Week of September 1, 2014 Dear Grade 5 Families, The fifth grade will be embarking on an exciting adventure! As part of our science curriculum to meet the state standards, our students will be participating in a “Science Expo.” The purpose is to give students the opportunity to share the joy and excitement of science inquiry. During the remainder of the school year, your child will be designing a science experiment that uses the scientific method. The Science Expo is intended to be for the kids, by the kids, with numerous educational benefits as students develop skills in writing, oral communication, creative thinking and problem solving. Included is a timeline for the various stages of his or her project. Each student will also be given instructions for every step of the process. Guidance and help will be available from the teachers. However, it is expected that most students will do the actual work on the project at home. Books with possible science projects will be available in the classroom and school library. There are also hundreds of great websites on the Internet. We ask that you encourage and support your child’s work, but also let your child do the work on their own so he or she may feel the rewards of individual effort. This is not a competition but a celebration of science. We understand all students are different and expect their projects to reflect this. We look at the format as a building block to help prepare our students. Don’t hesitate to contact your child’s teacher if you have any questions. We look forward to watching your child enjoy this unique opportunity for scientific discovery! Thank you for your continued support, The Fifth Grade Team; Mrs. Almeida, Ms. LeClaire, Mr. Mullings -- -- -- -- -- -- -- -- -- -- -- --Please Return Below By September 5, 2014 -- -- -- -- -- -- -- -- -- -- -- -We have read through the attached Science Expo information and are aware of the requirements and due dates. _______________________________ _______________________________ __________ Student Signature Parent Signature Date Expo Content Standards Science Strand: The Scientific Process Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Benchmark SC.5.1.1: Identify the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments I can identify variables in a scientific investigation and describe why the variables need to be controlled. Benchmark SC.5.1.2: Formulate and defend conclusions based on evidence I can present findings and conclusions to classmates and answer questions using evidence from the investigation. Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated Benchmark SC.5.2.1: Use models and/or simulations to represent and investigate features of objects, events, and processes in the real world I can use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, or stories as models to represent features of objects, events, or processes in the real world. Expo Objectives: Science Fair Will: 1. 2. 3. 4. 5. 6. 7. Stimulate an interest in science and encourage entry into science related careers. Encourage participation in school, district, state, and higher-level competition. Educate others about science (exhibit). Integrate content areas. Incorporate Instructional Support Staff. Reinforce higher-level thinking skills. Provide a sense of pride and satisfaction. Expectations: Student Will: 1. Experience and understand the Scientific Method and research process. 2. Collaborate with each other. 3. Access, retrieve, utilize, and synthesize information from various sources (libraries, experts, etc.) 4. Adhere to the provided timeline. 5. Plan and prepare a research project. Teacher Will: 1. Support student research. 2. Coordinate and collaborate with each other. Parents Will: 1. 2. 3. 4. Familiarize themselves with guidelines set by the school science fair coordinator. Provide encouragement and guidance. Supply supplies as needed. Arrange for time and place at home to prepare project. Helping Your Child with a Project Children are naturally curious. An excellent way to teach them to develop problem-solving skills is to direct this curiosity toward scientific investigation. A scientific investigation that uses the scientific method helps develop your child’s thinking skills. You, as the parent, play one of the most important roles in your child’s education. The encouragement, guidance and support that you give your child will not only help him or her develop valuable thinking skills, but the time you and your child work together will deepen the child-parent relationship that will last forever. There are things that you, as a parent, can do to help your child with a science project: 1. Although this is your child’s project and is to be his or her effort, there is no substitute for your support. Make sure you encourage your child. 2. Listen to and praise your child. Let the child know that you are interested in his or her ideas. 3. Help your child with skills that he or she has not yet been taught or mastered, such as measuring, calculating, and/or recording. Please remember the value of having the child do the measuring, calculating, and/or recording is important. 4. Help your child follow a schedule to complete the project on time. 5. Provide a space at home where your child can work without worrying about brothers, sisters or pets. 6. Help your child take the necessary safety precautions to insure a safe project. 7. Offer to provide transportation to the library or other places where your child can find information about the topic. 8. Contact your child’s teacher if there are any questions. 