Manitoba First Nations Science Fair
Information and Resource Package
Date of Fair: March 11 & 12, 2014
Location: University of Manitoba, Winnipeg
Deadline for School Entry:
January 14, 2014
Deadline for Project Registrations: February 24, 2014
Welcome aboard! This resource package is provided to all First Nations Schools
with encouragement to participate in the tenth annual Manitoba First Nations
Science Fair. It provides valuable information which can guide the development
of science fair projects in the classroom as an integral part of the curriculum. It
also provides details regarding time lines, format, and criteria for the fair. Also
within this package are extensive lists of project ideas and many websites
containing more yet.
Maximum Number of Projects Allowed: – 12 Projects per School.
For more information about the MFNSF please feel free to contact the individuals below.
Rudy Subedar, Program Manager:
594 – 1290
Ext. 2070
rudys@mfnerc.com
Or
Sharon Sutherland, Admin. Assistant:
594 – 1290
1
Ext. 2066 sharons@mfnerc.com
SPECIAL NOTE TO SCIENCE TEACHER
Notwithstanding any other directions or advice, which may be given regarding
the development of science fair projects with students, please note:
1.
Students without a lot of previous experience developing their own
studies and experiments, who have not had repeated experience in
experiment design, CANNOT on their own produce quality science
fair projects in the short term.
2.
Given the above, it is an expectation that the project is a joint effort
between the teacher and the student, and as such
3.
The responsibility for completion is a shared one.
4.
Because we see science fair as part of the teaching and development
process, the teacher must feel free to involve himself / herself to
whatever extent is necessary to ensure the student completes a
quality project utilizing Math, Language Arts, and Scientific
Thinking skills at or above his grade level. Regardless of the extent of
teacher involvement in design and decision-making, at the end of the
process, we can still end up with a student who has done the learning
and can present the project to judges and the public.
* THE TEACHER IS ADVISED, THEREFORE TO PROVIDE FOR YOUR
STUDENTS’ FIRST (AND POSSIBLY SECOND TIME AROUND), AS DETAILED
PROJECT OUTLINES AS STUDENTS NEED TO CHOOSE FROM.
ADDITIONALLY, YOU ARE ADVISED TO SELECT PROJECTS, WHICH USE
SIMPLE EXPERIMENTS TO TEST ITEMS ACCESSIBLE IN THE STUDENTS’
IMMEDIATE ENVIRONMENTS AND REAL WORLD.
ONCE YOU HAVE STUDENTS WHO HAVE BEEN THROUGH THAT PROCESS,
IT IS IMPORTANT TO BEGIN DEVELOPING ORIGINAL STUDIES, JOINTLY
ENVISIONED AND DESIGNED BY THE TEACHER AND STUDENT.
AFTER THAT LEVEL, STUDENTS WILL BE ABLE TO BEGIN INIATING THEIR
OWN IDEAS FOR PROJECTS FOCUSING ON PROBLEMS IN THEIR
ENVIRONMENTS. AT THAT POINT YOUR ROLE BECOMES “MENTORSHIP”
IN SCIENTIFIC THINKING, AS YOU HELP THEM DEVELOP THE
METHODOLOGY, CARRY OUT THE RESEARCH, EXPERIMENTS, AND
DEVELOP WRITE-UP AND PRESENTATION.
2
PART A: WHY THIS EVENT
Rationale
The MFNSF program is intended to:
1.
Increase the awareness of, interest in, and attention to science in First
Nations Schools.
2.
Improve the amount and quality of science being experienced by First
Nations students.
3.
Demonstrate that: science is fun; science is all around us in everyday
things; science includes all the other subjects; science can be understood
by everyone.
4.
Support the “networking” of our schools in the area of science, so that
teachers and students can share ideas, and learn from each other work
through dialogue and the review of each other’s work.
5.
Encourage participation in science fairs by First Nations Schools – at the
local, provincial, and national levels – and provide the opportunity for all
First Nations schools to do so.
6.
Lead to greater interest in, and commitment to developing competitive
science fair programs in First Nations Schools, for the purpose of
competing effectively with the province and country as a whole, thereby
affording our students the many opportunities, which stem from such.
7.
Provide an opportunity for teachers to build the skill set necessary to be
able to develop and implement authentic, more engaging curriculum for
students through the use of project based learning.
