Scientific MethodGrade 5th

Betsy J. Sielaff

Table of Contents

Unit Overview p. 3

Science Fair Project Summary p. 5

1. The Madness to the Scientific Method p. 6

2. Hasty Hypothesis p. 8

3. Overly Observing p. 11

4. Dynamic Designing p. 13

5. Clever Conducting and Collecting p. 15

6. Amazing Analyzing and Crazy Concluding p. 17

7. The Sassy Science Fair p. 19

References p. 24

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Unit Overview

Standards:Science:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IP.05.12 Design and conduct scientific investigations. S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientific investigations. S.IP.05.14 Use metric measurement devices in an investigation. S.IP.05.15 Construct charts and graphs from data and observations. S.IP.05.16 Identify patterns in data.S.IA.05.11 Analyze information from data tables and graphs to answer scientific questions.S.IA.05.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.

Language Arts:R.IT.05.01 analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases.R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.

Mathematics:D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale.

Goals:I can become enthused about learning about the scientific method.I can understand how to formulate a hypothesis.I can know how to analyze the data collected.I can know how to put together a science fair project.I can understand how to collect data.I can know how to come up with a science fair project idea.

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I can appreciate the time and effort it takes to put together a science fair project.

Objectives:I can prepare for the following lessons on the scientific method by defining scientific vocabulary.I can observe in order to generate questions about what is around me.I can explore everyday objects in more depth.I can create a hypothesis that is measurable.I can create a hypothesis by forming an “I Think” statement from observations I have made.I can design an experiment based off a hypothesis.I can perform an experiment and collect data.I can show the data I collected in multiple displays, including a table format or a graph.I can perform an experiment I designed.I can analyze and conclude from my data that I have collected during my experiment.I can create a science fair project successfully by including all parts of the scientific method.

In this unit, the students will learn the ins and outs to a science fair project. They will learn, in depth, the importance to every single step to the scientific method. It will be stressed the importance of not needing to “support” a hypothesis, but that it is important to also “disprove” a hypothesis. The students will be using writing to help reiterate the steps to the scientific method. The students will also be using math to display data that is collected.

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Science Fair Project SummaryObserving: I was eating breakfast one morning, and noticed how tough the

outside of an egg is, and how the liquid inside doesn’t leak through. I started to

wonder if there is a way to break that surface with a certain type of liquid.

Hypothesis: Is there a liquid that will break the external surface of an egg? I think

salt water will break it.

Experiment Design: Take an egg and soak it in 3 different types of solution. One

solution salt water, one solution vinegar, and one solution soda pop. Soak all

eggs in the solutions at the same time for the same amount of time (24 hours).

Conducting Experiment: Perform the experiment designed. 3 trials.

Analyze Data/Conclusion: After performing the experiment 3 times, it is

concluded that vinegar deteriorates the external shell of an egg. I disproved my

initial hypothesis that salt water will break the external surface of an egg.

Although I disprove part of my hypothesis, I also supported part of my hypothesis

that there is a liquid that will break the external surface of an egg.

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Grade: 5thTitle: The Madness to the Scientific MethodStandard:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.Objective:I can prepare for the following lessons on the scientific method.Anticipatory Set:Celery stalks experiment. Have a celery stalk already colored from the day before, as well as a celery stalk not colored yet to show how to go about the lesson. Go through quickly each step in the scientific method to show how to go about the experiment.Input:

Task Analysis:o The lesson will start out with the teacher modeling the celery stalk

experiment. The teacher will already have a celery stalk finished to go along with the experiment

o Once the teacher models how to go about the celery stalk experiment, the students will work in their groups on the white carnation experiment that is similar to the celery stalk experiment.

o Since the white carnation experiment has to sit for 24 hours, the students will end the lesson by working on a word search with scientific method vocabulary in it.

o The lesson will end with the teacher going over key vocabulary words in the word search with the students to prepare them for the scientific language that will be used throughout the rest of this unit.

Thinking Levels: Bloom’s Taxonomyo Comprehension – The students will understand the vocabulary from

the word search after the teacher goes over it.o Application – The students will apply the knowledge they learned in

the celery stalk experiment to the white carnation experiment. Learning Styles:

o Visual – The students will see how the food coloring goes up the celery stalk.

o Tactual – The students will create their own experiment like the celery stalk one but with white carnations.

Method and Materials:o Materials:

Celery White Carnations Food Coloring Cups with water Vocabulary Worksheet

o Method: The teacher will lead in class demonstrations to model for

the students how to go about the scientific method.

