January 2014

Dear Parents,

As part of the fifth grade curriculum, your child is required to investigate a scientific problem. Science experiments can be one of the most exciting parts of any school curriculum. They provide students with an opportunity to explore ideas that they have often wondered about. These projects also help to reinforce their understanding of the scientific method.

Students will begin their science project over the next few weeks and will complete their projects by participating in the science fair on March13, 2014. Not to worry, we will provide your child with a thorough, systematic approach to developing a successful science fair project. Students will be required to check in during science class and will be guided step by step, from choosing a topic to the final project.

We encourage you to support your child's effort at every step. Although parents sometimes want to build an entire project to make it perfect, it is more important that your child wrestles with problems and tries to solve them on his or her own because learning comes with doing. Guide and encourage your child whenever and wherever you can, but refrain from doing the work for him or her. Let the final project reflect your child's individual effort and design.

Students are allowed to work with one partner in their homeroom if they choose. Many parents often prefer that their child work alone on large projects because of scheduling. If you do not wish for your child to work with a partner, please indicate this on the acknowledgment form.

Included in the packet:

List of possible ideas

A planner with deadlines for assignments

Research tips

Tips for writing a lab report

Poster guidelines

Grading rubrics for the written report, oral report, and poster

I am very excited about the 5th grade science fair. Please let me know if you have any questions!

Sincerely,

Kathleen Bien

5th Grade Math and Science

Please sign and return the acknowledgement form below.

------

I acknowledge that my child, ______, and I have received the

materials and guidelines regarding his or her science project. If your child will work with a partner, please indicate the partner’s name.

Parent signatureDate

OPTIONAL:

My child may work with a partner: ______(parent initials)

Partner’s name:______

Ideas for

Science Fair Topics

Due to the fact that our Core Knowledge curriculum does not cover topics in the same order as the Massachusetts State Frameworks, the Science Fair is a great way to review previously learned information. When choosing your topic, please try to stick to these general categories and topics listed below. If you have an idea and it is not listed below, please check with me to see if it is appropriate. If you would like to develop your own question, use the following topics as a guideline: plants, life science, light, sound, energy, systems of the body, weather and climate, and geology.

MCAS Topics

Plants:

  1. Will bean plants grow by moonlight?
  1. Can you grow plants without using seeds?
  2. Does the type of soil in which plants are planted affect their growth?
  3. How are plants affected by pollution?
  4. Do plants grow better and stay healthier under constant light (24 hours/day), or do they need a rest from the light?
  5. Do bigger seeds produce bigger plants?
  6. Can plants grow from leaves?
  7. Does the color of light affect plant growth?
  8. Do plants grow bigger in soil or water?
  9. Will a plant grow bigger if watered by tea or water?
  10. Does Miracle-Gro really help plants grow bigger?
  11. How does the growth of a plant provided with sunlight compare to the growth of a plant kept in the dark?
  12. Do flowers grow better when watered with plain water or with sugar water?
  13. Does temperature affect the growth of plants?
  14. Does sugar prolong the life of cut flowers?
  15. Does the color of light affect the height that a plant grows?
  16. Are organic or inorganic fertilizers more effective?
  17. Does temperature affect the rate at which seeds sprout?
  18. Does the distance a plant is planted from other plants affect its growth?

Matter and Chemistry:

  1. What affect does the size of particles of a solute have on how quickly it dissolves?
  2. Does the viscosity of a liquid affect whether an ice cube will float in it?
  3. Do all liquids evaporate at the same rate?
  4. Do all liquids have the same boiling and freezing point?

Earth and Space Science:

  1. Which type of soil is most fertile (clay, sand, loam…etc)?
  2. Do all types of soil retain the same amount of moisture?
  3. What kind of soil would be the best lining of a man-made pond?
  4. Which materials would work best to clean up an oil spill?

Life Science:

  1. Which is a better insulator for animals; fur, fat, or feathers?
  2. Which sense organ can detect the greatest variety of sensory information?
  3. Which types of foods do local birds prefer more?
  4. What effect do different types of physical activity have on pulse?

Psychology

  1. The Stroop Effect: does age affect how quickly words in color are read?
  2. Are you able to affect a person’s memory of an event by the power of suggestion?
  3. Do different types of music affect someone’s performance on an assessment?

Physical Science:

  1. How much light is required to cause motion and change?
  2. Does the size of a magnet relate to the maximum mass of an object that it can hold?
  3. Which materials would be best to build a container to protect an egg dropped from above?
  4. Does the number of turns of wire in an electromagnet affect its strength?
  5. How does the shape or mass of an object affect is velocity when sinking through water?
  6. How does the type of surface of an inclined plane affect how far and fast an object rolls?
  7. Which bridge design is stronger?
  8. Which type of fabric would keep an astronaut the warmest?
  9. Which materials would create the most effective type of sound barrier?
  10. Does the type of circuit affect the brightness of a light bulb?

