Science Exploration 2008 - Bethel School...

Elementary Packet (v.2, 2010-11)

Bethel School District STEM Showcase – Elementary Packet 2

Promote and showcase scientific inquiry and critical thinking skills through STEM.

(Science, Technology, Engineering, and Math)

This document and many other STEM Showcase support documents are available online at:http://moodle.bethelsd.org/course/view.php?id=133

(Algunos documentos en español son accesibles en línea en la dirección arriba)

http://moodle.bethelsd.org/course/view.php?id=133

Table of ContentsParts of a STEM Showcase Project..............................................................................................4

Planning an Investigation Checklist ............................................................................................5

STEM Showcase Guidance...........................................................................................................6

Controlled Experiments: Testable Questions & Variables.......................................................7

Presenting Your Project………………………………………………………………………….8

Expectations for Each SectionSection one: Question / Problem Statement....................................................................9

Section two: Hypothesis.....................................................................................................9

Section three: Variables..................................................................................................10

Section four: Materials / Procedure...............................................................................10

Section five: Data (Observations & Measurements).....................................................11

Section six: Conclusion....................................................................................................11

Judging and Parental Assistance................................................................................................12

Scoring Rubric ............................................................................................................................13

Internet Resources.......................................................................................................................14

STEM Topic Agreement..............................................................................................................15


Parts of a STEM Showcase Project

Scientists are people who like to learn new things. They look at the world, wonder about something they see, and then figure out ways to answer their questions. You are like a scientist. What is it that you wonder about? Here are the main parts of a STEM Showcase project—just like a scientific report. This takes time…start early!

Scientific Reports1. Question

What is the scientific question that your investigation was based on? This is the question you are trying to answer with your project. Your observations and measurements will help you to answer this question.

2. HypothesisThe hypothesis is what you think you will see in your investigation, and why (scientifically) you think that your prediction makes sense. One good way to write your hypothesis is with a cause and effect statement. It must include “If _______, then _______. I believe this because______.” Make sure the hypothesis predicts only one outcome.

3. VariablesVariables are things that you can observe or measure…and can change during your investigation. If you have too many things changing (variables), then you won’t be able to scientifically answer your Question. In this section you will list the variables, which ones you allowed to change (Manipulated and Responding Variables), and which ones you kept the same (Controlled Variables).

4. Materials and Procedure This is where you list all of the materials that you used to conduct your investigation. You also describe all the steps you followed to test your hypothesis with observation and measurement, including “multiple trials” (doing things at least three times). Your step-by-step procedure is detailed enough that anyone could gather the materials from the list, follow the procedure, and get similar results. It can be helpful to include pictures of equipment set-ups or locations where you made measurements and observations. There are often safety concerns when conducting experiments. Be sure to describe these in your procedure, too.

5. Observations & Measurements (Data)In this section, you present your data (observations and measurements), especially those that relate to your variables. Keep detailed records in a journal (science notebook): What, exactly, did you do?... What, exactly, did you observe?...What were your measurements? Pictures are great, but they are not the same as writing out your observations. Organize your data in some way (table, graph, drawings of etc.) so that you and other people can make sense out of it. In the next section you will talk about the data.

6. Results & Conclusion This is the section where you talk about your data (observations and measurements). Refer to specific data/observation from your tables, graphs, drawings from the Data section—talk about what happened and explain why that makes scientific sense to you. Did your data provide evidence for (or against) your hypothesis? The most important thing here is how you use the data to talk about your hypothesis. You get no credit whatever for a “correct hypothesis.” In fact, it can be quite impressive if you show that you are open to being persuaded that the data do not agree with the hypothesis. NEVER change your hypothesis after you’ve already completed your investigation.

Presentation A display board is a clean, legible, and logically organized display of your work. Spelling and grammar should be correct. Your class or school may use other ways to present your project.

Working Journal**Keep in mind that projects going on to the South Sound Regional Science Fair must include a handwritten scientific working journal in notebook form explaining the project from start to finish.


Planning an Investigation Checklist

This is a checklist to help you plan / complete your science investigation. Items preceded by ** indicate steps only necessary if you are planning to take your project beyond Bethel’s STEM showcase to the South Sound Regional Science Fair.