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The students will work in their small groups to work through a mini experiment.

Modeling: The modeling will be when the teacher demonstrates during the anticipatory set.Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:After going through the celery stalk lesson, together try out the same idea with a white carnation. Give each group a flower in a cup of water with a different set of food coloring to try it out themselves. Label each flower for what group it belongs to so the students can come in tomorrow and see their results.Independent Practice:Work on in class the scientific method word search sheet. The sheet will get them familiar with the vocabulary used in the scientific method that we will be using throughout the unit.Closure:Go over the vocabulary worksheet and the definitions for the key words on there. This review will set up and prepare the students, language wise, for the rest of the unit.Assessment:Only assessment for this introductory lesson is the hand out word search sheet with the scientific method vocabulary. It will be turned in for a completion check.

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Grade: 5th

Title: Hasty HypothesisStandard:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.Objective:I can create a hypothesis that is measurable.I can create a hypothesis from observations I have made.Anticipatory Set:To start out, discuss what we observe about a simple orange and how we may come up with a question to ask for that orange that could be used in a science fair project or for an experiment. One thing we might notice is how much water there is in a orange. That when you bite into an orange, it is very juicy. A possible hypothesis could be that you think the orange is more than 50% water. As long as we can come up with an experiment to test our hypothesis, it is a measurable and good hypothesis. Input:

Task Analysis:o The lesson will start out with the class discussing an orange and

what they observe about the orange. The students will then create a hypothesis on what they observed.

o The teacher will model the sample science fair project, and add the portion to the tri-fold board about the hypothesis.

o The teacher will discuss with the class, observations about bread. Together as a class, they will come up with a hypothesis with bread.

o The students will work individually on an observation sample sheet. They will have to come up with the hypothesis to go along with each observation sample.

o To close the lesson, the teacher will review with the students what a hypothesis is and how to create a hypothesis.

Thinking Levels: Bloom’s Taxonomyo Knowledge – The students will use their knowledge from the

previous lesson on observing in this lesson.o Comprehension – The students will understand how to create a

hypothesis.o Application – The students will apply what they have learned about

hypotheses to the observation sample sheet they fill out. Learning Styles:

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o Visual – The students will observe the orange and the bread to come up with a hypothesis.

Method and Materials:o Materials:

Orange Bread Sample Observations Sheet Sample Science Fair Project

o Methods: The teacher will hold whole class discussions to discuss

possible hypotheses. The students will work independently when working on the

sample observations sheet.Modeling: The teacher will model the sample science fair project hypothesis part. The teacher will slowly put together the tri-fold board with all the parts on it. The parts will be added as they are taught. So this week, to start, the hypothesis will be added to the tri-fold board.Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:Go through with the students a sample observation, and together as a class, create a hypothesis to go along with that observation made. Make sure this hypothesis is measurable. The sample observation is with bread. Bread tends to get moldy quickly, sometimes more quickly than others. A hypothesis we could come up with would be that we think bread will get moldy in a well-lit place compared to a dark place. Or that bread will get moldy in a warm place compared to a cold place like a refrigerator. Independent Practice:The students will be given a sheet with sample observations made about everyday items. The students will have to come up with a hypothesis to go along with each observation. Whatever is not finished in class, will be taken home or worked on the next day.Closure:To close the lesson, review with the students what a hypothesis is and how a hypothesis is created.Assessment:The sheet with sample observations will be the assessment in this lesson. It will be a completion check. It is mainly used to see if students understand how to create a hypothesis correctly.

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Observation SamplesName:_________________Create a hypothesis to go along with each observation.

1.Jimmy was cleaning up a mess he made in the kitchen. While cleaning up, he noticed that this new paper towel his mom bought rips as soon as he starts to wipe up his spilt milk.

2.Sarah was having people over to watch a movie. She could only find two bags of popcorn, both different brands. She noticed when she popped the first bag, after 2 minutes, the popcorn was almost all popped. When she put in the second bag of popcorn, it took over 3 minutes for it to fully pop.