Below is a calendar of due dates and suggested time lines. Please keep this calendar and refer to it often. It would be helpful to post this calendar at home where you can see it every day. The assignments due on each date will count as a homework assignment. If assignments are late you must bring them in for half credit. The days that we will be working on the science fair on class are listed on the calendar. Please bring all necessary materials to class that day so you will be able to work on your project during class. The project is DUE MARCH 10, 2014.

Sunday

/

Monday

/

Tuesday

/

Wednesday

/

Thursday

/

Friday

/

Saturday

1 / 2 / 3 / 4
5 / 6 / 7 / 8 / 9 / 10 / 11
12 / 13
Assign
Project / 14 / 15 / 16 / 17 / 18
19 / 20
No school / 21
Project Proposal Due / 22 / 23 / 24
Research Due
Work on intro in school / 25
26 / 27 / 28 / 29
Rough Draft Intro Due
Work on purpose, hypothesis, and variables in school / 30 / 31


Sunday

/ Monday / Tuesday /

Wednesday

/ Thursday / Friday / Saturday
1
2 / 3
Purpose, Hypothesis,
Variables, materials due!
Work on Procedure in school / 4 / 5 / 6 / 7 / 8
9 / 10
Procedure due!
Edit report in school / 11
Begin experiment and data collection at home / 12
experiment and data collection at home / 13
experiment and data collection at home / 14
experiment and data collection at home / 15
experiment and data collection at home
16
experiment and data collection at home / 17
VACATION
experiment and data collection at home / 18
VACATION
experiment and data collection at home / 19
VACATION
experiment and data collection at home / 20
VACATION
experiment and data collection at home / 21
VACATION
experiment and data collection at home / 22
experiment and data collection at home
23 / 24
Edit report in school, organize data and observations / 25 / 26 / 27 / 28

Sunday

/ Monday / Tuesday /

Wednesday

/ Thursday / Friday / Saturday
1
Work on display and speech at home
2 / 3
Conclusion, data and observations due / 4
Work on display and speech at home / 5
Work on display and speech at home / 6
Work on display and speech at home / 7
Work on display and speech at home / 8
Work on display and speech at home
9
Work on display and speech at home / 10
*Final copy and display due!
Oral Presentations / 11 / 12 / 13
Science Fair! / 14 / 15


Requirements for Research

It is important to research the written materials available on your subject. By finding out as much background information as your can about the subject, you will gain a better understanding of your problem. This will help you as you plan your project. This research will be useful when you write your introduction to you lab report.

Research should be written on index cards in your own words. Information should not be copied directly from a book. Read a paragraph and then try to remember the important points. Close the book and write it in your own words without looking at the book.

Record bibliography info on the back of the index card as soon as you make a note card. Sometimes we have to return sources to the library and we forget to get bibliography info. Unfortunately, if we us an internet source sometimes, it is hard to find the website again.

You must have at least three sources. You may not use Wikipedia as a resource!

Your introduction must contain background information from sources that relates to your project. For example, if you are studying if the amount of light a plant receives will affect its growth, you should research what plants require for growth.

You must keep your research and pass it in with your final project.

Please refer to the bibliography format provided with the science fair packet.

All information sheets and any rough drafts for the science fair should be saved and passed in with the final project. Keep everything in a folder or binder to help you to stay organized.

Writing a Lab Report

Title of lab: Write the Question you are trying to answer by doing the experiment.

Purpose: One or two sentences explaining what you hope to find or accomplish by completing this lab.

Introduction: Tell what you already know about the topic. This is where you include your research from outside sources.

Independent Variable: Describe the ONE thing in the experiment that you change or manipulate.

Dependent Variable: Describe the thing that changes because of your independent variable. (What you are measuring)

Hypothesis: Make an educated prediction about what you think the outcome of this lab will be. Complete before beginning the lab.

Materials: List all materials needed to complete lab. If necessary indicate amounts of items.

Procedure: Number your steps. Be very specific so that someone unfamiliar with the lab will know exactly what you did.

Data/Observations:Make a table, list, graph, sketches, observations or anything else that will help record your data in an organized way.

Discussion: (Paragraph) Explain your data. Discuss what happened during the experiment. Did anything go wrong that could have affected the outcome?

Conclusion: (In paragraph form)

Write a one-sentence summary of your experiment. Answer the question you used as your project title. Tell whether your hypothesis was correct and explain. Tell what errors occurred and what you would do differently next time. Tell what other experiments you would like to do because of what you have learned completing this one.

