1. STEM Fair
Adapted from the Hillsborough County 5th Grade STEM Fair for Classroom Teachers PowerPoint
Lesson 3: Research adapted from Jefferson County School’s Research PowerPoint
Edition
Mr. Shahar
Use Pencil!!!

2. You may not use:
Anything that has materials that came from a person (such as hair, teeth, nails, etc.)
Any form of bacteria, mold, or fungi (except yeast)
Any weapons (including toy guns, knives, etc.) or explosive

3. Requirements Complete Packet AND Log. Must be your own work.
All parts of the project must be completed.
Display board is mandatory!
Your parents may help you, but the work must be your own!
This information is on IDEAS in the STEM Fair Handbook.

4. Lesson 1 What is a Good Question for STEM Fair? Due October 27
Go through and discuss question slides then have students look at their question lists to choose a question.

5. A good question gives an elaborate answer (several sentences long!)
Good: How does the type of water affect the growth rate of a plant?
Bad: Can plants grow in water?
Does the type of water affect the growth rate of a plant? Is a yes or no question. It can be turned into an investigate-able question by asking HOW.

6. A good question tells you what you need to measure.
Good: How does the species of the orange affect the amount of juice it has?
Bad: Are oranges juicy?
You can measure the amount of juice an orange has.

7. You can investigate the question yourself.
Good: How do shade trees affect temperature of areas on our playground?
Bad: What are the temperatures on Venus? (though you can look it up, you cannot build a rocket, go to Venus and study this on your own, and get back before the due date)
You may need to add that to answer a question on your own you must have access the materials you need. A project that requires expensive materials that are not available is not something you can do yourself.

8. The answer is a fact, not an opinion.
Good: How does the brand of soap affect the amount of bubbles produced?
Bad: Which kind of soap smells the best?

9. A good science investigation question:
What is a Good Question?
A good science investigation question:
Can not be answered with one word such as yes, no, or purple.
Tells you what you need to measure.
Is something you can investigate yourself.
Is answered with a fact, not an opinion.
Many good questions start with the words “how” or “why.”
Instruct students to look through their questions and place a check mark or star next to questions that meet all of the above criteria. ****Many yes/no questions can be improved and made usable by changing the wording.
An easy way to word questions is “How does ___________affect ___________?”
Help your students choose a question and to change questions to a usable form if needed. Use leading questions to help them decide as much as possible.

10. Lesson 2
Purpose
Due October 27

11. Purpose You are restating the question as a statement!
The purpose of the project should tell what you want to find out.
The purpose of my project is to find out…
You are restating
the question as
a statement!
Read the information on the slide to the students. Examples will follow on the next slide. Emphasize that it is the restating of the question.

12. Example
Question: How does the shape of a container affect the amount of evaporation that occurs?
Purpose: The purpose of my project is to find out how the shape of a liquid container will affect how much liquid will evaporate.
If time permits, randomly select some questions that students used in the previous lesson as additional examples of how to write them as a purpose.

13. Lesson 3
Research
Due November 1

14. Research
Before you can begin your project, you need to learn more about the topic.
You will write the information you learn in your STEM Fair log.
You will use this information to make your hypothesis.
Your students can go on-line or into an encyclopedia, book, magazine, or other text or talk to an expert and learn something about the topic. This can be done as a reading or library skills lesson, in the computer lab as a lesson on finding online information, or whatever works best for your class. Have students read informational text related to their topic and jot notes in their logs. (This is like think notes in reading). They should try to find the answer to their questions, or information that leads them to an answer. They will conduct an investigation to prove or disprove what they have read or heard.

15. What is Research?
Definition - hunting for facts or truth about a subject; also to investigate carefully; to search into.

16. Magazines Newspapers Video/Audio Computers Internet
What else can you use
for research?
Magazines
Newspapers
Video/Audio
Computers
Internet

17. When searching remember to try the plural of a word.
Internet Search Tips
Note: Just like print - Make sure you know what your topic is and how to spell it correctly.
When searching remember to try the plural of a word.
Ex 1: Search for “snake” and “snakes”
Ex 2: Search for “wolf” and “wolves”

18. Place - Brooklyn, New York.
Example of Note Taking
Kate DiCamillo was a tall, calm woman with curly hair who was born on a hot day in 1962 in Brooklyn, New York.
Notes:
Name - Kate DiCamillo
Born
Place - Brooklyn, New York.

19. Do not copy word for word – that is called…
Plagiarism
Definition: The copying of one’s words without permission and taking credit for them.

