1. STEM Parent Night

2. What is STEM? An approach to teaching science, technology, engineering and/or math An approach to teaching science, technology, engineering and/or math Testable- DATA Collected Testable- DATA Collected Inquiry-based Inquiry-based Challenge Based Challenge Based Problem Based or Problem Based or Project Based Project Based

3. Why is a STEM Fair Important? Allows students to explore science topics they are interested in. Allows students to explore science topics they are interested in. Teaches students the skills required to plan and work on long-term projects. Teaches students the skills required to plan and work on long-term projects. Integrates science, math, reading, writing and oral language. Integrates science, math, reading, writing and oral language. Helps students prepare for MSA Helps students prepare for MSA

4. A Clear Question… Topic: Ramps Instead of…Use this… Why are ramps different heights?Does the height (3 cm, 6 cm or 9 cm) of a ramp change how far a marble will roll? Do ramps help move objects?Will a marble roll faster on felt, linoleum or cardboard? Will a big or little marble roll further?Does the size (small, medium or large) of a marble effect how fast it rolls does a ramp?

5. When Creating Questions… Consider the variables Consider the variables INDependent (what they are changing on purpose- ONLY 1 thing) INDependent (what they are changing on purpose- ONLY 1 thing) Dependent (what they are measuring; suggested to be only 1 thing) Dependent (what they are measuring; suggested to be only 1 thing) Control (everything else; anything and everything that must be kept the same in all the tests) Control (everything else; anything and everything that must be kept the same in all the tests) Consider the time/feasibility; think about where they are going and how it will look Consider the time/feasibility; think about where they are going and how it will look

6. Creating Questions Look at the materials and generate questions you could explore by performing a scientific experiment. Look at the materials and generate questions you could explore by performing a scientific experiment. Share questions Share questions

7. Topic and Question Development Students start with… What am I excited to learn more about? What am I excited to learn more about? What do I already know? What do I already know? What do I need to know? (Research) What do I need to know? (Research)

8. Parent and Student Involvement Student Journal for every child to keep throughout the science fair process. Student Journal for every child to keep throughout the science fair process. Includes a place for a timeline, brainstorming ideas, research, and appendix of support documents Includes a place for a timeline, brainstorming ideas, research, and appendix of support documents Places for teachers and parents to sign Places for teachers and parents to sign

9. Where to get ideas for projects Books Books Library, AIMS, GEMS Library, AIMS, GEMS Websites Websites www.sciencebuddies.com www.sciencebuddies.com www.sciencebuddies.com www.scifair.org/ www.scifair.org/ www.scifair.org/ www.vansvillestemfair.wikispaces.com www.vansvillestemfair.wikispaces.com Observations of world Observations of world

10. When Approving Questions… Follow the county rules for ES STEM Fair Projects, always error on the side of caution Follow the county rules for ES STEM Fair Projects, always error on the side of caution No mold, unless it remains in a sealed container and is thrown away in the same sealed container No mold, unless it remains in a sealed container and is thrown away in the same sealed container No product tests (except 3 rd grade) No product tests (except 3 rd grade) No interactions with vertebrates (only observation) No interactions with vertebrates (only observation) No bacteria! (at home petri dish testing kits are a no) No bacteria! (at home petri dish testing kits are a no) When in doubt- ask and get approval from School Safety Review Board or County Office! When in doubt- ask and get approval from School Safety Review Board or County Office!

11. What comes next?

12. Example: Approved Question Does the height (3 cm, 6 cm or 9 cm) of a ramp change how far a marble will roll?

13. Write a hypothesis Answer the question Answer the question Include the reason (the because) Include the reason (the because) Example: The height of the ramp will effect the speed of the marble because the when you increase the height of a ramp you increase the angle. Example: The height of the ramp will effect the speed of the marble because the when you increase the height of a ramp you increase the angle.

14. Variables Use the question to help point out the variables. Use the question to help point out the variables. A well written question will contain both the independent/manipulated and dependent/measured variable. A well written question will contain both the independent/manipulated and dependent/measured variable. Independent (what we are changing): height of the ramp Independent (what we are changing): height of the ramp Dependent (what we are measuring): how fast it the marble travels Dependent (what we are measuring): how fast it the marble travels

15. Controlled variables: What must stay the same. Ruler Ruler Size of marble Size of marble How far it is traveling How far it is traveling Stop watch Stop watch Where marble is released on ruler Where marble is released on ruler

16. Materials This (be specific in METRIC) 1 30 cm ruler 1 30 cm ruler 1 small marble 1 small marble 3 books that are each 3cm high 3 books that are each 3cm high 1 stopwatch that measures seconds 1 stopwatch that measures seconds 1 cup 1 cup Not This… ruler ruler Marble Marble book book

17. Incomplete Procedures Make a ramp with books Make a ramp with books Roll a marble down the ramp Roll a marble down the ramp Measure how fast it goes Measure how fast it goes Change the height of the ramp Change the height of the ramp

18. What was Wrong? Bulleted Bulleted Repeated trials required (at least 3) Repeated trials required (at least 3) Create a table to collect our data Create a table to collect our data Stress the controls that are staying the same. Stress the controls that are staying the same.

19. New Procedures 1. Place the ruler on the end of a book that is 3cm high. 2. Place a cup 30 cm from the bottom of the ruler. 3. Place the marble at the top of the ramp. 4. Release the marble and measure how long it takes for the marble to reach the cup. 5. Record data and repeat three times. 6. Increase the height of the ramp by 3cm. Repeat steps 2-5. 7. Increase the height by another 3 cm and repeat steps 2-5. 8. Find the average time for the three trials.

20. Data Collection Tool Height of Ramp Time til Cup Trial 1Trial 2Trial 3Average 3 cm 6 cm 9 cm

21. Complete your Experiment… Don’t forget… Do three trials. Record your data.

22. Results Include a graph Include a graph Independent variable is x-axis Independent variable is x-axis Dependent variable is y-axis Dependent variable is y-axis Written explanation of data collection, pictures and graph Written explanation of data collection, pictures and graph

23. Conclusion Use the questions to guide a well written conclusion Use the questions to guide a well written conclusion Was my hypothesis/prediction correct or incorrect? Was my hypothesis/prediction correct or incorrect? What is the answer to my question? Support the answer with data collected. What is the answer to my question? Support the answer with data collected. Were there any problems with the investigation or things I would do differently? Were there any problems with the investigation or things I would do differently? What other things would I like to investigate about my topic? What other things would I like to investigate about my topic? How does what I learned apply to the real world? How does what I learned apply to the real world?

24. Contact Information Kate Cobb STEM Resource Teacher: Vansville ES Kathryn.cobb@pgcps.org www.vansvillestemfair.wikispaces.com