science project grade 5

Teacher Notes for Science Project! Grade 5

This program deals with demonstration and experimental type science projects only. Most students should be encouraged to try and do an experiment, however those with undeveloped problem-solving skills will be more successful by choosing a demonstration. The following example lesson plan will help you to successfully integrate the video into your science fair assignment.

Before showing the video program:

Discuss different types of science projects and identify each as a model, collection, demonstration, or experiment. Models could include: Volcanoes, Our solar system, Inside the Earth, The Moon, The sea floor, or Insects (made of clay). Collections could be of: Leaves, rocks, sand, bark, insects, or some common chemical elements. Demonstrations could explain how anything works, from bicycles to batteries to the human heart (this would also incorporate a model). Demonstrations can also explain why something happens the way it does. Examples include: What makes a rainbow?, Why the sun appears to rise in the east and set in the west, Capillary action, or How elements combine to make compounds. Experiments involve collecting data to answer a question. Examples of experiments are: Which battery is the best buy?, Does music help a plant to grow better?, How much dust is in our air?, or How important is air pressure in bicycle tires? A model or collection could also be a part of an experiment or demonstration. For example, a student could collect rocks from different locations and also look at the rocks and compare and classify each sample. A model submarine could be used to explain how it sinks and floats.

When doing a science project, there are some important rules to follow. Most importantly, each plan should be approved by the teacher before the student begins his/her project. When doing an experiment, the problem should be clearly stated as a question. Each student should learn as much as possible about their topic before beginning the experiment. From the research, they should predict what they think will happen. This is called a hypothesis. Once they complete their experiment, they will check to see if their hypothesis, or original guess was correct. It is quite acceptable if their hypothesis was incorrect!

Show the video program (22 min.)

Discuss or try some of the projects shown on the program.

The best way to teach experimental methods is to try some experiments in class. After you show the video, we recommend you try some of the experiments you saw. See if your results agree with those found on the video. Some of the projects shown that are easily reproduced are: 1. The Freezing Temperature experiment/demonstration. Have student groups place different amounts of salt on the string and ice cube at the same time. After one, two, or three minutes ask them to carefully pick up the string (note: try this yourself in advance to determine the best time to use). Which amount worked the best? Remember to use the same type of string, cubes from the same tray and salt from the same container. We are trying to keep everything the same except the one thing we are testing. Typical discussion questions: If we used different types of string, would it be fair to test the amounts of salt? What if we used ice from different refrigerators or salt from different companies? Would our experiment be fair?

Another one you could try is Vincent's Testing For Iron In Liquid Drinks. Each group (2-4 students) receives a jar of strong tea and three or four small (baby food bottles) containers of different juices. Pour in tea to the 1/4 mark then add juice to the 1/2 mark, swirl. Does it turn cloudy? Do your results agree with Vincent's? Would it be fair if some groups had weak tea and other groups strong tea (or different types of tea)? What if one group added more (or less) tea? Would that be a fair comparison? What if one group had Harvest Day apple juice and another had Minute Made and one turned cloudy and the other didn't. What could we conclude? Usually, an experimental question will generate many more questions. Some questions from this experiment might include: What type of tea works best in doing this experiment? Does the amount of tea affect the outcome of the experiment? Why does iron turn the tea turn cloudy?

A third experiment could attempt to answer the question, How does the size of the hole affect the image in a pinhole camera?. Have students make pinhole cameras with coffee cans. Make different sized holes in each (note: a tiny hole can be made with a hammer and nail. For larger holes, you can widen the nail hole with a triangular file.) Identify each camera by number and measure the diameter of the pinhole. Make a hypothesis before doing the experiment. What do you think will happen to the image as the hole gets bigger? Student groups test each camera by looking at a single light bulb in a darkened room. After recording their results, hold a class discussion to formulate a conclusion. Are you now able to answer the original question? Was your hypothesis correct? Now ask the class how we would answer the question, "Does the size of the can affect the image?". Remember we keep everything the same except the size of the can!

Mara's experiment, The Mystery of Reflection is also fun. You could try this one but attempt to answer a question instead. Examples include: Is it easier to trace the images with the right or left hand?; Do people get better at tracing the images after ten tries?; Is there transference from the right to left hand? (after 10 tries with the right hand is it easier to do with the left?); Are boys better than girls? With this experiment, you can demonstrate the importance of a large sample size. If one boy is better than one girl, does that mean that all boys are better than all girls? How many should we test to see if there really is a difference?

Questioning your students on experimental methods is very valuable! It encourages them to think and learn how to properly solve problems. These skills will be extremely valuable throughout life. Finally, when your students pick their project, encourage them to spend time thinking of a good topic. Be creative and try not to do a project shown on the video.