Science Fair Curriculum Guide
Using inquiry boards
Authors:
Kristin de Nesnera, PhD Candidate, University of California Santa Cruz
Max Tarjan, PhD Candidate, University of California Santa Cruz
Rob Hoffman, Science Curriculum Coach, Pajaro Valley Unified School District
Content modified from:
Buttemer, Helen. "Inquiry on Board!." Science and children 44.2 (2006): 34-39.
Field tested:
Pajaro Middle School 6th grade Math/Science core classes
Watsonville High School Science Fair Club students
Module Type: Class and group activity
Duration: 40 mins
Key materials:
● Large board space
● Easel pad sheets (post-it variety that can be stuck to board are ideal)
● Blue and yellow 8 x 11 sheet paper cut in half
● Tape
● Small Post-it notes (two different colors - blue and yellow preferred)
● Inquiry board worksheets (4 pages)
● Science Fair Notebooks
● Science Fair Notebook inserts (2 pages)
Concepts and Skills:
● Independent, dependent, and control variables
● Definition of and how to form a hypothesis/prediction
● How to construct a graphical hypothesis
NGSS Practices:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out an investigation
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Introduction for Teachers
Why this matters:
Constructing a hypothesis is an important step in the science investigation process. In order to
clearly articulate a hypothesis, students first need a firm understanding of independent and
dependent variables; however, this is a concept with which students commonly struggle to
grasp and, more importantly, apply to the scientificprocess. When asked to construct a
hypothesis students are often instructed to insert their independent and dependent variables
into an “If, then” statement. Provide an example here However, the rigidity of this format does
not allow it to easily fit all types of science investigations and can lead to further confusion. In
the module we use four inquiry boards (Buttemer 2006) as a way to structure the scientific
process using variables as a common thread through brainstorming, constructing a testable
question, through forming a hypothesis. We also use graphical hypotheses (prior to written
hypotheses) as a tool for students to think through what they expect their results to look like
and why.
Background for teachers:
This module is designed to help students understand variables in a scientific investigation and
form a hypothesis for their science fair project. This has been designed to follow the two
previous science fair modules listed below, however, this could easily be adapted for use in
any classroom setting.
The practice of forming a hypothesis and understanding variables used in a scientific
investigation are important fundamentals for all students. While, students with engineering
design projects will not be using this practice for their science fair project, it is still helpful for
them to work through the exercises in this module so they gain the skills necessary for future
science investigations.
Previous science fair modules:
1. Module 1 Spinning Tops Mini-Investigation: walked students through the process of a
full science project in one sitting using spinning tops as a point of inquiry.
2. Module 2a Questions and Problems: introduced students to the practice of asking
testable questions and identifying problems for engineering.
Supplementary materials:
● Inquiry board activity teacher guide
● Inquiry board student worksheets (4) (Modified from: Buttemer, Helen. "Inquiry on
Board!." Science and children 44.2 (2006): 34-39.)
● Science fair notebook inserts (2)
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Module Description
Materials:
● Large board space
● Easel pad sheets (post-it variety that can be stuck to board are ideal)
● Blue and yellow 8 x 11 sheet paper cut in half
● Tape
● Small Post-it notes (two different colors - blue and yellow preferred)
● Inquiry board worksheets (4 pages)
● Science Fair Notebooks
● Science Fair Notebook inserts (2 pages)
Preparation:
For teachers:
Review the teacher guide for the inquiry board activity. Prep materials for class demonstration
of inquiry boards. You will need 4 large sheets of paper (large easel board post its work well)
to construct four large inquiry boards that the whole class will be able to see. You will also
need large post-its or colored sheets of paper and tape to place on the sheets of paper during
the class inquiry board activity. (Optional) Pre-write definitions for students on board.
Alternatively, the teacher can write the definitions with students as a class.