8.
Develop teachers’ understanding of, and ability to use curriculum
integration, and project based learning to develop more engaging
curriculum based in students own environments – thereby increasing
student engagement, and accelerating student achievement.
3
Philosophy and Goals of the MFNERC Science Fair
 The annual Manitoba First Nations Science Fair is a non-competitive,
celebration of science done by our students and teachers.
 All projects are recognized with one of three awards.
 The opportunity to share and view work completed by other schools,
students and teachers will enhance the idea and skill base of each of us,
leading to growth in the area of science education and increases in the
science fair performance levels of all participants in ensuing years.
 This fair will function as a catalyst to encourage greater participation by
more schools in future years.
During the year between fairs, teachers can build on what was achieved in the
previous cycle, when planning for and implementing the program for the next year.
They can do so by:
a) Further reflection on what they experienced at the previous MFNSF.
b) Discussions and joint planning with colleagues.
c) Reading, research, and further professional development.
d) Accessing consultation, help, and mentorship from the MFNERC science
specialists.
e) Developing more advanced projects by building upon and expanding the
same projects completed the previous year.
4
BENEFITS OF SCIENCE FAIR PARTICIPATION
BENEFITS TO THE STUDENT
SCIENCE FAIR PARTICIPATIONOFFERS THE STUDENT THE OPPORTUNITY TO:
- PURSUE AREAS OF SPECIAL INTREST.
- DEVELOP NEW AREAS OF INTREST.
- DEVELOP HIGHER THAN NORMAL LEVELS OF KNOWLEDGE AND SKILL IN
SCIENCE, MATHEMATICS, AND LANGUAGE ARTS.
- EXPLORE POTENTIAL CAREER FIELDS.
- GAIN RECOGNITION AND SENSE OF BELONGING.
- EXPERIENCE THE CONCEPT THAT THE REAL WORLD OFFERS GREAT REWARDS
FOR ACEDEMIC AND SCIENTIFIC EXCELLENCE.
- DEVELOP RAPPORT WITH A PEER GROUP OF ACADEMIC, SCIENTIFIC, AND
TECHNOLOGICAL INTRESTS.
- DEVELOP CONTACTS WITH ROLE MODELS IN TECHNOLOGICAL FIELDS.
- POSSIBLY TRAVEL AND MAKE NEW FRIENDS.
BENEFITS TO THE SCHOOL
* SCIENCE FAIRS PROVIDES THE SCHOOL WITH THE OPPORTUNITY TO:
- PROVIDE A FORUM FOR THE DISPLAY OF ACADEMIC AND SCIENTIFIC
EXCELLENCE.
- PROMOTE AND REINFORCE INTREST IN SCIENCE AND TECHNOLOGY.
- PROVIDE CHANCES FOR STUDENTS TO MEET AND INTERACT WITH THOSE
FROM OTHER SCHOOLS WHILE ENGAGING IN AN ACADEMIC ENTERPRISE.
- PLAY A LEADERSHIP ROLE IN THE ACCELERATION OF SCIENCE EDUCATION.
- INCREASES PUBLIC RELATIONS AND RAPPORT.
BENEFITS TO THE TEACHER
*LEADING STUDENTS IN SCIENCE FAIR PREPARATION AND PARTICIPATION
PROVIDES THE TEACHER WITH:
- OPPORTUNITY TO USE A PROJECT APPROACH, WHICH FACILITATES
INTEGRATION OF OUTCOMES FROM ALL CORE AREAS.
- OPPORTUNITY TO LEAD STUDENTS TO ACADEMIC LEVELS WELL BEYOND
GRADE LEVEL.
- OPPORTUNITY TO LEAD STUDENTS IN AN INTEGRATED ACTIVITY WHICH
DEVELOPS BOTH COOPERATION AND COMPETITION.
- OPPORTUNITY TO EXPERIENCE THE JOY OF TEACHING IN AN ENVIRONMENT OF
HIGHLY MOTIVATED STUDENTS.
- OPPORTUNITY TO EXPAND YOUR REPERTOIRE OF SKILLS BY ENGAGING IN AN
INCREASINGLY MORE OPEN ENDED AND INTEGRATED ENVIRONMENT.
- OPPORTUNITY TO SHOWCASE STUDENT ACHIEVEMENT AND GAIN JOB
FULFILLMENT AND RECOGNITION.