20. Lesson 4
Hypothesis
Due November 2

21. Hypothesis
The hypothesis is what you predict will happen when you perform the experiment based on your research. It is NOT an “educated guess.”
It does NOT matter whether you are right or wrong; in your conclusion, you will tell if your hypothesis was correct or not.
It is what you think the results of your experiment will be and WHY you think that.
Emphasize the points on the slide. Drive the point home that it is ok for their hypothesis to be proven incorrect or wrong. They should never change their hypothesis. They will address this in the conclusion of their project. Their hypothesis must be based upon their background knowledge and research about the topic that they are working on.

22. Hypothesis
Based on my research, I think ___________________ will happen because ____________________.
Remember to use the information from your research to explain why you think this will happen!
Hypothesis will be written as follows. It is important that you explain why you think that will happen based upon the research that you conducted.
After you have your hypothesis approved, write it on p. 5 of your Research Plan

23. Lesson 5
Materials
Due November 4
Try to use metric, if possible.

24. Materials
This is a list of ALL the materials you need to perform your experiment.
You must include how much and which types.
Be specific! You cannot be too specific.
Use measurements that are appropriate for students in your grade level.
Look at the previous grade level’s benchmarks for measurement to find out what your students should know.
Emphasize that it is important to include how much such as quantities, units of measure, etc. and the types including brand if applicable.

25. Example of Materials List
2 – 16oz Office Depot clear plastic cups
130ml tap water
1 Thermometer
16oz of ice from cafeteria ice maker
Discuss with students. Scientists use metric measurement and someday they might only use metric too.
Notice – cups are measured using ounces because that is what is listed on the package. (It is NOT necessary to convert to metric.)
If the student understands metric measurement it can be used to measure, notice the water is measured in milliliters.

26. HOW, WHEN, and WHERE will you get your materials?
Remind students that they need to think about these things when determining the materials that they will use. All of this should be recorded in their log when they have student work time.

27. Lesson 6
Variables
Due November 10

28. What you are changing on purpose. The change you are measuring.
Variables
There are 3 kinds of variables. You will list the variables for your STEM Fair project today.
Manipulated (Independent)
What you are changing on purpose.
What I change . . .
2. Responding (Dependent)
The change you are measuring.
What I measure . . .
3. Held Constant (Control)
Everything that stays the same.
What I keep the same . . .
Students should copy down the definitions so that they can use the verbiage correctly. Students do not have to use the terms, but must somehow identify what they kept the same, what they intentionally changed, and what happened because of it.

29. Examples of VARIABLES:
Question ?
Manipulated
(Independent)
Variable
(What You Change)
Responding
(Dependant)
Variables
(What You Will Measure)
Constants
(Controlled)
(What You Keep the Same)
What makes paper towels absorbent?
Brands of paper towels
Amount of water that is absorbed by each towel
Size of paper towel
Amount of water poured on each paper towel
Temperature of the water used
Container towels are placed in
Amount of time paper towel remains submerged

30. (What You Will Measure) (What You Keep the Same)
List your VARIABLES:
Question ?
Manipulated
(Independent)
Variable
(What You Change)
Responding
(Dependant)
Variables
(What You Will Measure)
Constants
(Controlled)
(What You Keep the Same)
Have students list their variables in their logs. This is a great organizer for students to use on a page of their log when it comes time for student work time.

31. Step-by-Step Directions Due November 15
Lesson 7
Step-by-Step Directions Due November 15

32. Procedures are very detailed.
These are like a recipe.
Anyone who reads them will be able to duplicate the investigation and get the same results.
Procedures are very detailed.
It’s Peanut Butter and Jelly Time! science/writing connection – can be used as a writing lesson
Have your students work in groups to write a recipe for making a peanut butter and jelly sandwich.
Follow the directions EXACTLY to make a sandwich.
If any part of the directions are missing or incomplete, have your students revise them until they can be followed and a sandwich can be made.
Students are very willing to revise when they have to have usable directions in order to get a sandwich.
****In case of peanut allergies make Fluff and jelly sandwiches. *****

33. When you write your directions, Remember the following:
Number your directions.
The first direction is “1. Gather all materials.”
Write them clearly so someone else may follow them and get the same (or similar) results.
Be very specific and to the point.
Remember to indicate how many trials are necessary.
For Example:
12. Repeat steps 2-5 four more times for a total of five trials”
Make sure to indicate when data should be collected and what kind of data.
Your students directions will be revised and ready to use before any data collection takes place.

34. Examples of Procedures
Gather materials
Fill cup to ½ way mark with ice.
Add 130 ml of tap water
Swirl cup for 1 minute. (Hold by top edges of the cup)
Record water temperature in log. (Keep thermometer in water, look at eye level)
Add 2 more ice cubes.
Repeat steps 4 and 5
Repeat Steps 2-7 four more times for a total of 5 trials.

35. DATA Collection Lesson 8 Due November 18
Create data table with the data.
The first several times you do this with children, you will need to model using the data to create a data table and graph. Some students will learn quickly and be able to do their charts and graphs on their own after data is collected. Others will need more support and you may model theirs whole class.

