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The Science & Technology Project

An Interdisciplinary Unit for

grades 4 to 8

Integrating expectations in: Math

Science Language

Art Media

2011-05-13

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Table of Contents Section Topic Page

1 Curriculum Connections

Grade 4 – 8 Specific Expectations 3

2 Flow Chart of Activities 5 3 Science Inquiry Teaching Through Science Inquiry 6 4 Rationale Why do a Project-based Science & Technology Unit? 7 5 Experimental

Investigation One process for Problem Solving 10

The Class Science Experiment/Investigation 6 Science Unit One

Science Unit Two Outline – Getting Started Outline – Essential Skills

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7 Activity One What is a good science question (purpose) for an Investigation?

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8 Activity Two Topic Selection 14 9 Activity Three Fair or not Fair? 15

10 Activity Four What are Observations? 18 11 Activity Five Observations vs Inferences 21 12 Science Unit Three The Modelled Class Investigation Outline 22 13 The Class

Investigation Thinking Like a Scientist 23

Language 14 Unit One The Log Book and Journal Writing Outline 28 15 Activity One Organization 29 16 Activity Two Journal Writing 30 17 Activity Three Recording the Investigation 31 18 Unit Two Researching Skills Outline 32 19 Activity Four Research Note Taking 33 20 Unit Three Procedural Writing Outline 37

Art and Media 21 Outline Curriculum Links, Display Board Basics 38 22 Art Activity Using the elements of design 40 23 Unit Resource Links 41 24 Appendices 42 25 Science Activity One Student worksheets 43 26 Quantitative

Measurement Observations

Poster outline 46

27 Qualitative Measurement Observations

Poster outline 47

28 Observation or Inference

Activity sheet 48

29 Pendulum Investigation

Student worksheets 49

30 Pendulum Investigation

Teacher worksheets 54

31 Rubric Classroom Science Project Rubric 60

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CURRICULUM CONNECTIONS Grade Four to Eight:: Specific curriculum expectations: Language Reading

Writing

Oral and Visual

1.2 identify a variety of purposes for reading and choose reading materials

1.4: Demonstrate understanding of information texts by summarizing important ideas and citing supporting details.

1.5 Make inferences about texts using stated and implied ideas from the texts as evidence

1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge, experience

3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues,

1.2 Generate ideas about a topic using a variety of strategies and resources.

1.3 Gather information to support ideas for writing using a variety of strategies and oral, print and electronic sources.

1.4 Sort and classify ideas and information for their writing in a variety of ways

1.5 Determine whether the ideas and information they have gathered are relevant and adequate for the purpose and do more research if necessary

2.8 produce revised, draft pieces of writing

3.1 to 3.8: Applying knowledge of Language

conventions and presenting written work effectively

1.4 Demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details:

2.1 identify a variety of purposes for speaking

2.2 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

2.4 use appropriate words and phrases from the full range of their vocabulary

to communicate their meaning accurately and engage the interest of their audience

2.6 identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications,

2.7 use a variety of appropriate visual aids Math: check specific grade expectations Measurement

Data management

(experiment only in collection of data) Grade 4:Overall expectations: Estimate, measure and record length, perimeter, areas, mass capacity, volume and elapsed time using a variety of strategies. Grade 5: Estimate, measure and record perimeter, area, temperature change and elapsed time, using a variety of strategies. Grade 6: Estimate, measure and record quantities, using the metric measurement systems

Overall Expectations: Grade 4: Collect and organize discrete primary data and display the data using charts and graphs. Read describe and interpret primary data and secondary data presented in charts and graphs. Grade 5: Collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken line graphs. Read, describe and interpret primary data and secondary data presented in charts and graphs, including broken line graphs. Grade 6: Collect and organize discrete or continuous primary data and secondary data and display data using charts and graphs, including continuous line graphs. Read, describe and interpret data, and explain relationships between sets of data

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Applicable to all three types of projects: study, experiment and technology. Grade 7 and Grade 8: Collect and organize categorical, discrete or continuous primary data and secondary data and display the data using charts and graphs, including relative frequency tables and circle graph. Make and evaluate convincing arguments, based on the analysis of data Apply a variety of data management tools and strategies to make convincing arguments about data.

Art

Identify the principles of design and use them in ways appropriate for this grade when producing and responding to works of art Describe how the elements of design are used to create the area of emphasis Distinguish between formal and informal balance in presentations.

Science

Every science unit contains… specific expectations that relate to: Science and Technology to society and the environment 1.1 to 1.2 Developing investigation and communication skills: 2.1 to 2.7 Covers all four categories of learning Knowledge and Understanding Thinking and Investigation Communication Application.

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Flow chart of activities for Unit:

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Teaching Through Science Inquiry An Interdisciplinary Unit using the Science Project as the Culminating Activity. This unit outlines the sequence of learning skills and activities that will allow teachers to lead their students to completing an independent science project. Over the Unit’s 5 to 6 week time line, teachers will integrate Language, Math, Science and Art in a way that allows students to foster higher order thinking skills and develop inquiry and design skills. This unit also allows for differentiated instruction as students are able to choose a topic of interest to explore and teachers can determine assessment criteria based on the student’s needs. The design of the unit follows four areas that would be integrated into the classroom:

1. Language: Journal writing, Research skills, Procedural Writing; Report Writing

2. The class experiment: Teacher will lead and model the experimental process through a “Pendulum Experiment” as students are working through their experiment independently (parallel)

3. The individual student experiment: Students work through their experiment as the teacher guides the class through the class experiment.

4. Math: Students learn the process of data collection, graphing and data analysis using the “Pendulum Experiment” as a model and then applying it to their own experiment.

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Why do a Project based Science & Technology Unit?