Projects take time. Do not wait until the last minute to get started. Consider your project and look at the time guidelines given in parentheses below to make a schedule of due dates for yourself. Write your due dates on the blank lines to the left (sometimes more than one line can be completed in a single day). This will help your break your project into manageable pieces and help eliminate a last-minute rush.

Checklist___________ 1. Brainstorm a list of topics that really interests you, and you are curious about (2 days).

___________ 2. **Research your topic. Take notes in your journal (1 week).

___________ 3. Decide on your testable question and the hypothesis (1 day)

My testable question is: ________________________________________________?

My hypothesis is: If , then .

This makes sense to me because ______________________ .

___________ 4. Identify the variables for your project (1 day):

Manipulated Variable (What is the 1 thing that you are changing?)

Responding Variable (What thing will you observe/measure to see how it changes?)

**Controlled Variables (List all of the things you will keep the same, so that only the Manipulated and Responding Variables will change).

___________ 5. Make list of materials you expect to use. Decide how you will set up your materials. **You might want to draw a picture of your setup or include a picture of it in your journal (1 day). Your actual materials will probably be a bit different, with fewer or more items that you’ll list as you go.

___________ 6. List the step-by-step procedures you expect to follow (1 day). Your actual procedure will probably be a bit different, with fewer or more steps that you’ll describe as you go.

__________ 7. Follow your procedure/ materials, and record the observations & measurements. Note any changes as you go. Repeat the experiment at least 2 more times (3 days – 2 weeks).

__________ 8. Make tables, graphs, drawings from your data so that you can make sense of it (2 days).

__________ 9. Write your explanations and conclusions (2 days). **Write questions that you still have.

__________ 10. Create your display / presentation—talking points, display board, etc. (2 – 4 days).

__________ 11. **Practice for your presentation to the judges.

**At regional science fairs and secondary showcases, judges will look for a journal, controlled variables, further questions, and an oral presentation when they judge your project. A working journal is a place where you write down everything you do related to your project. The journal is NOT the “final copy” of your project. You should write in your journal everyday you work on your project (date your entries). Everything should be


in your own writing. If you make a mistake, cross it out (don’t erase anything). A “perfect” journal always includes crossed-out items. A journal is only required if you continue to the South Sound Regional Science Fair.


STEM Showcase Guidance

Guiding Thoughts Stages of Your Scientific Work Helpful ResourcesWhat are you…

…interested in?…curious about?

What do you know already about this system? How do you know that?

What else can you find out about your system?

Explore Your Curiosity Think about what really interests you. Read about it…explore it online…learn more. Do some informal experiments, field studies, or other observations about your “system.” What does your exploration make you wonder?

Dragonfly TV (video examples of student investigations)

Science Buddies (ideas for controlled experiments)

Field Investigation Guide (observing & investigating the outdoor natural world)

The Secret Life of Scientists (What are scientists curious about?)

You’re ready for this stage if…

…You think you know how & why something happens, but you need evidence to test your ideas (hypothesis).

Question Hypothesis What do you think is the way this system works (hypothesis, part 1)? Why do you think that? What is your scientific explanation for this? (hypothesis, part 2) What is a question that describes what you’re testing?

Example questions & hypotheses

What will you observe and/or measure to test your hypothesis?

How will you reduce the number of variables in the system?

How will you use repeated trials, so that you’ll be more confident in your data?

Collect Evidence Describe step-by-step…include repeated trials (at least 3 times) so you’ll be more confident in your data. Make your observations and measurements, including weird or unexpected things that happened. Organize your data so that it makes sense to you and other people (tables, graphs, drawings).

Science Buddies (ideas for controlled experiments)

Field Investigation Guide (observing & investigating the outdoor natural world)

What do your observations and measurements tell you about your hypothesis?

How does this compare to what you thought before you collected data?

Explain Write up your conclusion and other thoughts about how/why your system works. Prepare for however you’ll present your project:

o Journal (science notebook)o Display board or computero Talking about it

Example explanations & conclusions


Controlled Experiments: Testable Questions & Variables(Field Investigations and other scientific methods will be a bit different than this.)