Print-outs:
● Science fair notebook handouts for students
● Inquiry board worksheets (4) (enough for students to work in pairs)
○ These worksheets are potentially reusable since students will only need to place
post-its on the worksheets. The only exception is the final inquiry board
worksheet (worksheet 4) where students will need to be able to write in the axes
labels and draw their graphical hypothesis. If desired, teachers could laminate
copies of these worksheets and students could write on them using dry erase
markers.
Timeline:
1. Class activity: Demo inquiry boards (30 mins)
2. Science fair groups work on inquiry boards for their science fair project (10 mins)
Starting Point For Inquiry:
Inquiry boards are a successful tool that have been used to highlight the role of variables in the
scientific process (Buttemer 2006). In this module, we describe how to use four inquiry boards
that sequentially lead students through the process of brainstorming, asking a question, and
forming a hypothesis with variables as a common thread that links each step of the scientific
process. Students are also familiarized with key science terms such as X,Y, & Z (see Glossary
section below). Teachers should first demonstrate how to use the inquiry boards with the
students using a simple example and then students should apply them to their own science fair
question. Detailed instructions are described below.
Detailed Procedure:
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1. Class activity: Demo inquiry boards (30 mins)
In this activity the teacher will show the students how to use the inquiry boards using the
spinning tops example from the mini-investigation module. If the class did not complete
the spinning tops module, these activities can be easily modified to incorporate an
example that the class is familiar with. As the teacher works through the inquiry boards,
students will be introduced to key concepts including: independent variable, dependent
variable, control variable and hypothesis. Teachers can use the Inquiry Board Teacher
Guide provided with this module as a helpful reference in the classroom while doing this
activity.
a. Inquiry Board 1- Brainstorm:
i.
Have students brainstorm variables that they were able to change or vary
about the spinning tops (examples: size of base, length of spindle, shape
of base, sharpness of pencil (spindle), weight of the top, height of the base
on the spindle). Write these on yellow sheets of paper and stick them onto
the large easel sheet for Inquiry board 1. Have students write these on
yellow post-its and place them on their inquiry board handout. Then have
students brainstorm variables they were able to measure or observe about
the tops (examples: spin duration (time), speed of the top). Write these on
blue sheets of paper and stick them on to the large easel sheet for inquiry
board 2. Have students do the same with blue post-its.
ii.
Explain to students that all these things (blue and yellow post-its) are
called “variables”. Explain the definition of a variable is anything that can
be changed, measured, or observed in a science investigation. Then
explain that there are two types of variables: the things we can change or
vary are called independent variables or manipulated variables (yellow
post-its) and the things we can measure or observe are called dependent
variables or response variables (blue post-its). A helpful for phrase can be:
“the independent variable is the variable I change, the dependent variable
depends on the independent variable.”
b. Inquiry Board 2- Choose a variable
i.
Explain to students that for a scientific investigation you can only change
or vary one independent variable in order to know what is causing the
dependent variable to respond. We suggest using a class example where
the size of base (small, medium, large) is selected as an independent
variable and spin duration is selected as the dependent variable. Place the
post-it for these variables in the appropriate place on Inquiry Board 2.
Explain that other independent variables (under things we can change or
vary) must stay constant and will be control variables in this example.
Have students mirror this on their own inquiry boards using their post-its.
c. Inquiry Board 3- Ask a question
i.
Using the independent and dependent variables that were selected, plug
the appropriate post-its into the testable question on the inquiry board.
Have students pair share and try to place the independent and dependent
variable post-its into the question on their own boards, then demonstrate
for the class on the large easel sheet for inquiry board three. For example:
“When I change or vary the size of the base (blue post-it) what happens to
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the spin duration (yellow post-it)”.
Explain to students that before we conduct a scientific investigation we
have to state our predictions for what our results will be and why based on
what is already known about the topic. Tell students that this is called a
hypothesis.
d. Introduce graphical hypotheses. For advanced students who are familiar and
comfortable with graphing, also introduce the DRY MIX acronym.
i.