• Addresses three overall goals of science and technology

curriculum • Independent inquiry fosters higher order thinking skills. • Builds skills of inquiry and design in students. There are five

expectations in all strands and grades of the science curriculum.

• Projects are an effective and authentic way to assess these inquiry and design skills

• In order to complete a project, students integrate knowledge and skills from language, math, science and media and art.

• Allows for differentiated instruction

Details about the Unit Design: This interdisciplinary unit is intended to address three main goals:

1. To show how student projects in science and technology can help you meet

curriculum expectations. Along with learning the basics of science, students will not only learn inquiry based skills in a meaningful context, but will more importantly be focusing on the application of what they learn in real world situations.

2. To improve general skills students need to develop, such as organizing, presenting, and discussing ideas, as well as interviewing and computing skills.

3. To help you walk your students through the process of a science & technology project, from selecting a suitable topic, conducting a fair test, to communicating the results.

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Background

A science & technology project investigates a question/topic of interest to the student. There are three primary types of processes in science & technology that cover inquiry based learning skills in the curriculum, as well as being recognized at science & technology fairs at all levels. 1) An experimental investigation 2) An innovative design technology 3) A correlated study

It is important for both student and teacher to understand the key components of each type, as a single topic can result in any of the three project approaches depending on the skills, aptitude, and comfort level of the student.

For the purposes of this unit we are focusing on an experimental

investigation as it best demonstrates the Scientific Method of science. It is also fundamental to a hands-on, engaging and inquiry based science & technology program.

There are plenty of good website that give lots of information about science

projects. www.sciencebuddies.org is particularly good and clear.

Tips and Notes to Teachers

• Allow five to six weeks for this unit of study • Involve parents! They can be excellent mentors for your students. (see

folder labelled “parents” for information) • Initially make sure that parents are aware of timelines and expectations. • Students work on their own throughout the unit. Make sure you schedule in

work periods throughout the week.

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• Struggling students will need to complete their projects all at school, so plan to assist them as much as possible.

• Struggling students may need support in determining a good idea to work on. Having a variety of “tried and true” experiments that students can have success with are essential. (ie growing mold on bread)

• Students’ final work can be communicated orally to the class with or without using the formal display board format. (outlined in ART and MEDIA file)

Here are some suggestions: Activity Considerations

Science Project Final Report: A final report pulls together all information already created, including the research paper that is part of the basic science project.

• Leads students to gain and demonstrate understanding of their topic area and experiment

• Requires grading and teaching time

Oral Presentation: Students discuss and explain their projects, either with or without display boards, in front of class.

• Builds enthusiasm and pride in sharing work • Requires class time. Consider how to fit

this time in with other curriculum initiatives (Oral and Visual expectations)

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Display Board: A display board, the classic way to showcase science projects, communicates a science project to others and includes sections related to all steps of the scientific method.

• Offers a format where students can use diverse talents to design and tell the stories of their projects

• Can supplement presentations, as an option • Is required as part of a Science

Technology Fair • Creates an additional cost for the project

Science & Technology Fair: (school celebration) A science Fair is an event where students exhibit their display boards and communicate their understanding and ideas to judges, students, and parents.

• Emphasizes the importance of science & technology projects

• Requires extra effort to organize the judges and the fair

• Can be done like a Science Expo… where judges are not present but students present to the public.

An Experimental Investigation Involves the testing of a situation (preferably something observable everyday) to answer a question involving a cause and effect relationship. The following steps are followed in an experimental/ investigative process: Purpose or Question: How does changing (one or more variables) affect the (measureable behaviour)? Hypothesis: Based on your knowledge and understanding what is your best guess about the outcome? Explain why you think this way.

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Materials: What do you need to do the experiment? Diagram or photos of how it would be set up. Method or Procedure: Method must include controlling of variables to produce a “fair test”. How exactly you do the experiment. Like a recipe with step by step, numbered directions. (Starting each sentence with a verb) Testing instructions must include replication of each change of variable. Clear statements as to how to measure the behaviours observed. Observations: Collection of data relating to the experiment. Measureable and with many repetitions to insure validity. Conclusions: Determining the outcome of the experiment based on your results. The conclusions will confirm or reject the hypothesis. Application: How does this fit into a “real world” application? Some Word Wall words relating to the Unit: Experiment, Investigation, Procedure, Variables, Controls, Bibliography, Hypothesis, Application, Conclusions, Data, Data management, Materials

The Class Science Experiment/Investigation

Unit One Outline

1. Getting Started

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2. Activity one: What is a good causal questions? 3. Activity Two: Topic Selection Activity

Unit Two: Outline Some Essential Skills • These activities take students through the next stage of the scientific process,

teaching some of the skills needed. • Once they have their causal question, they will need to plan and outline their

experiment. • They will need to consider how to make the experiment fair (controlling

variables) and how to take good measureable observations.

4. Activity Three: Fair or not fair?- How to make sure you have a fair test.

5. Activity Four: What are Observations?

Anchor Chart: Quantitative/Qualitative Observations

6. Activity Five: Inferences vs. Observations

Activity One: What is a good Science Question for an Experiment? (or Purpose)

Time: Two 40 minute periods

Developing a good “causal question” is perhaps one of the most difficult skills for students.

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1. The purpose of this activity is to allow students to explore the topic of building good questions for experiments that are based on the design:

a) How does changing _____________________ affect ______________________?

Or How does changing ___________________ affect the _______________ of __________________? How does changing the amount of baking powder affect the density and height of a pancake? Activity Preparation: Also, this activity allows for the exploration of the fact that experiments must have results that are measureable.

! Find a number of bins or baskets (7 to 10) ! Place three items in each basket, for example: a) three balls all different b) three balls all the same c) three kinds of string d) three kinds of glue e) three kinds of disposable cups f) three kinds of plastic bags g) three kinds of paper h) three kinds of dinky toys i) three kinds of socks

! Place the bins around the room. You may want to number them.

