4 th Grade Science Fair Experience

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4 th Grade Science Fair Experience. Created by Dawn Hess. Science Fair is an opportunity for students to learn the steps of the scientific method. T he Scientific Method is a series of steps followed to answer questions and solve problems!. Investigation Teams and Roles. - PowerPoint PPT Presentation


The Scientific Method

4th Grade Science Fair Experience Created by Dawn Hess

Science Fair is an opportunity for students to learn the steps of the scientific method.

The Scientific Method is a series of steps followed to answer questions and solve problems!

Investigation Teams and RolesQuestion #1 How might you increase the amount of friction on a slippery surface to prevent a slip and fall accident?Hess Team 1: Brody, Allie, Mason, Lexi, KelseyHess Team 2: Alyssa, Elizabeth, MaddieMiller Team 1: Bram, Thomas, Brynn, Savannah, Jamoi

Question #2 Which surface creates the most amount of friction so that you might slow down a moving object?Hess Team 3: Anna, Dalton, Brianna, StanleyHess Team 4: Joshua, Michael, Canyon, GarrettMiller Team 2: Joshua, Tiffany, Kyle, Miranda, Beka

Question #3 How does the number of coils impact the magnetic field of the electromagnet?Hess Team 5: Braden, Alex, Isabelle, IsabelaMiller Team 3: Tanner, Braden, Caleb, Ashylnn, Ahnaiyah

Question #4 How does the size of the power source impact the strength of the electromagnet?Hess Team 6: Gregory, Jesiyah, CamdenTeam 4: Lily, Jeremiah, Parker, Max, Austin

Question #5 How does increasing the number of power sources effect the energy output?Hess Team 7: Jordan, Jack, Gabe, Cannon, KristinaMiller Team 5: Keonce, Ashton, Noah

Project Roles OrganizerTeam # ____________

Job TitleDutiesAssigned TasksSignature(s) of Student(s) Assigned to TaskLeader/ EditorIn charge of organizing the final product of the projectBackboard design and layout, including photosRecorderIn charge of taking notes when group meets and keeping track of data during investigationTakes notes in Investigation Journal CheckerPrepares work materials daily and checks that all data is collected accuratelyOversees Materials Checklist and Data ChartSpokespersonSummarizes the investigation Completes PowerpointTemplateDeveloping your hypothesis to investigate your questionsKey Vocabulary:


What Is a Hypothesis?

A hypothesis is more than a good guess. It is a statement that predicts an experiments outcome based on what you already know.

For example: If I leave an ice cube on a plate for an hour, then it will melt, because it will warm up.

Brain Check:

How can you test a hypothesis? How is a hypothesis different from a good guess?BY DEFINITION

Hypothesis: A statement that predicts how an experiment that can be tested turns out, based on what you already know, and that explains why you think it will turn out that way.

Example: If soap bubbles are will last longer in cool air than in warm air, because water evaporates faster in warm air.

Part 1. Write a hypothesis for each science question.

Directions: Create a hypothesis based on your knowledge of the topic.

1. Does listening to loud music change my heart rate?Hypothesis:I predict ________________because_____________

2. Does a tennis ball bounce higher when it is warmer or cooler?Hypothesis:I predict ________________because_____________

Part 2: Judging a Hypothesis

Directions: Explain what is wrong with each hypothesis below.

1.Will a bird sing more on a sunny day than on a cloudy day, because it will not be scared of bad weather?

2. If I mix different kinds of nuts with honey, the walnuts with honey will taste the best.

Three Types of Variables Key Vocabulary:

Independent VariableDependent VariableControlled VariableCreate the above organizer in your Investigation Journal!Explore Variables

Scenario: John wants to know if beans grow taller in the sun or in the shade. He plants the same number of beans in two pots. Each day, John waters both pots with the same amount of water. The only thing that is different is that one pot of beans grows in the sun. The other pot of beans grows in the shade.

3 Types of Variables!

Brain Check

What was Johns independent variable?

What was Johns dependent variable?

Why is it important that everything in an experiment is controlled, except for the independent variable?

Do you know?

Every experiment should have only one independent variable. Suppose the question were Will kidney or pinto bean plants grow taller if put in the sun or shade?

Two things would be studied at once- the type of bean and where they are planted. This can get confusing, so its important to change only one variable at a time.Identify Variables

Some students were observing the life cycle of mealworms. They fed them all the same amount and type of food at the same time every day. They also gave the mealworms the same habitat and the same amount of water. But they put some mealworms in a bright light and some in a dark part of the classroom. They kept data on how many days it took for the mealworms to change from a larva to an adult.

Tell whether each variable is independent (changing), dependent (measurable),or controlled (kept the same).

____amount of food given______number of days to change from larva to adult______amount of water given______type of habitat______amount of light reaching habitat

Identify Variables

Students wanted to compare how long it takes an ice cube to melt, depending on the temperature around it. So they made four ice cubes of equal size by measuring how much water they poured into the ice cube tray. The next day, they placed each ice cube on a waxy plate. They put one plate in the refrigerator, one outside in the sun, one on a counter under a lamp, and one on a counter with no lamp. After one hour, they measured how much water had melted onto each plate.

Tell whether each variable is independent (changing), dependent (measurable),or controlled (kept the same).

____location of each plate______size of each ice cube______amount of water melted from each ice cube______amount of time letting ice melt______type of plate used

Identify Variables: Lets check this out!

Two friends were curious about which student had the fastest time. They set up a test in which one partner spread his pointer finger and thumb two inches apart, and then the other partner dropped a ruler between the fingers. Depending on how fast the partner reacted and closed his fingers, a certain number of inches would pass through. The few the inches, the faster the reaction time would be. The friends made sure they always lined up the zero point of the ruler with the tops of the catchers fingers. They also gave no warning about when they would drop the ruler. They tried the test on each other a few times to see who reacted more quickly.

Tell whether each variable is independent (changing), dependent (measurable) , or constant (kept the same) .

______ no warnings about when the ruler would be dropped______ fingers began two inches apart______ lining up the zero mark on the ruler with the tops of the catchers fingers______ the inch mark on the ruler where each friend caught it______ which friend was catching the rulerMaking Observations and InferencesLets make sense of these very important words!

Collecting and Recording DataDo you know?

To be sure of their results, scientists will repeat their experiment. They will also compare their results with the results of other scientists who are testing the same questions.

Drawing ConclusionsAfter an experiment, draw a conclusion to tell what you found out. A conclusion can be written by answering the following questions.

What did you find out? Did the results prove that your hypothesis was true or false? Explain.

If not, thats okay! Tell why you think you did not get the results you expected. Tell how you might improve your experiment next time. Did your experiment lead to questions to test in a future experiment?Documenting and Sharing ResearchBackboard DisplayKEY

1. Purpose2. Hypothesis3. Procedure4. Materials5. Independent Variable (manipulated variable)6. Dependent Variable (responding variable)7. Constants8. Results This should be in graph or table format.9. Conclusion


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