A controlled experiment is based on a testable question about how two variables are related to each other. This page will help you understand what a testable question is, and will help you write a testable question for your STEM Showcase project.

What is a testable question? A testable question is a question that can be answered by experimentation. In a controlled experiment, there are 2 parts to a testable question.

Manipulated variable: The single condition that will be changed in the experiment. Responding variable: The single condition that will be measured in the experiment

Example:

Example Testable Question:

Does changing the height of a ramp affect the time it takes a car to roll down the ramp?

In this example what we are changing is the height of the ramp, so that is the Manipulated Variable.

What changes in the rest of the system is the time it takes for the car to roll down the ramp, so that is the Responding Variable. Anything else that could change, we keep it the same (the length of the ramp, the weight of the car, the air temperature, the floor at the end of the ramp, etc.); these are known as Controlled Variables.

A testable question can often be written in the form

"How does changing ______________________affect ______________________?" or (manipulated variable) (responding variable)

“Does changing _______________________ affect ______________________?” (manipulated variable) (responding variable)

A student may ask, "How does an airplane fly?" By listing the variables involved with flight like wing shape and body shape, this non-testable question can be changed to a testable question like "Does changing the shape of the wing affect the flight of a plane?"


Manipulated Variable Responding Variable

Presenting Your Project

Ways that You Might Present

Depending on your school or teacher, you might present your project in one or more ways: Turning in your journal (science notebook) Writing a report Giving a talk Making a computer presentation Making a display board

Display Boards (suggested format)

Each presentation board should have six sections and follow this format. See Expectations for the step-by-step description of what to do for each section labeled below. All projects need to be displayed on a presentation board (suggested size 48”x36”).

Title of ReportSection #1

Question/Problem StatementSection #2Hypothesis

Section #3Variables

Section #4Materials, Procedures

& Safety Concerns

Section #5Data (Observations& Measurements)

Section #6Explanation / Conclusion

(Side #1) (Middle Section) (Side #2)

Your question or a creative title should be displayed at the top and each section must be titled as shown above.

The spacing demonstrated here is only a suggestion. The size of each section may vary; however, their order and location must be as shown above.

Student’s name, teacher’s name, and school name should be located ON THE BACK of the board.


Expectations for Each Section

Make a title for each section described below. These are common sections for scientific reports.

Section One: Question/Problem StatementWhat is the Question/Problem Statement?What is the scientific question that your investigation was based on? This is the question you are trying to answer with your project. Your observations and measurements will help you to answer this question.

For example: “Which liquid is best for growing lima beans?”

What must be included in this section?This section only needs to be one sentence long, but it must be in the form of a question.

Tips:Make sure the Problem Statement is only going to be testing one thing. For example, an investigation would not want to be testing which liquid will help lima beans grow fastest and which lighting is best for lima beans. That would be doing two investigations in one and could confuse the results.

Section Two: HypothesisWhat is the Hypothesis?The hypothesis is what you think you will see in your investigation, and why (scientifically) you think that your prediction makes sense. One good way to write your hypothesis is with a cause and effect statement. It must include “If _______, then _______. I believe this because______.” Make sure the hypothesis predicts only one outcome.

For example, “If a plant gets orange juice instead of water, then it will grow slower because orange juice has citric acid.” Notice the parts: “If… then… because…”

What must be included in this section?This section could be as short as two sentences, but it must include the (scientific) reasons for your thinking. A shorter hypothesis is not necessarily a good thing…make sure that your scientific reasons are clear to other people.

Tips: Make sure the hypothesis is only about one outcome. If you are predicting more than one outcome, then you really have more than one project. However, it’s possible that you may make other discoveries along the way (but you will take care of this in the “Results & Conclusion” section, not the hypothesis).


Section Three: VariablesWhat are Variables?Variables are things that you can observe or measure…and can change during your investigation. If you have too many things changing (variables), then you won’t be able to scientifically answer your Question. In this section you will list all of the variables—which ones you allowed to change (Manipulated and Responding Variables), and which ones you kept the same (Controlled Variables).