36. DATA Data refers to the information gathered in the investigation
This is in the form of graphs, tables, and charts.
You can supplement your data with photographs, but they do not replace the data.
Think back to the charts, tables, and models in the previous unit on space.

37. You will use the data to create a data chart.
To collect your data you will follow your step by step directions exactly as they are written. Imagine how a five-year-old with an advanced vocabulary would follow the procedure.
You will complete a minimum of 5 trials and record the information in your log.
You will use the data to create a data chart.
Be careful that your name or school name cannot be seen in the pictures.
Data collection should be grade level appropriate according to math standards.

38. Distance a Toy Car will Roll in Meters
Trial
Tile Floor
Carpet
Sidewalk
Trial 1
4.3
2.4 2
Trial 2
4.4
2.7
Trial 3
3.5
1.8
Trial 4
4.5
2.8
2.5
Trial 5
4.8
1.6
Example of a data chart.
Teacher can model data collection. Use student projects and model, model, model!

39. How can you collect qualitative data for:
Quantitative and
Qualitative data
Explain the difference between quantitative and qualitative data.
Qualitative has to do with observable qualities. (5 senses) What we can hear, see, feel, taste, smell.
Quantitative is measurable and can be expressed numerically - quantities.
Qualitative Data
How can you collect qualitative data for:
How Does drinking Coca Cola affect the color of teeth?
You can use tooth color charts from the dentists office. A numerical value is given to each shade.
How does laundry detergent affect stains?
Example: Use a white T-shirt. Rub in grass until well stained. Cut into squares. Use a clean white square as “0”. Worst stain as “10”. Soak squares in different detergents. Rank by stain and number .
Paint sample cards work well too.

40. Graph Use a bar graph or line graph to display data.
This is the same information gathered and already recorded on your data chart. It just looks different!

41. Graph A bar graph – shows comparative data.
A line graph – shows data over time (such as growing plants).
Horizontal Axis: The manipulated variable (what you changed on purpose) is displayed on the horizontal axis.
Vertical Axis: The responding variable (what happened as a result of what you changed) is displayed on the vertical axis.

42. Distance Toy Car Travels When Rolled Down Ramp Onto Various Surfaces
Key
Meters
Point out the features in this sample such as: title, labels, key, use of color to distinguish between the different types of surfaces
Excel and other spreadsheet programs can help you make your graph neat and organized.
Trials

43. Lesson 9
CONCLUSION
Due November 28

44. CONCLUSION My hypothesis was (not) supported by the data because…
If I were to do this project again, I would change…because…..
The way this is connected to the real world is…
A problem I had or unusual event was….
These are suggestions for writing conclusions. You and your students may add to this.
The conclusion is based on the hypothesis – so student should refer back to it.
If the data did not support the hypothesis, this is where they will state that and give the corrected information

45. Lesson 10 Displays Due December 1
Displays are mandatory

46. Displays Must be durable and self-supporting.
No student or school name can be on the front of the display, or on/in the log/research paper.
Photos are great, but there should not be school shirts in photos.
Dead animals, plants, and food may NOT be part of display.
Glass items and plastic “baggies” are not to be displayed.
Straight pins, tacks, or staples are not to be used to secure materials onto boards.

47. My Title Purpose Graph Hypothesis Data Procedure: Conclusion Optional
Materials
Variables
Conclusion
Step-by-Step
Directions
How you do your STEM Fair display for your school site based STEM Fair is up to your school site. You may choose to use construction paper mini boards, typed up copies of what goes on the show board, hand written list of show board info, or whatever works for your school. The large cardboard display boards are only needed for the students who win for the school site and are going on to the district STEM Fair.
The information needs to flow, but parts do not necessarily need to be in these positions. (It’s okay if the directions go in the center and the pictures are in various places, etc…)
Parents, art teachers, etc… may assist with the boards. Boards are not judged, what matters most is what the student has learned and can explain and what has been written and drawn in the log.
Optional
Research Paper
Data Log

48. Show what you have learned…
The title can be the question or a cute name for the project. Both work.

49. Lesson 14 Oral Presentation
Due December 1
Not a mandatory part, but something I like 

50. Oral Presentation Requirements
Brief (2-4 minute) synopsis your entire project
You may use notes to speak
You may not have a speech written out
You may use your display to help you
I will be sitting in the back of the room. I need to be able to hear you. You must project your voice when presenting your project.

51. Include the following information:
Question and Purpose
Important things you discovered while researching that influenced your hypothesis
Hypothesis
Manipulated and Responding Variables
The information you put on your graph
Summary of your conclusion (must include if your hypothesis was correct or incorrect, things you would change if you were to do this experiment again, and real world connections for your project)