Funding sponsored by:
www.qad.com
Click here to view the project resources.
Project Description: A successful science project can be one of the most rewarding and memorable experiences in the junior high student's career. Ideally it brings the power of the scientific method to bear upon a point of interest in the student's own world. This step-by-step method shepherds young scientists through the daunting thickets of experimental research. It provides clear guidance through a five month process of exploration, discovery, choice, experimentation, analysis and display. Not only do students come to a first-hand appreciation for the sound rational basis of the scientific method, but they also grow through the trials and triumphs of devising and executing a long-term project.
How it works: This program begins with students carefully observing the world around them (example: I notice red gum on my shoe. ). Students then turn each observation into a why question ( Why does gum stick on my shoe? ), refining questions into general topics of interest ( What causes anything to be sticky? ). After background research, students explore many examples of testable hypotheses of both experimental and descriptive scientific research. They sharpen the focus of their research by writing an if then hypothesis statement to clarify the experimental variable.
The students have the opportunity to experience what it is like to actually be a subject of a social science experiment when the teacher uses an electronic student remote-response system to survey student attitudes before and after a lesson. The class discusses the viability of the survey as a research tool and discovers the challenge of creating a true control in social science tests. Students use data generated in this demonstration for practice with analysis.
Several lessons focus on mathematical analysis and graphing. Students learn to understand and use appropriately mean, median, mode, standard deviation, stem and leaf plots, box and whisker plots, histograms, error bars, and trendline equations (linear, quadratic, and exponential).
Assessment: A quiz on statistical analysis, collecting and grading various pieces of student work, a rubric for grading science projects, placement in the County Science Fair.
Standards: Standard 12. Understands the nature of scientific inquiry
Topic Scientific investigation
Level III [Grade 6-8]
Benchmark 3. Designs and conducts a scientific investigation (e.g., formulates hypotheses, designs and executes investigations, interprets data, synthesizes evidence into explanations, proposes alternative explanations for observations, critiques explanations and procedures)
Vocabulary terms
A. scientific investigation
B. hypothesis formulation
C. experimental design
D. data interpretation
E. explanation of data
F. alternative explanation of data
G. critique of explanation
H. critique of procedure
Knowledge/skill statements
1. Designs scientific investigations
2. Conducts scientific investigations
3. Formulates a hypothesis for a scientific investigation
4. Executes scientific investigations
5. Interprets data from a scientific investigation
6. Synthesizes evidence into explanations
7. Proposes alternative explanations for observations
8. Critiques explanations from a scientific investigation
9. Critiques procedures in a scientific investigation
10. Knows that scientific investigations include formulating a hypotheses
11. Knows that scientific investigations include interpreting data
12. Knows that scientific investigations include synthesizing evidence into an explanation
13. Knows that scientific investigations may include proposing alternative explanations for observations
14. Knows that scientific investigations may include critiquing explanations and procedures
Estimated Number of Class Periods for Students To Complete Unit: 10 or more
Software or Materials Used: Class set of hand lenses, Interwrite PRS-RF remotes, computer with Microsoft Powerpoint, Excel, and Interwrite plug-in for PRS installed into Excell; LCD display projector, selected excerpts from the video: "Eyes on the Prize: America's Civil Rights Movement" (total of 25 minutes), school library's online Student Resource Center (Gale Resource Group) or other internet research mode; each student will need a lab notebook, binder, science fair display board, and access to a computer and printer for producting their graphs.
Keywords: scientific method, science fair, science fair project, research, independent study
The Students: This project is designed for 8th grade GATE science students in a GATE science class. If one had enough time, or modified the program, many of the lessons could also be used with at-level 8th graders. High school students would also find many of the lessons useful. Prerequisites: it is helpful if the students already are very comfortable with mean, median, mode, and linear, quadratic, and exponential equations. Since this project is designed to support the math standards, instruction in these areas is given if necessary.
Overall Value: Although the wireless student remote response system is not absolutely necessary to do the social science experiment demonstration, using this technology does significantly increase student interest. They LOVE inputting their responses and seeing instant tallies displayed on screen. Student interest is quite high during this lesson because of the new technology.
Working on an independent research project for 5 months requires that students take responsibility for their own learning. They enjoy it more because it originates from their own interests. Because each step they will need to do is modeled for them in scaffolded support by the teacher, students can apply their knowledge to their own original situation. Students are engaging in higher level thinking on Blooms taxonomy (analysis, application, evaluation, synthesis). Their pride in their work is self-evident when science fair time comes around they are eager to share their project with family and especially friends at school.
Subject Area: Science
Grade Levels: 8
Tips for the Teacher: Keep parents well informed: explain the concept of appropriate help, extremely clearly. Give parents details: supplies needed, display board and font size, etc.
Be sensitive to students who do not have home resources, and be prepared to give them nice materials and time at school to make an attractive display.
