SCIENCE PROJECTS AND SCIENCE FAIRS FOR GRADE 6

Teacher Notes for Science Project! Grade 6

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 Snakes (made of clay). Collections could be of: Leaves, roots, shells, bark, insects, or some common chemical elements. Demonstrations could explain how anything works, from simple machines to light bulbs to the eye (this could also incorporate a model). Demonstrations can also explain why something happens the way it does. Examples include: What makes rain and hail?, Why the moon has phases, How food decays, or Why thunder is heard after the lightning. Experiments involve collecting data to answer a question. Examples of experiments are: Which paper towel is most absorbent?, Do sow bugs like light?, Which metals conduct heat the best?, or Which raisin bran has the most raisins? A model or collection could also be a part of an experiment or demonstration. For example, a student could collect shells from different locations and also look at the shells and compare and classify each sample. A model of the moon could be used to explain the phases.

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 (23 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. Nicole's experiment, Which Packaging Material Works Best?, is a classic for explaining why we should have both a large sample size and keep everything the same except the one thing we are testing. Nicole's sample size was obviously too small and her results suggested that the empty box would be better than the box with shredded paper. For a class project, test Nicole's results by dropping five eggs in empty boxes and five wrapped in shredded paper. Remember to keep the box size the same, use eggs from the same carton and drop all from the same height (Nicole's problem occurred at ten feet). Other topics to review: 1. Since we can't use the same egg each time, we should do the experiment many times to be confident that any variance in egg shell strength is reduced. Is the orientation of the egg in the boxes important? Is an egg shell stronger when subjected to lengthwise vs. widthwise forces (Ans: Yes!). Do we have any way of knowing the orientation of the control egg when it hit? Should we pack all other eggs on their side (vs. their ends) to help remove this variable? Is the point of impact of the box important? What if one box hit on a corner and another hit flat, or one was tumbling and one was not? Also note that in Nicole's experiment, all the eggs survived in the styrofoam, popcorn, and bubble wrap. From this, can she conclude if one is better than the other (Ans.: No, she must do the experiment more times until she has a clear winner). Finally, could we transfer the results to the breakability of something else? How about duck eggs? How about light bulbs? (Answer: From our chicken egg experiment, we can hypothesize or guess how something else might survive but to be sure, we must re-do the experiment using the new item).

Another fun experiment to try is Tasha's M&M evaluation. In actuality, M&Ms are mixed in batches of brown(30%), red(20%), yellow(20%), orange(10%), green(10%), and tan(10%). Tasha checked eight bags and found the count to vary from 53-60 (avg. of 57 per bag). If we reached into the big vat of M&Ms and pulled out 57 M&Ms, would we expect to get the exact mixture above? (Ans: No) On the other hand, if we checked 5,000 bags and averaged the numbers of each color, would we more closely approximate the mixture above? (Ans: Yes). With eight bags, Tasha found the following: Brown, 31%; Red, 28%; Yellow, 20%; Orange, 8%; Green, 8%; and Tan, 4%. In your classroom give one bag of M&Ms to every group (use at least 10 bags). Have each group count the number of each color, then graph the results. On the blackboard, start with the results of the first group and look at the percentages of colors (Note: To find the percentages, divide the number of that color by the total number of M&Ms then multiply that number by 100). Compare these results to those above. Why are they different? Now add group two's results in and look at the percentages. Are the results getting closer to the data above? Continue until all data from the class is added in. How does increasing the sample size help us to get a more accurate answer to our question? More information on M&Ms: M&Ms have been around since 1940. In the original assortment, there was a purple M&M but the Mars Company did some scientific research and found that people don't relate well to purple (or blue) food mainly because there is very little blue food in the world! So they discontinued the purple ones. Also from their research they found that the combination above was the most pleasing to look at, and since M&Ms are made of chocolate, dark brown was a common color. Red was common too because it is a good "advertising" color. In 1976, red was discontinued due to public hysteria over red dye #2, which wasn't even used in red M&Ms. The reds returned in 1987. Peanut M&Ms have only five colors and are evenly mixed. This is because there are fewer to a bag and with six colors they couldn't be assured of an even enough mix of colors in each bag (say when you grabbed 21 vs. 57). You could do this same experiment with peanut M&Ms and compare the results to the plain. Which type conforms to the manufacturer's specifications the best? According to research, all M&Ms taste the same (tan, yellow, red, green, brown, and red). You could test this by blindfolding people and having them guess the color. Finally, "Can we eat our results?" is always a question asked. If all students wash their hands before doing the experiment, it's probably ok. Yummmm!

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.