Grade 5 Science Expo Information

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