Activity:

1. Talk to students about the fact that good science is having a good question that you want to find the answer to.

2. Good science questions allow you to develop a process to test the idea and measure the results. 3. Talk about how we measure accurately with instruments. (we measure temperature, time, length,

mass using tools like thermometers, clocks, rulers, and scales.) 4. Students should work in pairs or groups of three. 5. Explain to students that they are going to move around to the different bins. At each bin they

should talk to their partner and think of a good causal question to write down. (see student worksheet) They need to follow the frame… “How does _____________affect _______________?” They need to consider how they would MEASURE their tests.

6. When they have visited a number of the bins have the class share some of their good questions. Recording some of the students best questions on chart paper as you go along will allow you to refer back to these questions for future lessons.

7. Discuss the questions as a group. Can the results be measured? How are they good questions? Be prepared to tweak their questions and show them how to raise the level.

8. As a further activity, students could write their best question on a sticky note… then as a class you could sort them as: Good Questions vs Need tweaking vs impossible to do.

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Some of your students might use these ideas as jump off spots in developing their own ideas for projects.

Assessment: Ability to write a causal question Learning skills: group work, on task,....

Activity Two: Topic Selection Activity Time: Allow two periods Allow students a further period (or two) to explore ideas and topics. This is a great opportunity to work with students on their ideas.

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Activity preparation: 1. Gather books from library that have science experiments in them… all kinds.

Other general science books are good to give student topic ideas. 2. If your library does not have a good supply of books, there are many good

internet sites that list science experiment ideas. (search for science fair project ideas).

Activity:

1. As you begin the period, remind students that they should pick a topic they are interested in, something they are curious about.

2. Students will use these books to explore different ideas and areas for exploration.

3. Remind students that using an experiment right from the book is not a high level project.

4. Be prepared to help students “tweak” their question to make it measureable and doable.

5. Some students may need extra support in this area. Providing easy, interesting, economical experiments to students to help them along is a good idea.

• Growing mold on bread. How does temperature affect growth of mold

on bread? • Paper airplanes: How does weight affect distance traveled? • What is the best bubble blowing solution? How does the bubble solution

affect the longevity of the bubble?

Activity Three: Fair or not Fair?

Time: Two forty minute periods. In this activity the teacher can lead the students through three scenarios (modelled, shared/guided and independent) as they explore what is a fair test. A fair test is a

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good way to introduce controls and variables to young Junior students. For example…

Scenario 1 Modelled / Demo (Put this up on the overhead for discussion) A student decides to see how different amounts of sugar affect plant growth. She puts

• no sugar in 100mL of water • 5 mL of sugar in 100 mL of water • 10 mL of sugar in 100 mL of water • 15 mL of sugar in 100 mL of water

She waters her plants once a day with the different liquids. There is only room for 2 plants on the window sill, so she puts the other 2 on top of the fridge. Is this a fair test? If it isn’t, how could you make it a fair test?

Teacher Answers

Scenario 1 - It is not a fair test. All the plants should be put in the same location because you are only testing one thing at a time and that is the amount of sugar in the water. In for it to be a fair test, all the plants should be on the window sill. Scenario 2 Shared / Guided (Possibly with a partner on this or scrap paper) A student was wondering which kind of ball would bounce the best. He developed a causal question (Purpose) - How does the kind of ball affect how high it will bounce? He found 3 balls, all made of different materials. He conducted his first round of tests in the kitchen, then another set of tests in the living room on the carpet and then finally he went outside and bounced the balls on the gravel driveway. Sometimes his arms got sore so he would let his friend bounce a few. Is this a fair test? If not how could you make it a fair test? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Answers Scenario 2 - This is not a fair test. The thing you are testing is the kind of ball, so all the balls need to be tested on the same surface. Also only one person should be dropping the ball and if possible have some kind of machine do it to take away human inconsistencies. This could be 3 causal questions;

How does the kind of ball affect how high it will bounce on a kitchen floor?

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How does the kind of ball affect how high it will bounce on a carpet? How does the kind of ball affect how high it will bounce on gravel? This may be a time to introduce variables to you students depending on their age and exposure to the experimental process.

Variables Upper junior or intermediate lesson In science we talk about 3 kinds of variables (things)

• Independent variable - the thing we change • Dependent variable - the thing we will measure • Control variables - the things that we don’t change to make a fair test

Scenario 3 It has taken me a long time, but I have finally decided on my Science Fair project topic. I want to know what affect age has on how well you can do in a memory game. I’m wondering at what age does your short term memory start to affect your success remembering items under a tablecloth?

Causal Question How does age affect the number of items you can remember on a memory game? (independent) (dependent) In order for this to be a fair test I will need to control certain variables. In this investigation, my control variables are: _______________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Answers Scenario 3 - Control variables Same items, same time allowed to look, same table they are on, same tablecloth, same person timing, same person pulling back the cloth, same environment Assessment time! Fair or not Fair Unit Assessment - go back to the activities done for causal questions with the buckets. Good causal questions should be chart paper anchor chart. Assessment piece is below. -----------------------------------------------------------------------------------------------------------

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Control Variables ________ Name

Looking back at the causal questions we wrote down on chart paper from the activity centres. Choose one of the causal questions and rewrite it in the space provided. Then write down as many controls (things you keep the same) for the investigation as you can. Remember control variables are things that remain the same form one test sample to the next one. Causal Question: How does changing _________________________ affect ______________________________ ?

