By: John Haysom
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Science Fair Warm-Up, Grades 7–10: Learning the Practice of Scientists
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
|Publication Title:||Science Fair Warm-Up Series
|Grade Level:||Middle School, High School
|Read Inside:||Read a sample chapter: The Numbers Game: Are Some Measures Better Than Others?
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
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To the teacher:
Although this book is intended as a guide for your students, NSTA has you covered as well! Science Fair Warm-Up, Teachers Guide: Learning the Practice of Scientists provides all of the information you need to guide your students through the activities included in this book.
To the student:
If you have used Science Fair Warm-Up, Grades 5–8, you already have a pretty good idea of what a science fair project or real scientific investigation is like; if not, don’t worry.
Science Fair Warm-Up, Grades 7–10 provides you with the opportunity to choose a great project. For instance, you might carry out experiments that explore the mysteries of suffocating candles when they are deprived of air or the possibility of improving a water pump designed by the great Greek scientist Archimedes. If you prefer, you can select an inquiry of your own and even work with a partner.
As you work on your project, your teacher will give you help along the way. Together you will explore some of the more difficult problems other students have encountered: problems of designing and carrying out experiments, collecting and making sense of your findings, and sharing and reporting on what you have learned.
As you follow in the footsteps of scientists, you will learn about the ways in which scientists carry out scientific research and begin to understand how they have uncovered so much about how our universe works.
(mouse over for full classification)
Scientific habits of mind
Using scientific equipment
|Intended User Role:||High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Classroom management, Curriculum, Science safety, Teacher preparation, Teaching strategies
Chapter 1: Starting Points
* Paper Helicopters
* What Makes Seeds Grow?
* Check Rust
* What Makes Sow Bugs Move?
* Bouncing Balls
** Louis Braille’s Invention
** Archimedes’ Screw
** Electric Cells
** The Right Nail for the Right Job
** Suffocating Candles
*** Women Can! Men Can’t!
*** Smoking Chimneys
*** Acid Rain and Pollution
*** Life on the Moon
*** Falling Leaves
Chapter 2: An Overview of the Nature of Scientific Inquiry
**What Do Scientists Do?
Chapter 3: Science Without Numbers
**Looking for Similarities and Differences
Chapter 4: The Numbers Game
** Are Some Measures Better Than Others?
Chapter 5: Variables and Their Control
** Finding Out How Much It Matters
Chapter 6: Experiment Design
**Designing Good Apparatus
Chapter 7: Sources of Error
**Searching for Errors
Chapter 8: Making Sense of Your Results
**Graphing Your Data
Chapter 9: Explanations
**Getting Explanations That Fit
Chapter 10: Sharing Your Findings
**Writing Your Report
Chapter 11: Judging Projects
Chapter 12: Generating Ideas for Projects
**Ideas All Around You
Appendix A. Science Fair Project Judging Criteria
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National Standards Correlation
This resource has 16 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Communicate investigations and explanations.
- Identify questions that can be answered through scientific investigations.
- Design and conduct a scientific investigation.
- Think critically and logically to make the relationships between evidence and explanations.
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Understandings about scientific inquiry
- Scientists use different kinds of investigations depending on the questions they are trying to answer.
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
- Current scientific knowledge and understanding guide scientific investigations. (5-8)
- Results of scientific inquiry--new knowledge and methods--emerge from different types of investigations and public communication among scientists. (9-12)
- Teaching Standards
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Focus and support inquiries while interacting with students.
- Challenge students to accept and share responsibility for their own learning.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
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