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1
Thomas County Upper Elementary
Science Fair Project Guide
Name_______________________________
Date________________
Teacher________________________
This book will guide you
through the steps of
keeping the science fair
project on track,
recording, reporting and
presenting your findings.
2
Dear Parents and Students,
Science at TCUE is taught as an inquiry based hands-on approach to learning that aims
to tie the classroom to real world problems. We not only teach the basic content, but also the
beginnings of basic skills needed for careers in science. Science Fair provides opportunities
for student to tackle these real-life problems by using the skills they have been taught in the
classroom. We encourage our students to explore an area of science of their interest, perhaps
related to a particular career interest and we expect them to become an EXPERT in the topic of
their choice. Students will be increasing their knowledge by applying science research skills,
such as improvising with their hands, utilize creative thinking skills, testing problem solving
strategies, analyzing data and synthesizing information.
Each year science fair is used as a tool to teach our students:
1. Research Skills: Students will use world-wide information, connectivity to specialists through various resources, and utilization of a wealth of ideas for preparation of and synthesis into a unique science project.
2. Logical and Creative Problem-solving: Students will learn to solve problems logically and to use creative and or alternate solutions to situations encountered during the research project phases.
3. Critical Thinking: The students will identify and clarify research issues by following a line of reasoning; judging statements, conclusions, and observations of others before applying information and techniques to own research project.
4. Communication Skills: Students will communicate information, ideas, problems, and solutions of the independent research project through verbal, written and visual means.
5. Self-direction Skills: Students will use computer skills, graphics skills, determination, goal setting, and organization for information gathering, analysis, synthesis, and evaluation during the Science Fair process.
6. Creative Thinking Skills: Students will use techniques such as brainstorming to generate ideas for unique and/or original research-based directions
What is the role of the parent?
Provide support and motivation for your child.
Make sure that your child understands the time involved and the materials needed to complete the project.
Encourage your child to communicate difficulties or needs for extra support to the teacher.
Help monitor the progress of the project.
What is the role of the teacher?
Help students select a project that interests them and is appropriate for their grade level.
Monitor the completion of appropriate forms and assignments.
Provide feedback during the completion of the project.
3
Science Fair follows the steps of the IB Design Cycle and will be graded using IB technology
rubrics. The rubrics are at the end of this booklet. Be sure to study the diagram below along
with the rubrics before going any further!
4
Let’s Begin!!
Step 1: Finding a topic and formulating a research question
Often the most difficult step; keep the following ideas in mind:
• Choose a topic you like and your parents approve
• Narrow topic to a single aspect and plan your time wisely
• Projects need to be as original as possible; stay away from science
buddies!
• Stay away from consumer products testing!
What topics am I interested in? (Circle 2 or 3 from the list below) Categories
1. Animal Sciences—Study of animals and animal life, including the study of the structure, physiology, development, and classification of animals. Animal ecology, physiology, animal husbandry, cytology, histology, entomology, ichthyology, ornithology, herpetology,etc.
2. Behavioral and Social Sciences—The science or study of the thought processes and behavior of humans and other animals in their interactions with the environment studied through observational and experimental methods.
3. Biochemistry—The study of the chemical substances and vital processes occurring in living organisms, the processes by which these substances enter into, or are formed in, the organisms and react with each other and the environment.
4. Cellular & Molecular Biology—The study of the structure and formation of cells. 5. Chemistry—The science of the composition, structure, properties, and reactions of matter, especially of atomic and molecular
systems. 6. Computer Science—The study of information processes, the structures and procedures that represent processes, and their
implementation in information processing systems. It includes systems analysis and design, application and system software design, programming, and datacenter operations.
7. Earth and Planetary Science—The study of sciences related to the planet Earth (Geology, minerology, physiography, oceanography, meteorology, climatology, speleology, sesismology, geography, atmospheric sciences, etc.)
8. *Engineering: Materials & Bioengineering—The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical machines and systems.
9. *Engineering: Electrical & Mechanical—The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, processes, and systems.
10. Energy & Transportation—The study of renewable energy sources, energy efficiency, clean transport, and alternative fuels. 11. Environmental Management—The study of managing mans' interaction with the environment. 12. Environmental Sciences—The analysis of existing conditions of the environment. 13. Mathematical Sciences—The study of the measurement, properties, and relationships of quantities and sets, using numbers
and symbols. The deductive study of numbers, geometry, and various abstract constructs, or structures. Mathematics is very broadly divided into foundations, algebra, analysis, geometry, and applied mathematics, which includes theoretical computer science.
