3. 4th grade
• In 4th grade
– No change to instruction
– Continue to implement the “Too Hot to Handle”
unit
– We will use the same packet of information
– Students will complete the projects as they always
have – at home, independently
– One change is they may complete a GROUP
project (no more than 4 students) if they wish
4. 4th grade continued
• Participation is optional, however, the project
will count as extra credit.
• For those desiring possible GT Science
placement in middle school, STEM Fair
participation is strongly encouraged.
5. 5th grade
• In 5th grade
– Major change to instruction
– “Pendulums Swing…” unit is gone
– Will conduct “workshop” style lessons in school
6. 5th grade continued
– Students may work in GROUPS (no more than 4) if
they wish
– Students will complete STEM Fair projects in a
“hybrid” style
• Students will generate idea for STEM Fair project
• Summary and Approval form will still need to be
completed by student, parent, and teacher
• Lesson on one piece of the scientific method will be
taught in school
• Student(s) will work on that piece of the scientific
method in school for their project (essentially creating
a draft for that piece)
7. 5th grade continued
– After all lessons on the scientific method have
been completed, student(s) can finalize their
projects at home
– Participation is optional, however, the project will
count as extra credit.
– For those desiring possible GT Science placement
in middle school, STEM Fair participation is
strongly encouraged.
9. What is the STEM Fair?
• Provides an opportunity for authentic (realworld) research and learning.
• Leads to long-lasting interest in STEM.
10. What’s the first step?
• First, your child must choose a topic that
interests him/her.
– Harder and complicated aren’t always the best
project ideas!
• Next, follow the flow chart to determine if the
idea will lead to an experimental or
observational project.
11.
12. If a student can Google a project
question and get an answer or
“cookbook” procedure, then it
isn’t science.
14. Absolutely no experimental
projects involving vertebrate
animals.
• This includes humans as
well as any animal with
a backbone.
Observational projects
are allowed, as long as
the investigator has no
direct contact with the
subjects.
17. What’s the second step?
• After determining the type of project, the next
step is to formulate a question.
• The question should be one that can lead to
an experiment or observations, which will
yield quantitative data.
• The question may not be a yes/no question, a
question that leads to a demonstration, nor
should it be a question that can be answered
by doing a Google search!
18. If a student can Google a project
question and get an answer or
“cookbook” procedure, then it
isn’t science.
19. What resources are available to help
get started?
• The Grand Challenges of Engineering has some
very high level ideas that children may choose to
use as a launching point.
http://www.engineeringchallenges.org/cms/chall
enges.aspx
• Discovery Education has a website that helps
children identify ideas/projects that interest
them.
http://school.discoveryeducation.com/sciencefair
central/
20. Research
Students will need to locate information
related to their approved project proposal.
They can use a variety of resources, such as
books, reference materials and databases, to
take notes that will help in developing their
research report and hypothesis.
Students can get some assistance for the
RESEARCH portion of their STEM project with
Mrs. Wellen after school by attending one, or all
three, of the RESEARCH WORKSHOPS that will be
offered for the students.
21. Research Report
• The research report should include the following:
– Introduction – includes the main idea of the report.
– Subtopic A – should include 2-3 good supporting
details from your research
– Subtopic B – should include 2-3 good supporting
details from your research.
– Conclusion – well stated conclusion about the
information you found in your research as it relates to
your question.
– Bibliography – use online tools or the fill-in sheet from
our library as a guide.
22. Looking Ahead…
• Don’t panic!!!! 4th grade teachers have started teaching a
STEM Fair unit, Too Hot to Handle. 5th grade teachers will be
teaching the scientific method and giving students class time
to work on projects.
• STEM Fair projects are due in school on April 22nd, 2014.
• The STEM Fair is scheduled to take place on April 24, 2014
• This is the perfect time to start gathering ideas:
– Visit the websites
– Visit the library and check out some books
• STEM Fair packets/forms/etc. for fourth grade students went
home on Feb 3rd. For 5th grade students it will come home in
the coming weeks.
Notes de l'éditeur
We want students to get into the habit of looking around for problems to solve using science, and to become comfortable with experimentation to achieve different outcomes. This can be accomplished in several different ways:EngineeringProblem solvingInventionFor example, in a new grade 1 unit, students design and construct a windmill. Within that context, students may choose to modify a design by a. increasing or decreasing the size of the blades b. increasing or decreasing the number of blades c. changing the angle of the bladesAny of these changes will produce data that is different from that provided by the original design. This is real science, as opposed to students completing a cookbook investigation for which the outcome is already known.We strongly encourage teachers to begin the process as early as possible in the school year, by developing a question list that can be posted in the classroom. This list should be revisited regularly, and teachers should model the process of determining whether or not the question is testable. As mentioned before, this can be done weekly as part of a current (science) events discussion, and/or occur at the end of the STEM unit by asking students if they have additional questions about the subject of the STEM unit. Teachers may also choose to do a whole class issue/investigation, to drive the questions/problems that students investigation for their project, either group or individual.
Unacceptable examples of Experimental Projects include any question that involvesany project that involves the giving or withholding of food, water, exercise, medication, or learning to any vertebrate animal (including humans) (safety concerns).
Danger of exposing students to pathogens, not set up to meet protocols by International Science Fair Organization. Also, unfair advantage by those students whose parents work in medical or research field. Besides MRSA, there are any number of harmful pathogens out there just waiting for some inexperienced student to swab and culture, such as e-coli, colds and flu, etc.
Against code of student conduct, and safety of students is paramount. Concern is that students who do not have adequate supervision will try to duplicate. Projects including any type of projectile should be screened, preferably with someone in our office.
We want students to get into the habit of looking around for problems to solve using science, and to become comfortable with experimentation to achieve different outcomes. This can be accomplished in several different ways:EngineeringProblem solvingInventionFor example, in a new grade 1 unit, students design and construct a windmill. Within that context, students may choose to modify a design by a. increasing or decreasing the size of the blades b. increasing or decreasing the number of blades c. changing the angle of the bladesAny of these changes will produce data that is different from that provided by the original design. This is real science, as opposed to students completing a cookbook investigation for which the outcome is already known.We strongly encourage teachers to begin the process as early as possible in the school year, by developing a question list that can be posted in the classroom. This list should be revisited regularly, and teachers should model the process of determining whether or not the question is testable. As mentioned before, this can be done weekly as part of a current (science) events discussion, and/or occur at the end of the STEM unit by asking students if they have additional questions about the subject of the STEM unit. Teachers may also choose to do a whole class issue/investigation, to drive the questions/problems that students investigation for their project, either group or individual.