Control Variables ______________________ ___________________________ ______________________ ___________________________ ______________________ ___________________________ ______________________ ___________________________

______________________ ____________________________

Activity Four: What are Observations? Outline: Time: Two periods

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Overview Scientists need to take good observation of what happens during their experiment. There are two kinds of Observations: 1.Qualitative Observations: Using your senses, sight, smell, taste (not always a good idea), hearing, touch to describe the behaviour or performance during testing. 2.Quantitative Observations: These observations use measurements and numbers such as, length, width, height, mass, time, degrees, etc. Tools we use are instruments like a thermometer, stop watch, scale, or rulers to get as accurate measures as is possible. Use the Observation Anchor Chart(Appendices) for your classroom if you wish. SIGHT

Size, texture, colour, condition, structure, shape,…

Microscope, telescope, ruler, scale, calipers, magnifier, camera, xrays, sonar, radar,…

AUDITORY

Volume, pitch, timbre, rhythm, melody, harmony,

Recorder, audiometer,

TOUCH

Texture, size, mass, temperature, shape, hardness, strength, condition, …

Balance, thermometer, newton scale, ruler, seismometer,…

TASTE

Sweet, sour, bitter, salty, strength, dryness,

SMELL

Sweet, bitter, strength, sharpness

Modelled Activity: Put together a bin of assorted things...sock, pencil, book, spoon, shoe, mitt, toy, screw, chalk, marker etc.

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1. Make a chart on board with two columns: one labelled quantitative and other qualitative.

2. Have some of the tools for measuring (scale, thermometer, stop watch, rulers) in the classroom.

3. Have student choose an item from the bin. 4. Have students give you observations about the item and decide whether they

are quantitative or qualitative. Students now give you kinds of observation ie : pull out sock Describe sock using:

• Qualitative. (using their senses) Colour, texture.

• Quantitative Observations Measure the length and width and mass the sock

5. Repeat for a number of items. 6. When you feel students have the idea you can allow students to do a Sharing

activity. 7. Give each pair of students an object such as a pencil to make observations on

their own chart. Assessment Opportunity: Teachers may want to use this as an assessment opportunity. Give each student an item (ie: popsicle stick, rock, etc) Have the students list the quantitative and qualitative observations independently. Sample student sheet is below. Name:_________________ Qualitative Observations Quantitative Observations

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Activity five: Observations vs Inferences Time: One period An inference:

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Student’s make inferences when they are reading… we infer ideas and draw conclusions based on clues the author tells us. Scientists make inferences too… they are ideas and/or explanations based on observations about an item or event that may or may not be true. Examples: Observations: It is cooler, leaves are falling, windy Inference: It is autumn. Observations: Doctor sees a patient who has a fever and a sore throat. Inference: Patient has a throat infection. Activity: Mystery Item Clues: (a door)

As each clue is shared, students make an inference as to what the object is. The sequence of the clues is from general to specific. Students could then create their own Mystery Item clues to share with the class as an initiating activity or a closing activity.

1 wide 2 tall 3 thin 4 swings in an arc 5 has a round knob midway on one side 6 has 3 silver items attached on one side, ends and middle 7 206 cm x 80 cm x 5 cm Student activity or Assessment opportunity… Have the students look at the list (Appendices) to decide if each statement is an inference or an observation. They can cut them out or they can label on the sheet. Answers: Observations -1,2,5,6,8,9, 10, 11, 13

Science Unit Three: The Class Experiment/Investigation • If possible choose a class experiment that relates to your curriculum

expectations in science. We have included “The pendulum experiment” as a sample. Many S&T units have activities that could be used.

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• This activity will model what students will be doing in their own experiment, perhaps done over a week.

• If possible, students should be paralleling this process with their own project investigation.

Teacher materials:

1. Blank student experimental template. (Included on CD) 2. Student Master: Pendulum experiment (Appendices) 3. Teacher copy: Pendulum experiment (Appendices) 4. Slide show: Pictures of pendulum applications. (Included on CD)

Thinking Like a Scientist: The Class Experiment/Investigation

Time: variable-allow at least 5 periods or one week. The Pendulum experiment:

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• Demonstrate a simple pendulum with the students. In this experiment students need to think about making a fair test to test a theory they have. You may wish to use a volleyball to a long rope attached to the ceiling.

• Use the provided templates to help guide the students.

1. Brainstorm with students variables that would affect the behaviour of a pendulum.

(such as:) • Arch length • Length of string (arm) • Mass at end (bob) • Kind of string • Kind of release • Air temperature • Angle of release

2. As a class, try to decide what we could measure? Brainstorm with students: The Length of swing The Number of swings The number of swings in a specific time.(15 sec) 3. Develop the “causal question” or Purpose: How does changing the length of string affect the number of swings in 15 sec. 4. Have student indicate their Hypothesis: Do you think that longer strings will have more swings in 15 sec. or less? Explain. Possible outcomes: Shorter string more swings Shorter string less swings Longer sting more swings Longer string less swings. Hypothesis template: I think that ____________ string will have __________ swings in 15 sec. I think this because _________________________

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5. List the materials: String (pre-cut several lengths from 20 cm and 50 cm), timing device, Paper clips, tape, Metal washers or masses that can be attached to act as the bob, Ruler 6. Procedure: Develop the procedure with students. Model the steps as you are doing it tweaking the procedure as you go. Remember that the procedure needs to be written in sequenced steps. Each step should begin with a verb. Note: As you work through the procedure with students identify the places where we are establishing controls and where we might have difficulty controlling. Give examples… What is our first step in our experiment?

1. Open up paper clip to make a hook. 2. Tie paper clip to one end of string 3. Place a couple of washers or mass on hook. 4. Tape other end of string to ruler. 5. Tape ends of ruler to chairs so pendulum swings between chairs. 6. Pull the washer on the first pendulum until the string makes a 45 degree

angle. 7. Release the washer and count the number of swings it makes in 15 seconds.