14. Medicine and Health Sciences—The science of diagnosing, treating, or preventing disease and other damage to the body or mind.
15. Microbiology—The study of micro-organisms, including bacteria, viruses, prokaryotes, and simple eukaryotes and of antibiotic substances.
16. Physics & Astronomy—Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth.
17. Plant Sciences—Study of plant life. Ecology, agronomy, horticulture, forestry, plant taxonomy, physiology, pathology, plant genetics, hydroponics, algae, etc.
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Probe the selected topics to find ideas to research and possible questions that you would like
to test. Put your ideas below:
When writing a research question, be sure to include the independent and dependent
variables. Ex: How does temperature (IV ) affect the rate of photosynthesis (DV) in algae?
Topic : ____________________________________
Research Question 1:
________________________________________________________________________
________________________________________________________________________
Research Question 2:
________________________________________________________________________
________________________________________________________________________
Research Question 3:
________________________________________________________________________
________________________________________________________________________
Ass
ess
me
nt
Communication Is your research
question concise? (Ask someone to read it, do
they understand?) Are you using scientific
vocabulary?
(Forces, friction, magnets, field, scientific
names…)
6
Step 2: Explain the problem and discuss its relevance What is your science fair project about? How did you come up with the idea? How will answering the problem
be helpful?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Have your teacher and guardians approve your topic before going any further.
Once it is approved, you must put your topic and question in your log book (bound journal). Leave the first
page of your log books blank for the table of contents. Remember to always write in blue or black ink pen and
date each entry.
Step 3: Critically investigate the problem
You must include a minimum of 5 sources. Be sure to paraphrase and include the citation.
This information must be recorded in your log book! This will be used to write your
background research report about the topic. The background research report will later serve
as the introduction to the science fair paper! (See your teacher for further instructions.)
Research general information about my topic. Ex: if I am trying to find out how temperature
affects photosynthesis, then I first need to find out everything I can about how photosynthesis
works. Then, move to more specific details of your project.
Ap
pro
ach
es
to
Lear
nin
g
Research (Criterion A: Investigate) Has this ever been tested before? If so, what information is out there? What will I need to know in order to form a hypothesis? What information will help me with writing my research plan (procedure for testing)? Are you making a bibliography?
7
Background Research Report
The background research report is a written document containing the actual research done
about the science fair topic. The research is important because this information “educates’
the student so that a formal hypothesis can be formed. This information is also important
when writing the experimental procedure.
The requirements are:
The initial paragraph should discuss the chosen topic and the purpose behind
the selection of that topic. Discuss the impact it could have on the science
world in general.
The body paragraphs should include the actual research. Be reminded that at
least 5 references should be used! At least one of the five references should
be a book.
The concluding paragraph should be the student’s thoughts about the
outcome of the project. This would be the formal hypothesis. Be sure to
support the reason for this “guess”.
The paper should include a bibliography. This should be cited properly.
Students may use the MLA format or the APA format.
As always, when writing a formal paper, the paper should be double spaced, contain one
inch margins, 12 point standard font!!!
Due Date: 9/20/16
8
Step 4: Write a method for testing the hypothesis
There are many, scientific ways, of solving a problem. These are some examples; please cross
out the ones you think will NOT help solving your problem.
Envi
ron
men
ts Are you wasting resources?
He
alth
an
d S
oci
al A proper scientific experiment should not
affect the way living organisms (including
people!) behave.
Classification
(put things
into different
groups)
Exploration (observe
yourself using some
kind of instrument
and possibly making
some measurements)
Technology
(Make
something or
invent a system
to solve the
problem)
Reference (look
it up in a book or
computer, or ask
somebody who
knows about it)
problem)
Opinion (it depends
on how you feel, it
depends on who is
observing the problem)
Pattern seeking (ask many
people to look very carefully
and launch the rocket many,
many times)
| 9
Question:_____________________________________________________________________
_____________________________________________________________________________
Hypothesis:___________________________________________________________________
_____________________________________________________________________________
Independent (Manipulated) variable:_________________________________________
Dependent (Responding) Variable:___________________________________________
Develop ONE methods for testing your hypothesis:
Method 1:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_____________________________________________________________________________
__________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6. Write finalized detailed methods below. Be sure to include specific details. Ex: type of soil
used, amount of soil, containers used, type of plants, number of plants, how will you run the
experiment, how will you collect data (measuring with a metric ruler in cm, massing in grams,
counting, timing in seconds)? (Data must be quantitative and you must use the SI system of
measurement!)