5
PART B: ORGANIZATION
Format of the Fair
1. Each school may enter a maximum of 12 projects.
2. Each project may be completed by, an individual or a pair of students.
3. Projects will be classified in four levels: Gr. 4-6; 7-8 1; 9-10; 11-12
4. At each level, projects are divided into three categories: Life; Physical; and
General Science.
5. All projects / exhibitors will be engaged in the full judging process.
(Judging form and criteria are enclosed as part of this package).
6. Teachers bringing students to the fair will be asked to participate in the
judging process. This is to provide everyone with the opportunity to
develop a greater understanding of a quality science project. This will in
turn enhance the overall level of projects completed in ensuing years.
PART C:
PROJECT DESIGN
** It is very important that you, the teacher, study this section until a
full and clear understanding of the fundamentals of project design is
gained. While it is fully acceptable for students to take “canned” projects
from books or web sites and repeat them when they are starting out, it is
imperative that they, and you, reach a point where original projects are
generated within your classroom. It is only then that the full benefit of
using Project Based Learning and a full grasp of the central skills of the
science curriculum are realized. This section provides Descriptions and
Examples of Sample Projects.
6
LEVELS OF PROJECTS
5
Innovation
4
Experimentation
3
Investigation or
Study
2
Modeling
1
Research and
Display
Levels of Projects.
In the above classification, the higher the number the more difficult the
level of science is assumed when projects are judged.
An explanation of the difference between these types, and examples of
each, follow.
7
Level 1 - Research and Display.
The student researches a topic, organizes the information and presents it using text,
pictures, diagrams, and oral presentation, and possibly simple models to show what
things ‘look like’.
Level 2 - Modeling.
The student does all the things listed in the above description, but in addition
constructs an accurate, more complicated model to demonstrate ‘how something
works’. The model in this case is of much greater significance in enhancing the
understanding of the concepts being studied.
Level 3- Study / Investigation.
The student conducts a study to gather his or her own data about the topic,
technology, or phenomenon being studied. This data is used to draw conclusions
about some aspect of the topic, and add to the body of knowledge available. The type
of data collected can vary greatly from project to project. It depends only on what is
appropriate for the question being answered.
Level 4 - Experimentation.
In this project the student is employing all the skills used in an investigation plus
more. In an experimentation project the student is running a controlled test using
treatment and control groups. Variables are manipulated by the experimenter, and
other variables
Measured for resulting change.
Level 5 - Innovation / Invention.
In this project the student seeks to develop an improvement to some existing system or
technology, or to add to the available body of scientific knowledge by conducting
original experiments using novel methods.
8
Some Examples.
The following “Example Sets” demonstrate how the same topic can be studied to
different depths as we move up through the different levels of project. As you read
through these, note how each level actually includes all the types of work involved
in the earlier levels as part of the project. In other words, these “levels” represent a
“Progression” in scientific thinking and scientific work. Each level by necessity
includes the types of thinking and activities required at the preceding levels, PLUS
SOMETHING MORE.
Example Set A: The Greenhouse.
Level 1. The Greenhouse - Research and Display.
1.
2.
3.
4.
5.
6.
Collect information on growing plants.
Collect information on greenhouses and how they work.
Write a research paper on greenhouses.
Obtain, or build a simple model to show what a greenhouse looks like
with plants growing in it.
Prepare a display board to share the information and pictures collected.
Include the model(s) in your display.
Level 2. The Greenhouse - Modeling.
1.
2.
3.
4.
5.
6.
Collect information on what plants need to grow.
Research one or a few particular plant(s) in greater detail if you wish.
Research the design and construction of a greenhouse in detail.
Diagram and explain each part of the greenhouse and its function.
Build a detailed model of the greenhouse showing its parts. Explain their
functions. (The model can be a working prototype).
Prepare a display of your work.
9
Level 3. The Greenhouse - Investigation.
1.
2.
3.
4.
5.
6.
Research greenhouses.
Write the important information discovered.
Come up with a question of your own not answered in the research.
(Example: How fast is the heat collected during the day lost during the
night? Or In what temperature range, outside can the greenhouse
continue to be effective for growing plants?)
Build a small greenhouse or go to an existing one and get permission to
make and record observations for your study.