Establish what a “swing” is. Every time the string crosses the mid-point. Students need to be aware that we need to do a number of tests(replicate) to make the test valid.

8. Repeat steps for all lengths of strings 10 times. At this point, have a couple of students come up and model the procedure as it is read to them. Teacher is tweaking any steps that need work on chart paper, smart board, or overhead.

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Students need to be aware that procedure may change depending on what the students discover in the initial exploring. Example, taping the ruler does not hold the mass of the pendulum. Or…. String is too long. 7. Conducting the pendulum experiment and record observations: What observations do we need to make for this experiment? (referring back to your observation lesson) Quantitative Qualitative # of swings. What did you see? What should our chart look like to record our information? Develop with the students. Arm (String) length 20cm Trial # # of swings Mass of Bob: 50g

Number of Swings Mean

Trial # 1 2 3 4 5 6 7 8 9 10 Arm Length(cm) 10 20 • Have students do a trial test to see if their procedure is effective.

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• Conduct the investigation with class and have each pair record their results. These 10 trails are the student’s RAW DATA

• Once completed and class data is collected this is a good time to do a lesson on finding the mean…

• Calculate the mean and then record all the class data for correlation.

Note: Teachers may wish to correlate all student data to determine class results to make sure that students are following the procedure correctly. 8. Graphing the mean data: Students can then graph the data, using computers if possible. Students can graph their own data and then class data can be graphed to compare and analyse. Student should parallel this process in their own project. Ensure home and class time for students to investigate. For example, some students need to test students at the school in their investigation. Make sure that students are aware of the timeline for their project. 9. Conclusions, Inferences and Applications

• Students now have to analyse their results of the pendulum experiment to reach a

conclusion. • Using their data they can infer (educated guesses based on their data) what their

data tells them. • Refer back to the activity “Observations and inferences”

Their conclusion should refer back to their hypothesis. Sample Science Fair Conclusion Template In my science fair project, I tested____________________________________

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_____________________________________________________. From this experiment, I expected to find that _____________________________________________________________ (However/As expected ) my results (do/do not) support my hypothesis. From the results, I learned that __________________________________________________________________________________________________________________________ The next time I carry out an experiment like this, I would _______________________________________________________________________________________________________. 10. Final step….Application: • How does this impact the world • What is important about your findings • Who cares? • Why is this important? • Who needs to know and why?

Activity one: Older students grades 7,8 Leading question to get them started… Indiana Jones rope swing across a bed of snakes. Why might he need to know the results of this experiment? Have students do a google race, searching for real world applications. Who can be the first student to find the best real world application for this. Activity Two: Grades 4,5,6 Provide students with pictures of ways to apply the use of pendulums and some that don’t. Pictures of swings, grandfather clocks, revolving doors, wrecking balls, Indianna Jones, cartoon cartoon See the slide show of pendulum pictures included in this folder. Language Unit One:

The Log Book

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And Journal writing

" The student log book becomes the student’s major organizing and writing tool throughout the process.

" There are many writing opportunities teachers can use to build the skills that students will use

" Much is dependent on the grade level and the stage that your students are at. " The log book can become an assessment focus if teachers wish.

Language Activity one: Organization

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" Dividing the log book into sections, helps the students to organize their

information and thinking. Time: one to two periods (depending on grade level) Preparation:

1. Students will need to have a log book . Some suggestions are:

a. Provide each student with a log book. This can be a regular school exercise book or variation of. Advantages of this are that there is consistency within the classroom. b. Each student brings their own log book from home. c. Students should also have a folder to contain loose sheets, pictures and to hold their logbook . d. Duotangs or binders work but the hassle of opening and closing becomes an issue for younger students.

You will also need some form of stickers so that students can divide their log book up into sections. Have the students divide their log books into sections. Here are a sample of possible divisions: • Research • Bibliography or Sources • Journal • Pictures and graphs • The experiment • Data Language Activity Two: Journal Writing

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In their journal section of their log books, students should be recording their daily thoughts and activities relating to their projects. Similar to a diary, this activity can be extended to look at other forms of journals or diaries and how they are used as important historical records. For example, explorers recording their journeys or daily weather recordings.

• Journal writing offers students an excellent way to reflect and plan on their projects.

• Set expectations for Journal writing and use it as an assessment focus for language. For example: Journal writing becomes a daily routine activity during the process of the unit.

• Provide students with starters, especially for the Junior grades.

For example: Today we did research and I learned these important facts…. Tomorrow I am going to …. I need to remember to … I wonder about….. The most important thing to remember today is….

Exemplar: Grade 5 student writes: Jan. 24, 2011 Today we needed to think about the topic and experiment that we are going to do for our project. I am most interested in doing an experiment about electricity or rocks. I am not sure if I will work with a partner or not. I will talk to my parents tonight about my ideas. Grade 8 student writes: Nov. 11 Today, I am going to hand this into Mr. H. I copied a chart of shtter speed into my research. Then I figured out what my proper speed would be. I went back to all my references and wrote all the years they were published. I researched some more. I am almost ready to start my actual experiment.

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Language Activity three: Recording their Experiment/Investigation

The log book is used by the students to record all their work on their experiment. Using the class experiment as the model, students should shadow the process in their log books. This will be an ongoing activity.

They need to record: Purpose; Hypothesis Materials: Method or procedure: Collection of Raw data: Conclusions Applications See Unit 3 science for further information on this.

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Language Unit Two: Researching Skills

" Each class and grade will be at a different point in this process. Teachers should adapt this unit to fit into their individual situation.

" Once each student has chosen their science fair topic they will need to do research. All

scientists need to know what is already known about their topic. " This can be challenging for students and teachers. Students may have difficulty finding

information on their topic and for some teachers; it can be challenging to be on top of all the topics.