Hu
man
Inge
nu
ity
How much time will you need? Where will you need to conduct your experiment (home, school, lab, some other place)? Will you need supervision? Will models be needed? Will any special equipment be needed?
Materials:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Procedures:___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________
Teacher’s Initials for approval _______ Due Date: 9/29/16 Once procedures are finalized, record them in your log book.
Safety First! You need to make a risk assessment of your project.
Make a list of any potential hazards.
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
Step 7: Complete the Appropriate Approval Forms: (See pages
13 & 14 for directions)
All students will complete the following:
Form 1
Form 1A
Form 1B (Only complete the information in #1. You and a parent
must sign the form (be sure you read the Ethics Statement). The
dates for your signatures must be before you begin
| 12
experimentation.)
Research Plan – not an actual form, directions for typing this document are below:
The research plan for ALL projects is to include the following:
A. Question being addressed Make sure your question meets the following criteria:
Does it interest me?
Can it be answered through experimentation or investigation?
Are necessary equipment/supplies available to me?
Is it useful to find out? B. Hypothesis/Problem/Engineering Goals
Make your hypothesis an IF/THEN statement to show exactly what you are testing and what you expect to find.
Make your hypothesis a TESTABLE statement.
NEVER change your hypothesis after experimenting. Remember, it is an educated guess. The reason for an hypothesis is to remind you of the goal of your investigation. If forces you to think and plan before you begin.
Your hypothesis should include the reasoning behind your prediction. Support your point of view with expert information.
C. Description in detail of method or procedures (The following are important and key items that
should be included when formulating ANY AND ALL research plans.)
Procedures: Detail all procedures and experimental design to be used for data collection
Data Analysis: Describe the procedures you will use to analyze the data that answer research
question or
hypothesis
D. Bibliography: List at least five (5) major references (e.g. science journal articles, books, internet
sites) from
your literature review.
If you are working with humans, animals, or hazardous materials, additional information will be
required in your research plan. See your teacher for details.
| 13
Directions for completing forms for science projects
When all forms are completed, you will get a lab grade. Please follow the directions carefully.
Go to http://www.georgiacenter.uga.edu/ppd/courses/academic-special-programs/georgia-science-and-engineering-
fair (You can do a Google search for Georgia Science Fair, and then click on Forms for Teachers and Students.)
Click on Form 1: Checklist for Adult Sponsor/Safety Assessment Form
Type in your name.
Type in project title
Click an X in boxes 1-3
In # 4, only check those that apply to your project.
In # 5, check the boxes in the first two rows. Only check the bottom two if they apply to your project.
Only check the boxes in #6 if they apply to your project.
Above Adult Sponsor’s printed name type: Dana Studdard
Above Phone type: 229-225-4394
Above email type: [email protected]
Print the form.
Go back to the forms page.
Click on Form 1A: Student Checklist/Research Plan
Complete the information under #1 for you. You will leave b & c blank.
Complete #2.
Complete #3: Thomas County Middle School
4681 US Highway 84 Bypass
Thomasville, GA 31792
229-225- 4394
Complete #4: Dana Studdard
Answer #5 for your project. If it is a continuation, check all boxes. You will have to complete form #7
at the end.
In #6 write your projected start and end date. These are the dates you will actually begin and end your
experimentation. Be sure you use the form month/day/year. You will write in the actual dates
when you actually start and finish.
ALL APPROVAL FORMS MUST BE DATED BEFORE YOUR ACTUAL START DAY!
Complete #7 & #8 for your project.
#9 & #10 will be completed separately and you will be directions later.
Print the form.
Go back to the forms page.
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Click on Form 1B: Approval Form.
Check the two boxes in number 1 (be sure to read them and abide by them).
Type in your name and the name of the parent who will sign the form.
Print the form, take it home and get it signed. Return when signed.
Go back to the forms page.
Only complete form 1C if you are going to do your project somewhere other than school or home.
Only complete form 2 if you are working directly with a scientist who is an expert in the field of your project. (This is not
necessary if you talk to someone.)