Bibliography: List the books, magazines, etc. that you used as your project developed. Please refer to bibliography form.

Science Fair

Display Guidelines

Use a three-sided display that stands by itself.

You must include all of the following items on your poster:

  • Title (Question)
  • Hypothesis
  • Independent Variable
  • Dependent Variable
  • Procedure (shortened version)
  • Results (data chart, table , or graph)
  • Conclusion (shortened version)
  • Photographs or drawings

Your written report should be placed on the table in front of the display board along with any materials or equipment you would like to show.

Decide what colors to use. Choose contrasting colors for lettering and for mounting drawings, computer work, or photos to make them stand out.

You could use construction paper to mount titles on to make them stand out. Large stencils or typing could help to make your poster look more organized. If you are lettering by hand, use a pencil first and then retrace in marker. Make sure that your lettering is large enough to be read from a distance.

Drawings or sketches should always be drawn in pencil first and then retraced.

Not every project needs photos, but if you have a camera, you might consider recording your progress. Photographs are helpful if you cannot bring the actual experiment to school on the day of the science fair.

Plan out your display before you start writing on the surface. White-out should not be used on a final poster.

Name:______Class: ______Date:______

Lab Report Rubric

CATEGORY / 4 / 3 / 2 / 1
Question/Purpose / The purpose of the lab or the question to be answered during the lab is clearly identified and stated. / The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner. / The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. / The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.
Variables / All variables are clearly described with all relevant details. / All variables are clearly described with most relevant details. / Most variables are clearly described with most relevant details. / Variables are not described OR the majority lack sufficient detail.
Introduction / Several reputable background sources were used and cited correctly. Material is translated into student's own words. / A few reputable background sources are used and cited correctly. Material is translated into student's own words. / A few background sources are used and cited correctly, but some are not reputable sources. Material is translated into student's own words. / Material is directly copied rather than put into students own words and/or background sources are cited incorrectly.
Hypothesis / Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. / Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. / Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. / No hypothesis has been stated.
Materials / All materials and setup used in the experiment are clearly and accurately described. / Almost all materials and the setupu used in the experiment are clearly and accurately described. / Most of the materials and the setup used in the experiment are accurately described. / Many materials are described inaccurately OR are not described at all.
Procedures / Procedures are listed in clear steps. Each step is numbered and is a complete sentence. / Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. / Procedures are listed but are not in a logical order or are difficult to follow. / Procedures do not accurately list the steps of the experiment.
Data / Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. / Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. / Accurate representation of the data in written form, but no graphs or tables are presented. / Data are not shown OR are inaccurate.
Conclusion / Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. / Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. / Conclusion includes what was learned from the experiment. / No conclusion was included in the report OR shows little effort and reflection.
Scientific Concepts / Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. / Report illustrates an accurate understanding of most scientific concepts underlying the lab. / Report illustrates a limited understanding of scientific concepts underlying the lab. / Report illustrates inaccurate understanding of scientific concepts underlying the lab.
Spelling, Punctuation and Grammar / One or fewer errors in spelling, punctuation and grammar in the report. / Two or three errors in spelling, punctuation and grammar in the report. / Four errors in spelling, punctuation and grammar in the report. / More than 4 errors in spelling, punctuation and grammar in the report.
Appearance/Organization / Lab report is typed and uses headings and subheadings to visually organize the material. / Lab report is neatly handwritten and uses headings and subheadings to visually organize the material. / Lab report is neatly written or typed, but formatting does not help visually organize the material. / Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.

Name:______Class: ______Date:______

Oral Report Rubric

CATEGORY / 4 / 3 / 2 / 1
Preparedness / Student is completely prepared and has obviously rehearsed. / Student seems pretty prepared but might have needed a couple more rehearsals. / The student is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Posture and Eye Contact / Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. / Stands up straight and establishes eye contact with everyone in the room during the presentation. / Sometimes stands up straight and establishes eye contact. / Slouches and/or does not look at people during the presentation.
Volume / Volume is loud enough to be heard by all audience members throughout the presentation. / Volume is loud enough to be heard by all audience members at least 90% of the time. / Volume is loud enough to be heard by all audience members at least 80% of the time. / Volume often too soft to be heard by all audience members.
Content / Shows a full understanding of the topic. / Shows a good understanding of the topic. / Shows a good understanding of parts of the topic. / Does not seem to understand the topic very well.
Listens to Other Presentations / Listens intently. Does not make distracting noises or movements. / Listens intently but has one distracting noise or movement. / Sometimes does not appear to be listening but is not distracting. / Sometimes does not appear to be listening and has distracting noises or movements.
Enthusiasm / Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat uninterested. / Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Name:______Class: ______Date:______