What must be included in this section?This section must have three types of variables listed: 1) The Manipulated Variable must be listed. This is what you purposely changed during the

investigation. When testing the effect of different liquids on plant growth, the Manipulated Variable would be the type of liquid given to each plant.

2) The Responding Variable must be listed. This is the part of the system that is changing in response to the manipulated variable. It is being measured. In the plant investigation, the Responding Variable would be the amount of growth for each plant.

3) **The Controlled Variables may be listed. These are the things in the system that could change, but you kept them the same. For example, in testing the effect of liquids on plant growth, the Controlled Variables would be the amount of sunlight, liquid, type and temperature of the plants. All of these things will be kept the same so the only difference between the plants is the kind of liquid. Listing the Controlled Variables is optional for elementary Bethel STEM Showcases.

Tips: This section typically looks something like this:Manipulated Variable = type of liquid used to “water” the plantResponding Variable = height (cm) that each plant has grown**Controlled Variables = hours of sunlight, grams of water, air temperature, location of plants…

Section Four: Materials/Procedure and safety concernsWhat is the Materials/Procedure?This is where you list all of the materials that you used to conduct your investigation. You also describe all the steps you followed to test your hypothesis with observation and measurement, including “multiple trials” (doing things at least three times). Your step-by-step procedure is detailed enough that anyone could gather the materials from the list, follow the procedure, and get similar results. It can be helpful to include pictures of equipment set-ups or locations where you made measurements and observations. There are often safety concerns when conducting investigations. Be sure to describe these in your procedure, too.

What must be included in this section?This section must include three parts:1) A list of all materials needed to conduct the investigation (don’t forget the measuring devices)2) A step-by-step procedure that will be followed to conduct the investigation, including how many

times the procedure will be repeated (at least two repeats) and how measurements will be taken.3) A list of all safety concerns surrounding this investigation, and what you did to address them.

Tips: Don’t Do This…Be sure not to just say “take/record measurement” – explain how measurements will be taken (for example: “Use a thermometer to read the temperature”). Don’t forget to describe what you did to observe safety concerns in your investigation!


Section Five: Data (Observations & Measurements)What is the Data?In this section, you present your data (observations and measurements), especially those that relate to your variables. Keep detailed records in a journal (science notebook): What, exactly, did you do?... What, exactly, did you observe?...What were your measurements? Pictures are great, but they are not the same as writing out your observations. Organize your data in some way (table, graph, drawings of etc.) so that you and other people can make sense out of it. In the next section you will talk about the data.

What must be included in this section?This section must include three parts:

1) Organized presentation of the data (table, graph and/or chart)2) Pictures or drawings of the investigation equipment set-up or setting-location of the investigation… these should help people understand your observations and measurements.3) A few paragraphs that help describe the data so that people know what they are looking at (but NOT making explanations or conclusions…that comes in the next section).

Tips: Clever use of color (not random color) in charts or graphs can help the data to be more easily understood. It should paint a clear picture of exactly what happened. Also make sure that all paragraphs have been proofread and do not contain any spelling or grammar errors.

Section Six: ConclusionWhat is the Conclusion?This is the section where you talk about your data (observations and measurements). Refer to specific data/observation from your tables, graphs, drawings from the Data section—talk about what happened and explain why that makes scientific sense to you. Did your data provide evidence for (or against) your hypothesis? The most important thing here is how you use the data to talk about your hypothesis. You get no credit whatever for a “correct hypothesis.” In fact, it can be quite impressive if you show that you are open to being persuaded that the data do not agree with the hypothesis. NEVER change your hypothesis after you’ve already completed your investigation.

What must be included in this section?This section must include two parts:

1) State the answer to your question/problem (Was your hypothesis supported, or not?).2) Using data from your investigation as evidence, explain how your data provides evidence for or

against the hypothesis.

Tips: To decide whether to accept or reject the hypothesis, you will need to compare it to the Data section. If what you thought was going to happen really did happen, you should write: “I accept the hypothesis.” However, if what you thought would happen did not really happen, you should write: “I reject the hypothesis.” After accepting or rejecting the hypothesis, describe why the data caused you to accept or reject the hypothesis.