Complete form 3 if you are working with anything potentially dangerous (bacteria, burning things, etc.).
Complete form 4 if you plan to work with human subjects in any way.
No one will complete #5.
Anyone working with bacteria needs to complete #6A.
No one will complete #6B.
If you are continuing a project from last year, you need to complete #7.
The abstract will be completed after your experiment is finished. You will get separate directions for this at a later date.
*Research Plan is due on 10/14/16
y
| 15
Presentation
Garbled message due to
problems relating to the
presentation; very difficult to
read and understand; major
distractions; random or
confusing layout; did not
follow format at all
10
Message is understandable at times;
appears empty, fussy, or cluttered;
consistent layout; followed format
somewhat
15
Enhances the ability for reader
to understand and connect
with message; pleasing to the
eye; formatting suits purpose;
followed format
20
Format
Paper includes very few of
the formatting requirements.
10
Paper includes some of the
formatting requirements.
15
Paper is double spaced, one
inch margins, 12 point type,
standard font
20
Comments: Total Points:
| 16
Technology Rubric Years 4 & 5 Student’s Name___________________________ Teacher:
A. Investigate B. Design C. Plan
0 The student does not reach a standard
described by any of the descriptors given
below.
The student does not reach a standard
described by any of the descriptors given
below.
The student does not reach a standard
described by any of the descriptors
given below.
1-2 The student states the problem. The
student investigates the problem,
collecting information from sources.
The student lists some specifications.
The student generates one design, and
makes some attempt to justify
this against the design specification.
The student produces a plan that
contains some details of the steps
and/or the resources required.
3-4 The student describes the problem,
mentioning its relevance. The student
investigates the problem, selecting and
analysing information from some
acknowledged sources. The student
describes a test to evaluate the
product/solution against the design
specification.
The student generates a few designs,
justifying the choice of one design and
fully evaluating this against the design
specification.
The student produces a plan that
contains a number of logical steps that
include resources and time. The student
makes some attempt to evaluate the
plan.
5-6 The student explains the problem,
discussing its relevance. The student
critically investigates the problem,
evaluating information from a broad
range of appropriate, acknowledged
sources. The student describes
detailed methods for appropriate testing
to evaluate the product/solution against
the design specification.
The student generates a range of
feasible designs, each evaluated
against the design specification. The
student justifies the chosen design
and evaluates it fully and critically
against the design specification.
The student produces a plan that
contains a number of detailed, logical
steps that describe the use of resources
and time. The student critically
evaluates the plan and justifies any
modifications to the design.
Per
son
al
Ref
lect
ion
What score do you think you should get?
What did you do well for the above
criteria? What do you think you could
have done better?
What score do you think you should get?
What did you do well for the above
criteria? What do you think you could
have done better?
What score do you think you should
get?
What did you do well for the above
criteria? What do you think you could
have done better?
Tea
cher
’s
Ev
alu
ati
on
| 17
Step 9: Create (Criterion D): You are now ready to gather materials and begin testing!
A. Will I need to get permission to use the school’s labs or other facilities? Are there any
special materials that will need to be order through a science company? Will I need to
check out any lab equipment?
B. Projected start date: _____________ Projected end date: ______________
C. Before beginning the experiment, make tables for recording your results in your log
book or in a digital spread sheet.
D. Did you stick to your original research plan? Or did you have to make adjustments?
Justify adjustments that were made to your original research plan:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
| 18
Step 10: Analyze Data
Data from trials will be averaged and graphed. Bar graphs work best for data that has been
counted; line graphs compare independent and dependent variables; pie charts compare parts
of a whole.
Conduct statistical analysis of data: find average, mode, mean, standard deviation, conduct
test of statistical significance (T-test, X2, Z-test ). See teacher for details.
Print and paste graphs and charts below and put them in your log book:
| 19
Step 11: Evaluation (Criterion E)
Evaluate the success of the experiments in an objective manner based on the results of
testing: (Be sure to evaluate yourself at each stage of the design cycle(refer to pg 4) and
suggest improvements)
Investigate____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Plan_________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Create________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
| 20
Eval
uat
e (
Cri
teri
on
E)
What problems did I encounter? If I had to do it again, what changes would I make? What aspects of your project worked well? Was there constancy with your data from each trial(Why or why not)?
