Intel ISEF Middle School Science Fair: A Guide For Teachers

Intel ISEF Middle School Science Fair
A Guide for Teachers
Presented by
Berk Moss and
Rebecca Hall
The development of this guide was supported

by a grant from
1
•How many of you have asked
kids to come up with their own
inquiry questions and watched
them struggle because this is
something new to them?
2
•How many of you have asked kids to
come up with their own inquiry
questions and watched them struggle
because this is something new to
them?
• What questions could you
answer by gathering data
with these Lifesavers ? ®
3
Why Inquiry Skills?
• Inquiry skills have to be taught not just
expected.
• The skills students develop doing inquiry

are the most transferable ones in science.
4
Why Inquiry Skills?
• The skills students develop doing inquiry are the most
transferable ones in science.
• In their lives they will use these skills to
make decisions about:
5
Why Inquiry Skills?
• The skills we develop having students do inquiry are the most
.
transferable ones in science
• In their lives they will use these skills to

make decisions about:
– Educational plans
– Taking a job
– Buying a house
6
Why Inquiry Skills?
• The skills we develop having students do inquiry are the most
transferable ones in science .
• In their lives they will use these skills to make decisions about:
– Educational plans
– Taking a job
– Buying a house
• In each case, they need to:
– Clarify a question
– Plan an investigation
– Gather information
– Evaluate and draw a conclusion
7
Students learn these skills DOING
Science - not just learning about

science passively.
8
PDF
File
Intel Education Website
9
• Written for teachers.

• Written by teachers (and a parent volunteer)
• To provide extensive support middle school
teachers who are teaching science inquiry skills
and taking their students to the science fair for
the first time.
10
• Why middle school?
• Fits the characteristics of middle

school students
• Fits with the curriculum objectives
• Prepares for high school
• Teaches critical thinking skills
11
• The Guide was field tested by over 100
teachers in Oregon and Arizona.
Urban Rural
Native American Hispanic
African-American Suburban
12
Will this appeal to middle
school kids?
• Some traits of middle school age:
• Action oriented
•Want to do things
• Growing independence
•They make decisions
about their own
investigations
13
Will this appeal to middle
school kids?
• Some traits of middle school age:
Need structure for that independence
•Guidance through
the whole process
•Like to “show off”

•Displays and
presentations 14
Can your
students
generate their
own questions
based on
experiences
like these?
15
Can teachers survive this?
• This is good science and interesting

for kids, but can teachers survive it?
16
Intel ISEF Middle School Science
Group lessons teach skills Fair

Week 5 lesson
Introduction to Science Inquiry: Cars & Ramps
Week 6 lesson
Writing Procedures
Week 10 lesson
Managing Data and Line Graphs
Week 11 lesson
Investigative Questions
17
Doing their own investigations
Students work in pairs or alone …but the

program provides structure.
18
Doing their own investigations Fair

Week 12 lesson
Brainstorming Topics and Generating Questions.
Week 13 lesson
Polishing Questions
Week 14 lesson
Background Research
Week 17 lesson
Investigation Design
Example lessons 19
Preparing displays and presentations
Students use their results and analysis to prepare a

science fair display and presentation.
20
Fair
Preparing displays and presentations

Week 24 lesson
Transforming Investigations into Displays
21
Fair
Preparing displays and presentations A Guide for Teachers
Week 26 lesson
Analyzing Results
Parts of an Analysis Transparency

Conclusion: Answers your research
question and tells if your hypothesis was
supported or not
Error analysis: Examines the sources of
error in your work*
Limitations: Discusses the limitations of
your investigation*
22
Fair
Week 26 lesson
Analyzing Results
Transparency – Sentence Starters for Analysis
Sentence starters:
My research question was __________
My hypothesis was __________
My data shows that this hypothesis is supported.
=or=
My data shows that this hypothesis is not supported.
My conclusions __________________________
One thing I was not able to control was ________
Another thing I was not able to control was________
Someone shouldn’t over-generalize my results because
Results might change if someone used different __________
Results might change if __________
23
Fair
Developing Your Abstract Student Handout
The student in our example did a good job writing her

abstract. In the first paragraph she has a very short
description of the problem. Take a moment and write a
sentence or two about your investigation. What did you
study? What did you want to find out? Write your
purpose statement here:
_____________________________________________
___________________________
24
Fair
Sample Judging Questions Volunteer Handout

Below are listed some sample questions that a
judge might ask during an interview with a
student. (Please note that not all of these
questions will be relevant to all projects.)
Framing the Question:
• What prompted you to choose this topic?
• What is the question that you wanted to answer?
• What type of research did you have to do before
you began the experiment?
25
Fair
Tips for Volunteers Volunteer Handout

Helping Students with Presentations
Students will need the most help with the following:
• Making short notes on index cards - Be brief;
notes should give just enough information to jog
memory about what student wants to say
• Using and referring to their board as they talk -
The students should … …
26
Is it teacher friendly? Fair

Week 99 mock lesson

The Teacher Helicopter Ride
Overview – Students construct helicopter and teacher
rides it
Teacher to Teacher Background

•Many teachers find the promise to ride the helicopter themselves
motivating for the students.
Teacher Tasks Before the Session

•You’ll want to find your crash helmet.
•See if you can get a parent volunteer who had built a helicopter before.
•Make a transparency of “Helicopter Assembly Steps” ► for students to use.
27
Is it teacher friendly?
Week 99 mock lesson
The Teacher Helicopter Ride
Tasks During the Session
•Be sure to provide good helicopter plans.
•Are you sure that you put gas in the gas tank?
•Does someone have the number for the medics?
Teacher Tasks After the Session