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Grade: 5thTitle: Overly ObservingStandard:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.Objective:I can observe by using my 5 senses.I can use descriptive words when describing an object.Anticipatory Set:The students will start out the class by writing down in their science journals what they are observing. The teacher will set an object or toy out on the elmo or in the front of the room for the students to write about. They will not be prompted at all on how to observe it. This will give the teacher an idea on what the students know about observing.Input:

Task Analysis:o Start out the lesson by having the students write in their science

journals about the object on the elmo. Their “assignment” is to observe it and write down their observations.

o Go over the Observing portion of the sample science fair project.o Pass out beakers to each table. Have students discuss in their

small groups what they observe.o Come together as a whole group and discuss what the students

observed, and discuss how they used their five senses to observe.o Review what descriptive words are needed for observing. Review

the importance of descriptive words. Thinking Levels: Bloom’s Taxonomy

o Knowledge – The students will use their knowledge on “observing” to observe the object at the beginning of the lesson.

o Comprehension – The students will understand how to observe by using their five senses to observe their beakers in the room.

o Application – The students will apply what they know about observing to their science fair project.

Learning Styles:

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o Visual – The students will be using a lot of visual learning. They will be observing their beakers filled with colored water.

o Auditory – The students will repeat the word “observe” with the teacher at the end in order to review the meaning of it and the importance for a science fair.

Method and Materials:o Materials:

Sample Science Fair Project 4 Beakers with water Food Coloring (4 different colors) Jell-O packets (4 different flavors)

o Methods: The students will be taught in a whole group style, but work

in small groups. The students will go through whole class discussions as well as small group discussions. While the small groups are working, the teacher will walk around and observe and ask questions with each group individually.

Modeling: The teacher will model by going through an observing stage in the teacher’s sample science fair project. The teacher will use this same science fair project in every lesson to show how each step is important and necessary and how they all come together. Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:Give each table a separate beaker filled with water. Each beaker of water will be colored differently with food coloring and scented differently with packets of Jell-O. Each group will have to observe what they notice about the beaker of water at their table. These observations will be written down in each group by a recorder. Once the students have had an ample amount of time to observe the water, each group will go over what they observed. These observations will be written down on a piece of paper on the Elmo. Closure:Review what Observing means and how important it is in order to observe during your science fair experiment. It is important to use descriptive words when describing what is happening. Assessment:The assessment will be a completion check on the take home assignment of science observations at home. If the students come back with the paper done, they will be given full credit out of 10 points. Each item they write down in which they observed at home with their five senses is worth 2 points.

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Grade: 5th Title: Dynamic DesigningStandard:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.R.IT.05.01 analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.Objective:I can design an experiment based off a hypothesis.Anticipatory Set:To start the lesson out, the teacher will review the parts of the scientific method taught so far. The teacher will review by calling on students and having them stand in the front of the room with a sign saying which part of the scientific process they represent. This constant reminder of the order of the scientific method will help them with the end of the unit assessment. Input:

Task Analysis:o Review parts of scientific method taught already.o Go over how to design an experiment and model how the teacher

designed the experiment for the sample science fair project.o Review past hypothesis questions and designing experiments for

those questions.o Write down in journals the commonality between the experiments.o Talk about what is important to include in an experiment when

designing it.o Discuss the importance of designing an experiment, and having

everything planned out before you actually perform it. Thinking Levels: Bloom’s Taxonomy

o Knowledge – The students will use their knowledge from the previous lesson on hypothesizing in this lesson.

o Comprehension – The students will understand how to design an experiment.

Learning Styles:o Visual – The students will visually see the order of what we have

learned so far in the scientific method.o Auditory – The students listen during whole class discussion and

hear each others ideas and comments. Method and Materials:

o Materials:

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Sample Science Fair Project Labels of parts of scientific method learned so far. Writing journals

o Method: The teacher will teach in whole class discussion style, as

well as allowing the students to work independently before coming back together as a whole group.

Modeling: Go over the sample science fair project and how the experiment was designed. This part will be added onto the tri-fold board to continue to show how a science fair project comes together.Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice/Independent Practice:Revert back to previous hypothesis questions, and how we designed experiments for those specific hypothesis questions. The students will write down what all the experiments had in common in their writing journals. Once the students have a few ideas written down, a class discussion will be held to discuss what needs to be included when designing an experiment. The teacher will make sure the students know to include three or more trials, as well as tables and graphs. It is important to have these ideas laid out before the experiment is performed. Closure:To close the lesson, review with the students how to design an experiment, and to make sure to include everything needed in designing an experiment.Assessment:Check writing journal for good note taking skills. This will not be a graded assessment. It will be a check for understanding assessment.

