Friday, Feb 07, 2020
Due Dates
Science Fair Schedule
Work Days and Due Dates
11/26 – Introduction to Expectations – We will go over schedule, rubrics for grading and expectations with students as well as brainstorm possible ideas and experimental designs. (25 points for Work Day)
12/2 – Students should return from Break with a rough idea of what problem they hope to investigate. Brief, informal outline will be handed in. Parent slip will be sent home to be signed and returned. (25 points)
12/6 – Experimental Design Day – Students are expected to come to class this day with their problem and hypothesis formed. This day should be spent writing up a first draft of their experimental design (A single, clear and concise document stating the problem, hypothesis, materials, procedures and data table design). (50 points – 25 for coming with problem/hypothesis formed / 25 for Work Day)
12/20 – Experiment Checkpoint – Experiments should be in progress. A completed write up of the experiment’s design is DUE during the week of 12/18-12/21 before you leave for break(Title, statement of problem, hypothesis, materials, procedures and data tables are all clear, neat, typed, and up to the student’s highest capabilities in terms of conventions) (75 points - 50 points for experimental design write up / 25 points for Work Day)
1/10 - Experiments DUE!!! - Depending on the schedule of other events, the experiment should be complete before this working day. All final data will be brought in, organized and analyzed. Students will start work on conclusions and design of presentation. (75 points – 50 points for handing in a completed write up of experiment with results / 25 points for Work Day)
1/17 – Work Day – Students need to bring any supplies for designing their presentation and display. (25 points for Work Day)
1/24 – Final work day – Students will put their Science Fair boards together and prepare what they will say during presentations(25 points for Work Day)
1/31 – Final Projects Due – Projects need to be done, practice judges will be available to give feedback on projects/presentations(25 points for Work Day)
Note - Final project grade will be a combination of all due dates, work days and judgment of overall experiment based on Science Fair Project Rubric.
2/7 – Science Fair – Relax and enjoy the results of all your hard work!
Rubric
CATEGORY | 10-------------------9 | 8----------------------7 | 6---------------------4 | 3---------------------1 |
Hypothesis Development | Problem is new, meaningful, and well researched. Hypothesis is clearly stated and is testable. | Problem is addressed. Testable hypothesis is stated. | Problem is somewhat addressed. Hypothesis is unclear. | Problem is not stated. Hypothesis is unstated |
Description of Procedure | Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. | Procedures were outlined in a step-by-step fashion that could be followed by anyone with some additional explanations. | Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation. | Procedures that were outlined were seriously incomplete or not sequential. |
Variables | Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). | Independently identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some feedback was needed to clearly define the variables. | Can somewhat define which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). | Unable to define almost all the variables. |
Experiment | The experiment is clearly done with a high level understanding of the scientific method. There is a clear and intentional test of one or more variable. | The experiment is clearly done with a decent level of understanding of the scientific methods. There is a loose test of one or more variable. | The experiment is done with a low level understanding of the scientific method. There is not a clear and intentional test of one or more variable. | No use of scientific method and no testing of variable. |
Data Collection | Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. | Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. | Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered. | Data was collected only once and adult assistance was needed to clearly summarize what was discovered. |
Conclusion/ Summary | Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s). | Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). | Student provided a conclusion with some reference to the data and the hypothesis statement(s). | No conclusion was apparent OR important details were overlooked. |
Grade Appropriate | The degree of difficulty exceeds the authors current grade level | Overall the problem chosen to investigate was at grade level | The problem chosen to investigate is below grade level | The problem chosen to investigate was far below grade level |
Display/ Visual | Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, graphs etc. were neatly and correctly labeled. | Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, graphs etc. were neatly and correctly labeled. | Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, graphs etc. were correctly labeled. | The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect. |
Accountability/ Independence | Student always came prepared to work on science fair days, followed due dates, and kept teacher up to date on their progress | Student usually came prepared to class on work days, most items were turned in on time, teacher was usually up to date on their progress | Student was often unprepared to work on science fair days, rarely turned things on time, and rarely updated teacher on progress | Student did not work on science fair days, did not turn things in on due dates and did not update teacher on progress |
Oral Presentation | There is a high level of preparation evident. The presenter has an in depth understanding of their selected topic | There is a fair level of preparation. The presenter has a general understanding of their selected topic | There is a low level of preparation. The presenter has a shallow understanding of their selected topic | Not prepared to present |
Total Points | ______/100 |
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