Explain to students that one of the easiest ways to explain your hypothesis
is not by writing it but by drawing a graph of your prediction. Using the
DRY MIX acronym is an easy way to help build the graph. For younger
students, explain that the independent variable or changed variable goes
on the bottom or x-axis and the dependent variable or response variable
goes on the side or y axis.
ii.
Review DRY MIX acronym and have students write it in their science fair
notebook (review the concept of an x and y axis if necessary):
Dependent variable
Response variable
Y -axis (goes on y-axis)
ii.
Manipulated variable
Independent variable
X-axis (goes on x-axis)
e. Inquiry Board 4: draw graphical hypothesis
i.
Demonstrate to students how to draw a graphical hypothesis using the
fourth inquiry board. Place the dependent variable (blue post it) on the yaxis and place the independent variable (yellow post-it) on the x-axis.
Then explain to students that we will need to label the axes. For younger
students not familiar with graphing, explain that variables on an axis
generally start small and increase. In the suggested example, the x-axis
variable is the size of the base and can be grouped into categories (small,
medium, and large). Label the x-axis with these categories. The y-axis
variable in this example is spin duration. Label the y-axis with an arrow
that increases up the y-axis. (see image in Teacher Inquiry Board guide).
Once the axes are labeled, have students predict the relationship between
these variables. Ask them how they think the size of the base will affect
the spin duration. It can be helpful to start at the extremes. For example,
when the size of the base is large do the students think the top will spin for
a short time or a long time. Ask the same question for small base. Then
make a prediction for the medium base.
ii.
For high school students, introduce the concept of continuous and
categorical variables. Have the student ask themselves if the variable on
the axis can be grouped into categories or if it increases or decreases. If
the variable can be grouped into categories then have them label the axis
with the categories. If the variable increases or decreases continuously
then have the students label with numbers or simply an arrow to show the
direction of increase.
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f. Science fair groups work on inquiry boards for their science fair project (10
mins)
i.
Once students are comfortable with how to use inquiry boards, have them
work in their science fair groups using the inquiry boards to create a
graphical hypothesis for their project idea. For students that are still
struggling with writing a testable question this will be extremely helpful
because the inquiry board structure forces them to identify what they will
change and what they will measure. This process may also cause
students to revise their testable question and/or variables. That is
completely normal and students should not be afraid to let their original
ideas and questions evolve through this process. During this period,
spend time with each group to help with individual challenges or
confusion. Having multiple facilitators working with students at this time is
extremely helpful!
ii.
Once groups have completed their inquiry boards have them copy their
hypothesis (written and graphical) into their science fair notebook.
g. If time allows, have students copy definitions in the glossary into their science fair
notebook.
Student achievement goals:
Following this module, students should be able to:
● Define and be able to identify independent, dependent, and control variables in an
investigation setup.
● Form a hypothesis for their science fair project in graphical and written format.
Possible pitfalls:
- independent variables not always manipulated (i.e. brands of products, dates,
environment)
- complex investigations that measure two or more dependent variables, or use multiple
experiments to test more than one independent variable.
Glossary:
variable: anything you can change, measure, or observe.
independent variable (manipulated variable or changed variable):
simple: the variable that I change or vary
detailed: the variable that is purposefully changed or varied so that you can observe the
effect.
dependent variable (response variable):
simple: the variable that responds to what you change
detailed: the variable that is measured or observed to determine if it responds to the
control variable (constant): variables that are kept the same throughout the study so that only
the effect of the manipulated variable (independent variable) is measured.
hypothesis: a proposed explanation based on evidence that can be tested using a study or
experiment
graphical hypothesis: a graph of what you predict your results to look like if your hypothesis
is true, where the x-axis is the independent variable and the y-axis is the dependent variable
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DRY MIX acronym:
Dependent variable
Response variable
Y -axis (goes on y-axis)
Manipulated variable
Independent variable
X-axis (goes on x-axis)
Useful References:
Buttemer, Helen. "Inquiry on Board!." Science and children 44.2 (2006): 34-39.
NGSS Resources:
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