9. Realize that the real prize of a science project is the development of your child’s skills, not the blue ribbon or prize presented by a science fair judge. Name: Expo Grading Rubric Striving for Excellence! Problem Statement (2) Purpose (2) Hypothesis (2) Variables (3) Materials List (3) Procedures (3) Data (4) Meets with Excellence (ME: 4) Meets Proficiency (MP: 3) Approaching (DP: 2) Well Below (WB: 1) Problem clearly stated as a question, neatly typed Problem stated as a question Requirements are incomplete Missing Included a clear, logical and reasonable reason for the experiment and discusses who the outcomes would benefit, neatly typed Made an educated guess, supported by resources, testable, expressed clearly, neatly typed Identified the variables in scientific investigations, explain why variables need to be controlled, and give examples of how to control variables in scientific experiments Included all materials used, metric measurements, specific and thorough, neatly typed Included step-by-step instructions, each step begins with a verb, includes labeled diagrams or photos, specific and thorough, neatly typed 3+ trials, metric units, computer generated data tables, determined the range, median, mode, and mean for a data set, with accuracy Included a logical and reasonable reason for the experiment Requirements are incomplete Missing Made an educated guess, supported by resources, testable Requirements are incomplete Missing Identified the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments Identified, with assistance, the variables in a scientific investigation or the importance of controlling the variables Requirements are incomplete Recognized, with much assistance, the variables in scientific investigations Requirements are incomplete Missing Determined the range, median, mode, and mean for a data set, with a few significant errors Determined the range, median, mode, and mean for a data set, with many significant errors Included all materials used, metric measurements Included step-by-step instructions, each step begins with a verb 3 trials, metric units, data tables, determined the range, median, mode, and mean for a data set, with no significant errors Missing Graphs (4) Results (4) Conclusion (4) Bibliography (4) Display Board (4) Science Log (4) Consistently used models and simulations to effectively represent features in the real world-Title, labeled axes, metric units, computer generated, colored, specific and thorough Clear explanation of data, detailed and thorough, neatly typed Formulate and defend conclusions that are supported by detailed evidence and make connections to the real world 3+ resources, alphabetical order, correct format, neatly typed Complete, neatly arranged, includes visuals, colorful, creative, balanced, attractive DAILY account of the Science Fair process, includes rough drafts, data, etc.; detailed and thorough Used models and/or simulations to represent features in the real worldTitle, labeled axes, metric units With assistance, used models or simulations to represent features in the real world Recognized examples of models or simulations that can be used to represent features in the real world Clear explanation of data Requirements are incomplete Missing Formulate and defend conclusions that are supported by evidence Make conclusions that are partially supported by evidence Make conclusions without evidence 3 resources, alphabetical order, correct format Requirements are incomplete Missing Complete, neatly arranged, includes visuals DAILY account of the Science Fair process, includes rough drafts, data, etc. Requirements are incomplete Missing Requirements are incomplete Missing Comments: Total Points Earned: Total Points Possible: 172 Grade: Name: Fair: General Learner Outcomes Rubric Are You GLOing? INDICATORS Bring necessary supplies SELF-DIRECTED LEARNER (the Ask for help/clarification when ability to be responsible for needed one’s own learning) Complete requirements by due dates given on timeline COMMUNITY CONTRIBUTOR (the Work together with partner understanding that it is essential Peer review my classmate’s work for human beings to work together) Use the scientific method to develop COMPLEX THINKER (the ability to my own hypothesis, design an demonstrate critical thinking experiment, analyze data to address and problem solving) the hypothesis, & provide evidence to justify my conclusion Use the rubric as a checklist and to QUALITY PRODUCER (the ability determine my progress to recognize and produce Produce a complete, neat, attractive quality performance and display board that reflects meeting quality products) the project expectations Read & understand resources to formulate logical hypothesis Observe & make inferences and EFFECTIVE COMMUNICATOR conclusions of data (the ability to communicate Write clearly effectively) Speak clearly during oral presentation Listen actively to the idea of others during oral presentation Use technology to get information EFFECTIVE AND THICAL USER OF Choose appropriate technology tools TECHNOLOGY (the ability to use to produce quality work a variety of technologies Act ethically & legally when using effectively and ethically) technology Meets with Excellence (consistently) Meets Proficiency (usually) Approaching (sometimes) Well Below (rarely) Expo Time-Line TASK Information Packet (reviewed, signed, returned) Due Date Week of 9/1/14 Quarter 1, Planning: Start your Science Log Select a Topic Find at least 3 sources Write at least 10 questions from your sources Write a PROBLEM STATEMENT Write a PURPOSE Write a LITERATURE REVIEW Write a BIBLIOGRAPHY (at least 3 sources) Wednesday, 10/1/14 Quarter 2, Set-Up: Write a HYPOTHESIS from your research Identify 3 VARIABLES for your experiment (independent, dependent, control) Make a MATERIALS LIST (use metric system) Write the PROCEDURES for experiment (use verbs) Make data sheets for collecting information Monday, 12/15/14 Quarter 3, Experiment: Gather DATA, do experiment, at least 3 trials Draw and label diagrams Produce GRAPHS ANALYSIS, find the mean, median, mode and range of your data Take PHOTOS of your experiment Write the RESULTS of your experiment Write the CONCLUSION of the experiment Complete LOG BOOK Produce a published copy of your WRITTEN REPORT Complete DISPLAY BOARD Monday, 3/23/15 Quarter 4, Presentation & Science Expo: ORAL PRESENTATIONS Science Expo Day, 6:00-7:00 p.m. Week of 3/23/15 Wednesday, 4/1/15 Parent Initial Teacher Initial
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