Step 12: Conclusion/Discussion
What conclusions can be drawn from the outcomes of your experiments? Was the hypothesis
supported or rejected? How do these conclusions impacts life, society and/or the
environment?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Step 13: Abstract (See rubric on next page)
Abstracts must be type on the official abstract form, must be less than 250 words, and written
in third person, past tense. The abstract will be displayed with your project backboard. This
form is found at the same location as the approval form you have already completed at the
UGA web site. Warning: there are many other forms out there, so please go the UGA site!
| 21
Step 14: Type the science fair paper (See rubric on pages 23-24)
This should be an easy task, since most of the paper has already been written. Follow the
rubric carefully on the next pages.
Abstract Rubric
The abstract should be completed after experimentation and typed on the official form which is available at the same website as
other forms. Use the rubric below as a guide for completing the abstract. Include the information below in one blocked paragraph!
Ab
stra
ct
Format
The abstract contains
only one of the
important formatting
elements.
5
The abstract contains some
of the important
formatting elements.
7
The abstract is on the official form and
is less than 250 words. It is written in
third person and past tense.
10
Total Points:
Comments:
Title
The title contains none
or only one of the
important elements.
5
The title contains some of
the important elements.
7
The title is limited to 65 characters
and spaces. It is brief and descriptive.
(The same title must be used for all
forms and displays.)
10
Problem
The statement of the
problem contains none
or one of the important
elements.
5
The statement of the
problem contains some of
the important elements.
7
The statement of the problem tells the
reader what specific questions are
addressed in the study. The variables
and limitations are identified. The
intent and objectives of the research
effort are made explicit in this
statement.
10
Purpose
The purpose of the
project is not mentioned.
7
The purpose of the project
is mentioned, but is not
clear.
10
The purpose states the usefulness of
the study. It answers the question
why the project was undertaken.
15
Hypothesis
The hypothesis is not
focused and clear.
7
The hypothesis is stated
clearly, but does not limit
the scope of investigation
or unify the research
design.
10
The hypothesis limits the scope of the
investigation and unifies the research
design.
15
| 22
Procedure
The procedure is not
mentioned
5
The procedure is
mentioned, but is not clear
7
A brief summary of what was done is
provided. (This is not a step by step
procedure.)
10
Data
There is no mention of
any data
7
Some data is mentioned,
but it is not clearly
summarized
10
The data is summarized in a clear and
understandable way
15
Conclusion
There is no clear,
reasonable conclusion
7
The conclusion contains
some of the important
elements.
10
The conclusion provides a concise
statement of the outcomes of the
investigation. It is written in
nontechnical language and relates
directly to the hypothesis. The
conclusion identifies unsolved aspects
of the original problem or identifies
any new problems.
15
Name ______________________________ Research Report Rubric
The research report should be in a notebook (three-ring binder). It should contain the following information (in the
order indicated). Each section should begin on a new page. Use 1 inch margins and 10 or 12 pt. type. The title
page may include larger type.
Total
Points:
Comments
Original
abstract &
forms
Abstract and forms are very
incomplete or not included.
5
Abstract and forms are
incomplete.
7
Original abstract & forms
present and completed
properly.
10
Title page &
table of
contents
(separate
pages)
The title page and table of
contents are not complete or
not included
5
The title page and table of
contents are present, but are
not very helpful in following
the paper.
7
Title page and table of contents
present. The TOC allows reader
to follow the organization of the
paper quickly.
10
Introduction Very few or none of the
elements of an introduction
are present.
5
Some of the elements of an
introduction are present.
7
The introduction sets the scene
for the report. This includes the
background information,
hypothesis, problem, and
explanation of what prompted
the research.
10
Materials &
methods
The methods and materials
are not described clearly.
5
Some of the elements of the
description of the materials
and methods are present.
7
The methodology used to collect
data and/or make observations
is described in detail. The
description is detailed enough
that someone would be able to
repeat the experiment from the
information.
10
| 23
Results The data are missing or very
incomplete and unorganized.
5
The data are included, but is
not in an organized way.
7
The data and/or observations
are listed neatly and clearly in
tables and graphs if applicable.
10
Discussion Only one or none of the
elements of a good
discussion are present.
7
Some of the elements of a
good discussion are present.
10
The results are compared with
expected results. Possible
errors are included. Ideas for
other experiments to be
conducted are discussed.
15
Conclusion Only one or none of the
elements of a good
conclusion are present.