•From now on, you will be able to commute by helicopter.
Send pictures to your Fair Director.
28
Fair
SECTION III –
Appendices
Appendix A: Glossary
Appendix B: Guide to Forms
Appendix C: Comments on Rules
Appendix D: Sample Calendars
and Integrated Unit
Appendix E: Resource list
Index
29
Is it teacher friendly? Intel ISEF Middle School Science
Fair
•Appendix D: Sample Calendars and Integrated Unit
30
Fair
• Appendix D: Sample Calendars
and Integrated Unit
31
Fair
and Integrated Unit
• This year:
•First year of the school: 85 kids in the program. All

students completed projects and competed in our
fair.
•6th graders could pair up, but 7th graders had to
work alone.
32
Fair
• This year: and Integrated Unit
•First year of the school: 85 kids in the program. All students completed projects and competed in our
fair.
•6th graders could pair up, but 7th graders had to work alone.
•Three teachers on the team: The entire project was integrated.

• Math teacher used the Guide to teach data
collection and transformation.
33
Fair
fair.

• Math teacher used the Guide to teach data collection and transformation.
• Language Arts teacher used the Guide to teach
descriptive writing, editing, analyzing, and writing
the abstract.
34
Fair
fair.

• Language Arts teacher used the Guide to teach descriptive writing, editing, analyzing, and
writing the abstract.
• Science teacher used the Guide to teach

scientific process, investigative design, and data
collection.
35
Fair
fair.

• Language Arts teacher used the Guide to teach descriptive writing, editing, analyzing, and
writing the abstract.
• Science teacher used the Guide to teach scientific process, investigative design, and data
collection.
• All teachers taught the display and

presentations lessons.
36
Fair
fair.
• At the end, all 85 students competed in our fair.

10 projects went on to the state fair.
37
Fair
Program Decisions
Teacher guidance
– Club vs. classroom

• Pros and cons of both the science class model and
the integrated team model. Support for each model
is in the book.
• Pros and cons of organizing a special club or using
and existing group and guidance on some of the
issues which arise.
38
Fair
Program Decisions
Teacher guidance
– Which Intel ISEF Fair to participate in.

– Organizational guidance on holding a school
fair.
39
Teacher guidance
– Help in recruiting volunteers
– Materials for orienting volunteers as they start
– Structure for volunteers to use as they work
with students and the program.
– Week by week plans and model calendars

– Lots of activities
– Transparencies
– Handouts
40
Teacher guidance
– Help in recruiting volunteers
– Materials for orienting volunteers as they start
– Structure for volunteers to use as they work
with students and the program.
– Week by week plans and model calendars

– Lots of activities
– Transparencies
– Handouts
41
• . What to do next?
• Eugenia time
revise
42
If you want to use this program
in your own classroom:
• Go through the book yourself
• Plan, plan, plan
• Make a calendar of your own
• Teach the lessons
• Find a mentor •Form questions
A middle school teacher experienced•in science
Design an fairs
inquiry
A high school teacher experienced in science fairs
•Collect and organize
A middle school teacher starting out data
in science fairs
•Analyze results and
draw conclusions
43
If you want to help others use the program
Go through the book yourself

•
• Identify a pioneer group of teachers for your first efforts
• Orient and train them.

– Training is a key. It is very important to have training
to fully implement the program successfully
• Plan support activities
Follow up trainings
Follow up e-mails
School visits by mentors
• Encourage !
44
Woodside Consultants
Science Education Leadership
Berk Moss Science Science Curriculum Specialist (Retired)
1215 E. 4th street Beaverton Schools
Newberg OR 97132 mossfam@teleport.com
h (503) 537-0777 c (503) 781-7932
Rebecca Hall
Science Teacher
Rachel Carlson Environmental Middle School
Beaverton OR 97006 rebecca_hall@beavton.k12.or.us
45

Intel ISEF Middle School Science Fair: A Guide For Teachers

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Intel ISEF Middle School Science Fair: A Guide For Teachers

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Доступные форматы

Intel ISEF Middle School Science Fair

A Guide for Teachers

The development of this guide was supported

• The skills students develop doing inquiry

• In their lives they will use these skills to

Science - not just learning about

Intel Education Website

• Written for teachers.

• Fits the characteristics of middle

•Like to “show off”

• This is good science and interesting

Group lessons teach skills Fair

Students work in pairs or alone …but the

Doing their own investigations Fair

Students use their results and analysis to prepare a

Preparing displays and presentations

Parts of an Analysis Transparency

Developing Your Abstract Student Handout

The student in our example did a good job writing her

Sample Judging Questions Volunteer Handout

Tips for Volunteers Volunteer Handout

Is it teacher friendly? Fair

Week 99 mock lesson

Teacher to Teacher Background

Teacher Tasks Before the Session

Teacher Tasks After the Session

•First year of the school: 85 kids in the program. All

•Three teachers on the team: The entire project was integrated.

•Three teachers on the team: The entire project was integrated.

•Three teachers on the team: The entire project was integrated.

• Science teacher used the Guide to teach

•Three teachers on the team: The entire project was integrated.

• All teachers taught the display and

• At the end, all 85 students competed in our fair.

– Club vs. classroom

– Which Intel ISEF Fair to participate in.

– Week by week plans and model calendars

– Week by week plans and model calendars

Go through the book yourself

• Identify a pioneer group of teachers for your first efforts

• Orient and train them.

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