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Stem Fair Parent Presentation 2015
- 3. 4th grade • In 4th grade – Major change to instruction – “Too Hot to Handle” unit is gone – Will conduct “workshop” style lessons in school
- 4. 4th 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)
- 5. 4th 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.
- 6. 5th grade • In 5th grade – “Pendulums Swing…” unit is gone – Will continue to conduct “workshop” style lessons in school
- 7. 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)
- 8. 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. OVERVIEW
- 10. What is the STEM Fair? • Provides an opportunity for authentic (real- world) research and learning. • Leads to long-lasting interest in STEM.
- 11. 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.
- 13. If a student can Google a project question and get an answer or “cookbook” procedure, then it isn’t science.
- 15. 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.
- 16. Absolutely no cultures of molds or bacteria, from any source!
- 17. Absolutely no projects involving weapons.
- 18. 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!
- 19. If a student can Google a project question and get an answer or “cookbook” procedure, then it isn’t science.
- 20. 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/
- 21. 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 claim. Students can get some assistance for the RESEARCH portion of their STEM project with Mrs. Connor after school by attending one, or all three, of the RESEARCH WORKSHOPS that will be offered for the students.
- 22. 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.
- 23. Looking Ahead… • Don’t panic!!!! 4th and 5th grade teachers have started teaching the STEM Fair workshop lessons and giving students class time to work on projects. • STEM Fair projects are due in school on April 14th, 2015. • The STEM Fair is scheduled to take place on April 16th, 2015 • 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 and fifth grade students went home today.
Hinweis der Redaktion
- 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: Engineering Problem solving Invention For 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 blades Any 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 involves any 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: Engineering Problem solving Invention For 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 blades Any 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.