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Grade: 5th Title: Clever Conducting and CollectingStandard:S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientific investigations. S.IP.05.14 Use metric measurement devices in an investigation. S.IP.05.15 Construct charts and graphs from data and observations. S.IP.05.16 Identify patterns in data.R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale.Objective:I can perform and experiment and collect data.I can show the data I collected in multiple displays.Anticipatory Set:After discussing about the beach ball globe observation, come up with an experiment for the students. Together, collect data by passing the ball around and recording how many times it lands on water, and how many times it lands on land. Make parameters and a table to record the data in. This will help the students understand the importance of collecting data correctly.Input:

Task Analysis:o Perform experiment designed for beach ball globe observation.o Record data together.o Show different ways to display the data that was collected during

the experiment.o Go over the sample science fair project and how the data was

collected and the experiment was performed. This information will be added to the tri-fold board.

Thinking Levels: Bloom’s Taxonomy:o Knowledge – The students will use their knowledge from the

previous lesson on designing an experiment in this lesson.

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o Comprehension – The students will understand how to conduct an experiment and collect data.

Learning Styles:o Visual – The students will see the data visually in many different

forms. Such forms include a table, a paragraph, and a graph.o Tactile – The students will perform the experiment to collect the

data. To perform the experiment, the students will be passing around a beach ball globe and physically using their hands to create the data needed.

Method and Materials:o Materials:

Beach Ball Globe Sample Science Fair Project

o Method: The students will perform the experiment as a class, to

collect the data needed. The students will also work together in small groups to

create multiple ways to display data.Modeling: Go over the sample science fair project and how the data was collected and the experiment was performed. Add this information to the tri-fold board.

Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:Together, the students and the teacher will display the data collected in multiple ways. Such ways include in a table, in a paragraph, and in a graph. There are multiple types of graphs so it will be important to discuss which graph would fit the class data most accurately. Each table (4 tables) will be assigned a display to put the data in. One group will put the data in a table format. One group will put the data in a paragraph format. One group will put the data in a bar graph format. And the last group will put the data in a scatter plot format. Each data display will be presented to the class.Closure:To close the lesson, review with the students how to perform the experiment and collect the data needed. Express the importance of tables and graphs if necessary in order to organize the data.Assessment:Only assessment this lesson is checking for understanding assessment. The teacher will make sure to call on all students throughout the lesson to ensure understanding and ensure that all students are paying attention.

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Grade: 5th Title: Amazing Analyzing and Crazy ConcludingStandard: S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IA.05.11 Analyze information from data tables and graphs to answer scientific questions.S.IA.05.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.Objective:I can perform an experiment I designed.I can analyze and conclude from my data that I have collected during my experiment.Anticipatory Set/ Independent Practice:Our data that was collected from the Beach Ball Globe experiment, the class will come up with a conclusion about. They will write their conclusion in their writing journals. Input:

Task Analysis:o Conclusion is written up from the Beach Ball Globe experiment.o Sample Science Fair Project conclusion will be revealed.o The importance of “disproving” and “supporting” will be explained.o One last time, the students will write down in their journals the

“process” or “steps” to the scientific method. Thinking Levels: Bloom’s Taxonomy:

o Knowledge – The students will use their knowledge from the previous lesson on conducting an experiment and collecting data in this lesson.

o Comprehension – The students will understand how to analyze their data and come up with a conclusion on their experiment.

Learning Styles:o Visual – The students will visually see the full sample science fair

project. Method and Materials:

o Materials: Sample Science Fair Project

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Writing Journalso Methods:

The students will work in a big group setting. The students will individually write down the process of the

scientific method.

Modeling: Go over the last part and possibly most important part of the science fair project, the results. Last part added to the tri-fold board.Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:The teacher will express the importance of not putting “prove” in a conclusion statement. That an experiment either supports a hypothesis, or disproves a hypothesis. It CANNOT prove a hypothesis. The teacher will also show that in the sample science fair experiment, the conclusion was that the hypothesis was disproved. That it is not necessary to make your hypothesis “correct.” That it is just as important to “disprove” a hypothesis, as it is to “support” a hypothesis. It is important that the students know that they are not incorrect if their results show that their hypothesis was disproved. It is important for them to know that it is okay for that to happen. Closure:Review how to conclude and analyze the data collected during the experiment. Express that it is not necessary for the concluded data to support the hypothesis, that it is okay if it disproves the hypothesis.Assessment:A simple assessment in this lesson will be for the students to write down in their writing journals the “process” for the scientific method. This will be checked at a later time to ensure that all students understood the importance of the process of the scientific method, and that each step is important and necessary to include.