" It may be helpful to provide students with some good student friendly web sites that can help

them find information. " Also, gather any books from your school library that may apply to the topics chosen by your

students. " Younger grades (grade 4 and 5) will need greater scaffolding to help them with determining

important information.

34

Language Activity Four: Research note taking

Researching existing knowledge about their topic is very important for students to do before they

begin their experiment. This helps them understand what they might see and in their experimental design.

Depending on the grade level you are teaching, students will need different amounts of support and scaffolding. The following structure is appropriate for students who are in the grade 4 or 5 level and who need considerable support.

Mini-Lessons and skills:

1. Making an Idea web or shopping list for information. (see sample following) 2. How to make jot notes

3. How to do a Bibliography (see sample) 4. How to find important information or factoids. 5. How to summarize in your own words. (see researching frame) 6. Computer skills: cut and paste information into word documents

Highlighting Internet researching skills

7. Organization

Sample Lesson Flow for early skill development: Allow three or four periods for researching their topic.

1. Students fill out Questions about their topic on the idea web. This is their shopping list when they go looking for information. Student’s can focus on the Who, what , where, why , how.

2. For example: Topic or question is: How does the kind of battery affect the amount of power stored? a. How do batteries work? b. What materials are batteries made from? c. What kind of batteries are there? d. What kind of materials are used in mitts and gloves? e. When were batteries invented?

3. For younger students (grade 4 or 5) have them pick two of the questions that they feel are the most important. Limit their research to two questions so they do them well.

4. Model using the writing frame included, using questions (relating to the pendulum experiment if possible)

5. Allow student three of four periods in school to do research. Encourage the use of books, especially for your struggling students. Remind students that “Pushing the Print button is not research”!!!

35

The Bibliography:

Decide how many sources you wish your students to use. In the Junior years, three sources may be enough. Try making one of the sources a book. For student Log book: (Have students paste this into their log books) What is a Bibliography: This is a list of all the important sources of information student’s use when doing the project. For the science project you must use a minimum of three different sources. Here are the samples to use as examples: Books: Book title, Author, Name of publisher, where published, copy write date Example: Roberta Bondar, Joan Dixon, Altitude Publishing Company, Canmore, Alberta, 2004 Internet: Provide complete URL address for website Example: www.howstuffworks.com Encyclopedia: Title of Article, name of encyclopedia, volume #, publisher, copy write date Example: “Readings for Children”, World Book Encyclopedia. Volume 10. Danbury, 2002 Newspaper Articles: Title of article, name of newspaper, date, page # Example: “Woman Hit By Space Debris”, Oklahoma Free Press, Aug. 19, 1997, p.8

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Nam

e:________________________

My Idea W

eb…

(remem

ber… w

ho, what , w

here, why , w

hen and how)

.

My Topic is…

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Researching Frames for grades 4 or 5: Students can glue in the following form into their logs books when complete: Date:

Research Question: __________________________________________________________

Research Source #1

Write down research in point form or Jot notes:

• ____________________________________________________________

• ____________________________________________________________

• _______________________________________________________________

• _____________________________________________________________

Research Source #2

Write down research in point form or Jot notes:

• ____________________________________________________________

• ____________________________________________________________

• _____________________________________________________________

• ______________________________________________________________

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Language Unit Three: Procedural Writing

Teachers may have already covered procedural writing in previous classes. In this case, the procedural writing piece (writing their experimental method or procedure) will be an excellent assessment piece. We encourage teachers to use the “Pendulum Class Experiment” to model and teach the procedural writing process for their experiment. (see Unit Three Science). Experimental procedures are like recipes to conduct the experiment. They need to be written in numbered steps and each step should begin with a verb. Note: Experimental procedures often change as the experiment is done because of the modifications and adaptations that need to happen . Here are some guiding questions for students to think about:

1. What steps will you follow as you do the experiment? 2. What safety precautions will you follow? 3. What will you need to control to make a fair test? 4. Decide how you will collect data… what are you going to measure? 5. How will you organize your data? 6. How many times should you repeat the experiment?

39

Art and Media Curriculum Links- Media: Identify media forms and explain how the conventions and techniques associated with theme are used to create meaning.

• You may wish students to mount and display their projects in a way that communicates their findings in a clear, organized manner.

• Three panel display boards (available from stationary and office supply stores) offer the best format for display.

• This is important if you are holding a school science fair or science celebration and it is an effective way for students to summarize their work.

• Students can also communicate their learning in an oral presentation without the backboard.

The Display Board Basics:

The purpose of a display is to communicate your project and information in a clear and interesting manner. The information on the board is the most important thing. Many boards look good but don't have very much information. It should attract the attention of a viewer and make them want to come over and read about your project. There are many pictures on the internet of projects to use as samples. It is good to use color in the display but you shouldn't make it too colourful because it will make your display lose its professionalism. Stick to one or two colors that contrast, such as black and white or red and green. Whatever you do, don't use colors that clash. The title is very important in a display board. It should be eye-catching and easy to read. Be sure that the letters are large enough to read across a room. Use dark colors for the title. Most display boards are of a 3 panel configuration and the traditional way to setup this type of board is: Left Panel : Purpose and Problem and Procedure Center Panel : Title and Illustrations/Photos and Graphs/Charts Right Panel : Research, Results and Conclusion

Before you begin, make sure you plan out your board including making sketches.

40

Other Display layouts:

41

ART ACTIVITY: Using six elements of design: Line, Colour, texture, space, shape and form, value. Modelled:

Whole class activity:

1. Find some samples of good posters and some which are poor. If you have some samples of past science projects these are good to bring out too. Or use the internet to find samples of projects to look at.