Judging and Parental Assistance

JudgingCertain aspects of STEM Showcase judging can be subjective. The judging panel will use the rubric (like the one on the next page) and questions like those below to review all STEM Showcase projects:

The Display Board:1) Does the project promote analytical thinking?2) Does it demonstrate scientific creativity?3) Is the student’s growth and learning evident?4) Does the board contain all sections?5) Is the board neat and legible?

** Oral Presentation1) Can the student verbally explain all aspects of their project?2) Is the student’s growth and learning evident?

**The Journal1) Handwritten2) Does it include all the student’s original thoughts, ideas, and data?

Parental Assistance DefinedAll projects must be the work of the student. Especially all of the tables, graphs, charts, drawings, and word-processing must be student generated. Parents may assist students with certain aspects of the project. Parental assistance may include the following:

1) Parents may help establish the idea of the project.2) Parents may help gather materials.3) Parents may help by answering questions and guiding students through scientific process.


STEM Showcase Scoring Rubric

Student: ____________________Project Title: ________________________________________

Process/Display Board

- Applies the skills and processes of scientific inquiry- Uses scientific concepts and principles to understand systems- Writes clearly and effectively- Writes in a variety of forms for different audiences and purposes

4Exceeds Standards

Exceeded standards by expanding, extending or showing creativity and originality.

Examples: Listing controlled

variables in addition to manipulated and responding.

Identified extensions or further testable questions.

3Meets Standards

The following components are labeled: Question or problem Prediction or hypothesis Materials and procedures that include

multiple trials Recorded data (observations and

measurements) Manipulated and responding variables Charts and graphs of accurately collected

data Conclusion clearly stating whether

hypothesis was accepted or rejected with data

Sturdy, neat display board that is logically organized with accurate spelling and grammar.

2Does not meet standard

One to three components are missing or incomplete


Four or more components are missing or incomplete

If a student is interested in participating in the South Sound Regional Science Fair at PLU, these additional components are required:

Oral Presentation - Communicates clearly and effectively4

Exceeds Standards


3Meets Standards

Uses appropriate speed, volume, and expression and maintain eye contact.

Thoroughly explains the process, results, and significance of the project.


One component is missing or not fully demonstrated.


Two or more components are missing or not fully demonstrated.

Journal - Writes clearly and effectively- Writes in a variety of forms for different audiences/purpose

4Exceeds Standards


3Meets Standards

Scientific notebook or journal includes background research and information, explains the hypothesis, procedures, and materials used, and contains complete records of tests.

Writing is clear and uses proper spelling and grammar.

Includes safety concerns.


One component is missing and/or explanations are unclear

Numerous errors in spelling, grammar, and punctuation.


Two or more components are missing and/or explanations are unclear.

Errors in spelling, grammar, and punctuation make reading difficult.


Internet Resources

Dragonfly TVhttp://pbskids.org/dragonflytv/scifair/index.html

The Secret Life of Scientists & Engineershttp://www.pbs.org/wgbh/nova/secretlife/scientists/

Field Investigation Guide (Pacific Education Institute)http://www.pacificeducationinstitute.org/workspace/resources/field-investigation-guide-updated-april-2009.pdf

The NEED Organizationhttp://www.need.org/Science-Fair-Projects

School Discoveryhttp://school.discoveryeducation.com/

Science Buddieshttp://www.sciencebuddies.org/

Science Fair Topicswww.accessexcellence.org/RC/scifair.html

All Science Fair Projectshttp://www.all-science-fair-projects.com

The Ultimate Science Fair Resourcehttp://www.scifair.org


STEM Topic Agreement Student Name: ________________________________ Due Date: ____________________ How I got going with my science topic, and what is interesting to me about it: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The question/problem I plan to devise an experiment about is: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Questions my parents and I have for the teacher about my topic: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Parent Signature: __________________________________ Student Signature: _________________________________

This topic may change only with the approval of the teacher and the submission of a new topic sheet signed by parent and student.

--------------------------------------------------------------------------------------------------------------------------------------

Teacher concerns/recommendations regarding the topic: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher agrees that the topic is reasonable and appropriate:

Teacher signature: ___________________________

***Teacher may review topic sheets early to assure student is on track.***


Science Exploration 2008 - Bethel School...

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