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Grade: 5th Title: The Sassy Science FairStandard: S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IP.05.12 Design and conduct scientific investigations. S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientific investigations. S.IP.05.14 Use metric measurement devices in an investigation. S.IP.05.15 Construct charts and graphs from data and observations. S.IP.05.16 Identify patterns in data.S.IA.05.11 Analyze information from data tables and graphs to answer scientific questions.S.IA.05.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.R.IT.05.01 analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases.R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.W.HW.05.01 write neat and legible compositions.D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale.Objective:I can create a science fair project successfully by including all parts of the scientific method.Anticipatory Set:Show the overall product of the science fair project that was put together and present it to the class. This will show the students how the end product was made. Input:

Task Analysis:o The teacher will present the overall science fair project that the

students slowly put together throughout this unit. o The teacher will help the students during the week or two the

students are allowed to work on their science fair project. Science time during these one to two weeks will be used as guided practice

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time where the teacher will help guide the students with their science fair projects.

o The students will present their science fair projects at the overall science fair, which will be locate in the gymnasium.

Thinking Levels: Bloom’s Taxonomy:o Knowledge – The students will use their knowledge from the

previous lessons on the scientific method to create their own science fair project.

o Application – The students will apply what they have learned throughout this unit to create their science fair project.

Learning Styles:o Tactual – The students will be creating their own science fair

project, hands-on. o Visual – The students will be able to see what other students are

working on to get ideas and help one another out if need be. Method and Materials:

o Materials: Students will assemble their own materials for their own

personal science fair project. Sample Science Fair Project

o Method: This will be an individual work lesson, where students will

create their own science fair project.Modeling: This is shown in the anticipatory set when the teacher models how to present the science fair project that the class slowly put together throughout the unit.Check for Understanding:Throughout the lesson, the teacher will call on all students to check for understanding. The teacher will also review periodically, what was already taught, throughout the lesson.Guided Practice:Guided practice will be performed during this lesson during question and answer section of science. For the week or two that the students will be working on their science fair project, during science time in school, the teacher will walk around and help students individuallyIndependent Practice:The students will create their own science fair project over the next week or so. They will work at home and possibly at school if time permits.Closure:Once the students are finished “learning” about the scientific method, the teacher will hand out a “certification of completion” card to each student. This will be handed out to each student to allow them to know that they have successful prepared for the science fair, and are now officially “scientists.” The overall closure will be the actual science fair. The students will set up their science fair projects in the gymnasium for all other classes to enjoy.

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Assessment:The science fair project will be assessed by the rubric on the next page.

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North Park Elementary/Montessori4th-5th-6th

Category 10 points 6 points 3 pointsDisplay Display is neat,

good flow of process, and

appealing to the eye.

Display is neat but process is not

clear. Or display is messy but process

is clear.

Display is messy, unorganized,

and/or chaotic.

Title Title is shown and easy to find.

Title is shown but not easy to find.

Title is not shown.

Question Question is shown and easy to find.

Question is shown but not easy to

find.

Question is not shown.

Hypothesis Hypothesis is shown and easy to

find.

Hypothesis is shown but not easy

to find.

Hypothesis is not shown.

Experiment Experiment Design is shown on

science fair project.This includes

materials as well as method.

Experiment design is shown on

science fair project but only materials

or method is included.

Experiment Design is not shown on

science fair project.

Data Representation

Tables and/or graphs were used and used correctly.

Tables and/or graphs were used,

but incorrectly.

Zero tables and/or graphs were used.

Conclusion Conclusion is shown, and stated

correctly (supported

hypothesis or disproved

hypothesis)

Conclusion is shown but stated

incorrectly.

Conclusion is not shown.

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North Park Elementary/Montessori4th-5th-6th

Category Points

Display

Title

Question

Hypothesis

Experiment Design

Data Representation

Conclusion

Total:__________/70

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References

"Co lo r fu l Ce le ry S ta lk . "  Super Teacher Worksheets . N .p . , n .d . Web. 11 Oc t 2011 . <h t tp : / /www.super teacherworkshee ts .com/sc ience-p ro jec ts /co lo red-ce le ry .pd f> .

Tr impe, Thomas. "Sc ien t i f i c Method . "  Sc ience Spo t . N .p . , 2002 . Web. 11 Oc t 2011 . <h t tp : / / sc iencespot .ne t /Med ia /sc imthdwdsearch .pd f> .

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