2. Start with a poster critique using the six elements of design and grade appropriate principal of design (ie grade 4 emphasis)

3. Do the colours fight with each other? 4. Would it be more effective is there was less colour? 5. What is the emphasis (or stands out for you?) 6. What shapes to you see? 7. Do pictures improve the display?

Set some criteria for students:

• You want no more than three of four colours… dark on light on display board. • Labels same size and shape. • Font is the same size. It is a good idea to set the font size for headings and writing, especially for the

younger students. Ie Font size 36 • Students should layout project on paper (folded like a display board) before they begin. • Title needs to be large and neatly done • Emphasize straightness and cutting paper effectively.

42

Cool Science Project Links Here are a number of other science related sites that you may be interested in: http://www.cdli.ca/sciencefairs/links.html

* The Internet Public Library http://www.ipl.org/ * Science Fair Project Student Resources http://www.isd77.k12.mn.us/resources/sturesources.html * Creativity Pool - If inventions are what you are looking for! http://www.creativitypool.com/ * CyberFair - This site gives us a computerized view of a school fair. http://www.isd77.k12.mn.us/resources/cf/welcome.html * PEI Science and Technology Awareness Site http://stas.edu.pe.ca/ * Looking for more ideas, 2000 here http://members.ozemail.com.au/~macinnis/scifun/projects.htm * Youth Science Foundation - Canada Wide Science Fair Governing Body http://www.ysf.ca/ * Science Service - Intel ISEF Information http://www.sciserv.org/ In addition, there are a series of home pages devoted to keeping people abreast of what is happening in the science fair world. One such page is the UniScience News Net Home Page. http://unisci.com/ Other interesting and helpful sites can be found at http://www.picoturbine.com Of course, no science Home Page would be complete without a Nasa Site. http://www.nasa.gov/home/index.html?skipIntro=1

43

APPENDICES

STUDENT WORKSHEETS

44

Science Activity one: Student activity sheet ________________

Name

Can you develop a good science question?

How does changing ____________________ affect _________________? Center 1 Question:_____________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Center 2 Question:_____________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Center 3 Question:______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 4 Question:_____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 5 Question:______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 6 Question:______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 7 Question:______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 8 Question:______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 9 Question:_____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Center 10 Question:____________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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Science Activity one: Student assessment

Science Fair Center - Up Assignment Choose one of the problems you wrote from any of the centers and write up the first part of an experiment. Remember to include all the steps in the Scientific Method in the correct sequence. Problem, Hypothesis, Materials, and Procedure.

Assessment Knowledge______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thinking________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Communication___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reflection What might be some special concerns or things you may have to think through before you begin this experiment? (Special concerns may be expenses, safety, or location issues, etc.) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Quantitative)Measurement)

Observations)Measurement)with)Tools)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

48

Qualitative)Observation)Tools))

What senses are used?

Senses Kinds of Information

Instruments used to improve accuracy

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Observation or Inference?

Below is a list of statements. Put these statements under the correct column heading; observation or inference

1. It is black and has a burnt odour 2. There is a hole in one end 3. It was probably burned in a fire 4. It may be perfume 5. It smells like perfume 6. It is cold and as hard as ice 7. It looks like a chunk of ice 8. It is smooth like glass 9. It had a glassy surface 10. There is a black circle on the object 11. The object is 0.52 cm wide 12. The milk smells sour 13. The liquid floats on water 14. It is probably oil 15. The cheese looks rotten. 16. The boat probably sank because it hit a rock

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Name:)________________________) ) Date:)___________________)

)

)

)

Pendulum)experiment:))Student)Master

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Science)Lab)Topic:))) Pendulum)Lab)

Question)/)Purpose:))))))))))

!How!does!_________________________!affect!____________________________?!)

Materials:)

String (pre-cut two lengths: 20 cm and 40 cm) timing device Paper clips tape Metal washers or weights that can be attached to a loop Ruler )

Variables)Controlled)(How!is!your!test!fair)!

Hypothesis:)(Best!guess!as!to!what!will!happen)!

I think that ____________ string will have __________ swings in 15 sec. I think this because _________________________ )

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Observations)(Record)what)you)see,)hear,)smell,)etc.;)discuss)what)you)found))

)

Record)your)observations)as)a)chart)and/or)a)graph)here:)

)

!

#"of"Swings"

Number'of'Pendulum'Swings'at'String'Length'20'cm'

Trial"#"

#"of"Swings"


Trial"#"

Procedure)(Design!your!own!steps)!!


angle. 7. Release the washer and count the number of swings it makes in 15

seconds. !

Trial!#! #!of!Swings!

#!of!Swings!

Number)of)Pendulum)Swings)at)

String)Length)40)cm)

Trial!#!

53

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Conclusion)/)Connection:)

In!my!science!fair!project,!I!tested…..!!!From!this!experiment,!I!expected!to!find!that….!!!!!!!!!!


)

Analyze)your)data)and)discuss)what)you)found)here:)

)

! The!data!does!NOT!support!my!prediction.!!

!!The!data!does!support!my!prediction.!!

The!data!does!support!my!prediction!because!!!I!predicted!that!_________________________!!!would!make!___________________________.!!!!I!thought!______________________________!!would!cause!this!change!because…!

The!data!does!NOT!support!my!prediction!!!because!I!predicted!that!_________________!!!would!make!__________________________.!!!!I!thought!____________________________!would!cause!this!change!because….!!Now!I!know!that!______________________!doesn’t!have!that!effect.!

The!mean!number!of!swings!at!pendulum!lengths!of!20!and!40!cm!

#!of!Swings!

!!!!!!!!!!!20!!!!!!!!!!!!!!!!40!!!!!Length!of!String!(cm)!

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!!!!!!!!!!! ) )

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

)

Application))

(Connection!to!the!Real!World)!)

