.com/playlist?list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/playlist?list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.youtube.com/watch?v=87x8EEUHq7k&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.googlesciencefair.com/en/teachers-parents/lesson-plan-13-14#lessonplan-resourceshttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://storage.googleapis.com/gsf-staging-pub/downloads/en/GSF2015_posters.pdf?v=2015-9-3.388679601769192809

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5 min

10 min

10 min

5 min

Select examples of valuable com-ments which students can sharewith the class.

Present judges’ report - Guidancefor entrants from a Google ScienceFair judge.

Support and comment upon

student work.

Remind students of entry deadline(May 17, 2016) and resources avail-able to them for inspiration, researchand completion of their entries.

Praise student progress in entries,summarise most important pointsfor students to remember whencontinuing their work. Link back to students’ ability to

“make something better withscience” - the Google Science Fairis just one framework through whichthey can do this.

Pair/share - feedback toclassmates.

• “What worked well?”• “Even better if...”• “Why have you chosen to...”• “Have you thought about...”

• “Maybe you could look at...”

Consider how these commentsand tips can be incorporated intotheir entries.

Begin/continue own entries, incor-

porating feedback and ideas fromclassmates, teacher, judges.

Commit to completing GoogleScience Fair entry and supportingone another in their efforts.

White board/blackboard to displayconstructive languageprompts.

Judges’ report video (1m20s, from 3:39 to4:59)

Entry guidance (includ-ing judging criteria)

Computers/laptops

with web access toGoogle Science Fairsite. If unavailable, paperand pens to continueplanning. Completedcopies of InvestigationFramework fromprevious lesson.

Register on www.googlesciencefair .com and begin to fill outentry for submission.

Homework• Gather feedback from peers, family and other sources in order to plan the best possible investigation.• Conduct their investigation.• Complete Google Science Fair entry and submit before 17 May 2016.• Once students have filled out their project information on the Google Science Fair website, they will be able

https://www.youtube.com/watch?v=lhHpQQXbGGs&feature=share&t=3m29shttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/en/https://www.googlesciencefair.com/en/https://www.googlesciencefair.com/en/https://www.googlesciencefair.com/en/https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/watch?v=lhHpQQXbGGs&feature=share&t=3m29s

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Google Science Fair lesson plans: students aged 13-14

Resource summary

Lesson 1: Science makes everything better Lesson 2: What does good science look like?

Videos:• Google Science Fair YouTube channel

• Lauren Hodge - video , project or alternatives

Printed resources: • Inspiration framework • Research framework • Planning framework • Google Science Fair entry guidance

Other resources: • Computers/laptops with web access forresearch, or library access

• White board/black board

Videos: • Sakhiwe Shongwe and Bonkhe Mahlalela -

video , project or alternatives • Judge’s report video (1m20s, from 3:39 to 4:59)

Printed resources:

• Reflection framework • Google Science Fair entry guidance Other resources:

• Computers/laptops with web access toGoogle Science Fair site, or paper and pens forplanning

• White board/black board

to share access to their project with their teachers. While the work should ultimately be their own, teachers areencouraged to give feedback, advice and support. The student should recognize any help in the Acknowledge-ments section of their project.

https://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFairhttps://sites.google.com/site/decreasingcarcinogens/https://www.googlesciencefair.com/en/competition/previous-yearshttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/watch?v=87x8EEUHq7k&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.youtube.com/playlist?list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://www.youtube.com/watch?v=lhHpQQXbGGs&feature=share&t=3m29shttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.youtube.com/watch?v=lhHpQQXbGGs&feature=share&t=3m29shttps://www.youtube.com/playlist?list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://sites.google.com/a/googlesciencefair.com/science-fair-2012-project-ahjzfnnjawvuy2vmywlyltiwmtjydwssb1byb2ply3qypagsda/homehttps://www.youtube.com/watch?v=87x8EEUHq7k&list=PLLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_https://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/website/static/2016-1-0/downloads/en/supplement_pack_2016.pdfhttps://www.googlesciencefair.com/en/competition/previous-yearshttps://sites.google.com/site/decreasingcarcinogens/https://www.youtube.com/user/GoogleScienceFairhttps://www.youtube.com/user/GoogleScienceFair