5
Some of the elements of a
good conclusion are present.
7
The conclusion is a brief
summary of results. It is
specific, not generalized.
Nothing is introduced in the
conclusion that was not
discussed earlier.
10
Acknowledgments No acknowledgments are
given.
0
Acknowledgments are
present, but incomplete.
3
Individuals, businesses, and
educational or research
institutions that provided
assistance are credited.
5
References/
bibliography
References are not included.
0
References are listed, but not
in an appropriate format.
7
References are listed in an
appropriate format.
10
Presentation Very few of the directions for
completing the research
report were followed.
5
Some of the directions for
completing the research
report were followed.
7
Directions (see top of page) for
completing the research report
were followed.
10
Step 15: The Display
Your display should attract and inform. Make it easy for readers to assess what you have done
and the results you have obtained. Use your limited space well with concise language and
compact visuals. Make headings stand out to guide your reader through your research. Make
all text and graphics large enough to read from several feet away. Display data in graphs and
include photographs. Do not cut out your research paper and paste it on the board. The
display is just a summary of your work!
Examples:
| 24
Be sure to write captions under pictures and graphs! Below is the minimum information that should be part of your display. Name ____________________________
Items to be displayed
with backboard—
Notebook with originals
of required forms and
research paper,
logbook, & abstract
None of these
items are
displayed with
the backboard
0
Only one of the
three items is
present
3
Only two of the
three items are
present
6
All three are present
10
Total Points:
Comments:
Title Not present
0
Not easy to read
and not clear
3
Easy to read or
clear
6
Easy to read and clear
10
Background
information &
question
Not present
0
Not easy to read
and not well
developed
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
Purpose
Not present
0
Not easy to read
and not well
developed
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
Hypothesis &
Independent and
Dependent
Variables
Not present
0
Not easy to read
and not well
developed
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
| 25
*Materials &
Methods
Not present
0
Not easy to read
and not well
developed
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
*Results Not present
0
Not easy to read
and not developed
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
*Conclusion Not present
0
Not easy to read
and not clear
3
Easy to read, but
not well developed
6
Easy to read and well
developed
10
Overall
Appearance
Not neat,
attractive, nor easy
to follow
6
Somewhat neat,
attractive, and
easy to follow
12
Neat, attractive, and
easy to follow
20
*No credit will be given for Materials & Methods, Results or Conclusion if you do not show proof/evidence
that the experiment was actually completed. This can be easily accomplished by taking pictures of you
working on the experiment. If a survey was used, then you must provide the surveys. If you built a model,
then you should bring a model to display or at least a picture of the model with you in it.
Scholars Academy Technology Rubric Years 4 & 5 Student’s Name___________________________ Teacher:
D. Create E. Evaluate **F. Attitudes in Technology
0 The student does not reach a standard
described by any of the descriptors given
below.
The student does not reach a standard
described by any of the descriptors given
below.
The student does not reach a standard
described by any of the descriptors
given below.
1-2 The student considers the plan and creates at least part of a product/ solution.
The student evaluates the
product/solution or his or her own
performance.
The student makes some attempt to
test the product/solution.
The student occasionally displays a satisfactory standard in one of the aspects listed below.
3-4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
The student evaluates the
product/solution and his or her own
performance and suggests ways in which these could be improved.
The student tests the product/solution
to evaluate it against the design specification.
The student frequently displays a satisfactory standard in both of the aspects listed below.
5-6 The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of *appropriate quality using the resources available.
The student evaluates the success of the product/solution in an objective
manner based on the results of
testing, and the views of the intended
users. The student provides an
evaluation of his or her own
performance at each stage of the
design cycle and suggests
improvements. The student provides an appropriate evaluation of
the impact of the product/solution
on life, society and/or the environment.
The student consistently displays a satisfactory standard in both of the aspects listed below.
| 26
Per
son
al
Ref
lect
ion
What score do you think you should get?
What did you do well for the above
criteria? What do you think you could
have done better?
What score do you think you should get?
What did you do well for the above
criteria? What do you think you could
have done better?
What score do you think you should
get?
What did you do well for the above
criteria? What do you think you could
have done better?
Tea
cher
’s
Ev
alu
ati
on
*Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics. **Criterion F refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:
personal engagement (motivation, independence, general positive attitude)
attitudes towards safety, cooperation and respect for others.