Who!needs!to!know!this!and!why?!!!!!What!is!the!importance!of!your!findings?!!!!!!!!!


)

I!think!this!happened!because….!!!!!!!

Evaluation)(Project)and)Self):)

)

If!you!had!data!that!was!different!from!other!groups!(or!was!inconclusive!or!inconsistent),!what!might!have!caused!these!results?!!!!!How!might!you!have!improved!your!investigation?!!!!!!What!new/additional!questions!do!you!now!want!to!investigate?!!!

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)

)

)

)

)

)

)

)

)

)

)

)

)

Class)Pendulum)Investigation:)))

)

Teacher)copy)

)

)

)

)

)

)

)

)

)

)

)

)

56

Science)Lab)Topic:)_Pendulum)Experiment)

Question)/)Purpose:))))))))))

!How!does!the!length!of!string!affect!the!number!of!swings!in!15!seconds?!)

Materials:)

Arm (pre-cut several lengths from 5 cm to 50 cm), timing device, Paper clips , tape, Metal washers or masses (bob) that can be attached to a loop, Ruler )

Variables)Controlled:(How!is!your!test!fair)!!

• Same!length!of!string!• Same!weight!on!end!of!string!• Same!procedure!for!establishing!the!swing!• Same!person!doing!experiment!• !

Hypothesis):(Best!guess!as!to!what!will!happen)!!!

I think that ____________ string will have __________ swings in 15 sec. I think this because _________________________ )

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! Procedure:))(Write!in!the!steps)!!

Develop a procedure with students. Model the steps as you are doing it, tweaking the procedure as you go. Remember that the procedure needs to be written in sequenced steps. Each step should begin with a verb. Note: As you work through the procedure with students, identify the places where we are establishing controls and where we might have difficulty controlling. Give examples…!!


angle. Establish what a “swing” is. Every time the string crosses the mid-point. Students need to be aware that we need to do a number of tests to make the test valid. 7. Repeat steps for both lengths of strings (20 cm and 40 cm)10 times. At this point, have a couple of students come up and model the procedure as it is read to them. Teacher is tweaking any steps that need work on chart paper (or overhead). Students need to be aware that procedure may change depending on what the students discover in the initial exploring. Example, taping the ruler does not hold the mass of the pendulum. Or…. String is too long.

7. Release the washer and count the number of swings it makes in 15 seconds.

!

58


)

Record)your)observations)as)a)chart)and/or)a)graph)here:)

)

!

#"of"Swings"


Trial"#"

#"of"Swings"


Trial"#"

Trial!#! #!of!Swings!

#!of!Swings!

Number)of)Pendulum)Swings)at)

String)Length)40)cm)

Trial!#!

59

!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!


In!my!science!fair!project,!I!tested…..!!!From!this!experiment,!I!expected!to!find!that….!!!!!!!!!!

Observations:))))(Record)what)you)see,)hear,)smell,)etc.;)discuss)what)you)found))

)

Analyze)your)data)and)discuss)what)you)found)here:)

)

! The!data!does!NOT!support!my!prediction.!!

!!The!data!does!support!my!prediction.!!

The!data!does!support!my!prediction!because!!!I!predicted!that!_________________________!!!would!make!___________________________.!!!!I!thought!______________________________!!would!cause!this!change!because…!

The!data!does!NOT!support!my!prediction!!!because!I!predicted!that!_________________!!!would!make!__________________________.!!!!I!thought!____________________________!would!cause!this!change!because….!!Now!I!know!that!______________________!doesn’t!have!that!effect.!

The!mean!number!of!swings!at!pendulum!lengths!of!20!and!40!cm!

#!of!Swings!

!!!!!!!!!!!20!!!!!!!!!!!!!!!!40!!!!!Length!of!String!(cm)!

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!!!!

Evaluation)(Project)and)Self):)

)

If!you!had!data!that!was!different!from!other!groups!(or!was!inconclusive!or!inconsistent),!what!might!have!caused!these!results?!!!!!How!might!you!have!improved!your!investigation?!!!!!!What!new/additional!questions!do!you!now!want!to!investigate?!!!

Application))

(Connection!to!the!Real!World)!)

Who!needs!to!know!this!and!why?!!!!!What!is!the!importance!of!your!findings?!!!!!!!!!

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Classroom Science Project Rubric Name:____________________

Display Board Rating Comments Media

Work is straight, balanced, and carefully done

1 2 3 4

Effective use of colours (Strong and suitable)

1 2 3 4

Layout complete and organized

1 2 3 4

Lettering is legible and sized effectively

1 2 3 4

Class Presentation

Oral Language

Explains project well in an organized manner

1 2 3 4

Answers to questions are clear with supporting details

1 2 3 4

Consideration of audience present

1 2 3 4

Oral presentation skills used (volume, tone)

1 2 3 4

Uses scientific vocabulary with reasonable accuracy

1 2 3 4

Scientific Process Science

Ex

perim

ent

Clear use of scientific process (purpose, hypothesis, etc.)

1 2 3 4

Variables identified and controls are evident

1 2 3 4

Conclusions drawn are made on observations made

1 2 3 4

Application: Relevance of conclusions

1 2 3 4

Able to collect and organize data

1 2 3 4

Able to display data using all the elements of a good graph

1 2 3 4

Demonstrates data analysis (relates data to other findings, or mean, median, mode)

1 2 3 4

Relevant research is evident 1 2 3 4

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Log Book

Writing Well organized (scientific method)

1 2 3 4

Research is present 1 2 3 4

Bibliography and acknowledgement

1 2 3 4

Raw data is included 1 2 3 4 Assessments are completed 1 2 3 4

the science & technology project an interdisciplinary unit ... · the science & technology...

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