Collect data over time.
Analyze the data and use it to attempt to answer your question.
Level 4. The Greenhouse - Experimentation.
1.
2.
3.
4.
5.
Conduct research.
Record information discovered.
From the knowledge gained, or which you previously had, ask a question
about greenhouses or some aspect of their operation for which you do not
already have the answer. The question should be about the relationship
between two things. It should imply a possible cause effect relationship.
For example, How does the color (or type) of plastic used affect the
temperature inside a greenhouse?
Set up a test where you have the two (or whatever number of) different
conditions. Collect data over time.
Compare the data from the different conditions and use it to answer your
question. * The most important element in designing experimental
projects is the identification and control of all, important variables. The
second most important is accurate and careful measurement and
collection of data. Third is logical and accurate interpretation of the data
collected in drawing conclusions (answering your original question).
Level 5. The Greenhouse - Innovation.
After you have done all the types of things listed in the levels above and are
somewhat of an expert on greenhouses or one aspect of their operation, design an
improvement to an existing design of some part of the technology. Set up
experiments to test your design and compare its performance with what is
presently being used.
* It is important here that your experiments are well controlled, fair tests.
10
Example Set B: Weather.
Level 1. Weather - Research and display.
1.
2.
3.
Research weather and how it is predicted and monitored.
Collect data on the weather in your area.
Complete a display of information, drawings, and photographs of
phenomena of climate, what we know of their causes, and how they are
predicted.
Level 2. Weather - Modeling.
1. Research a weather phenomenon such as tornadoes or hurricanes. ..or
Research how a weather station is built.
2. Build a working model to demonstrate how the thing you are studying
works. E.g. A model of a hurricane, a tornado in a bottle, or a working
barometer.
3. Use the model to demonstrate the concept, or if it is an instrument, to
demonstrate its use.
4. Prepare a display of your model and the information and learning which you
achieved in the project.
Level 3. Weather - Investigating.
1.
2.
3.
4.
5.
6.
Research weather and its causes.
Research weather instruments.
Generate a question about the local weather for investigation.
Build one or more instruments to monitor elements of weather.
Use the instruments made to monitor the weather in your area over time.
Use the data to make relevant inferences.
11
Level 4. Weather - Experimenting
1.
2.
3.
4.
5.
Research some aspect of weather in which you are interested.
Research how this is monitored.
Generate a question about the accuracy of one or more instruments or
sources of information about the local weather.
Set up apparatus to gather your own data and use it to compare the two
sources you wish to compare; or collect info using different apparatus
and compare them; or collect data to look at the effect of some element of
weather on something in your environment.
Prepare a display of your findings.
Level 5. Weather - Innovation
1.
2.
3.
4.
Study a weather instrument.
Build or obtain an example of an instrument in use.
Design an alternate instrument or an improvement to the present design.
Set up experiments to compare your design with that which is presently
used.
Level 5. Weather - Innovation
1.
2.
3.
4.
5.
6.
7.
8.
Research how some phenomenon of weather is predicted.
Collect data on the occurrences of this phenomenon.
Study how they have been predicted.
Analyze the processes used.
Design an improvement.
Present your ‘improved’ method for debate.
Be prepared to defend your reasoning.
If possible include data collected when your system was used.
12
PART D:
JUDGING CRITERIA AND GUIDELINES
SCIENTIFIC THOUGHT
(THE PRIMARY ELEMENT - WORTH 40 TO 50 PERCENT OF THE MARKS ON
THE JUDGES SCORE SHEET, DEPENDING ON THE GRADE LEVEL)
1.
2.
3.
4.
The hypothesis was stated clearly and reflected the background readings.
There was an effective plan for obtaining a solution or answer to a question.
The project carried out its purpose to completion.
The project shows an understanding of existing knowledge, use of adequate
scientific vocabulary and demonstrates an understanding of terms gleaned
from reliable sources of information.
5. Experimental design demonstrated understanding of the scientific methods.
6. The student has an idea of what further research is indicated by the project.
7. There is adequate data to support the conclusions. The experimental errors
inherent in measurements made and in the materials used were recognized.
(The variability inherent in living material is often not recognized by students.)
8. The experiment was repeated several times to establish validity of results
and/or statistically validated.
9. The variables are clearly defined and recognized. If controls were necessary,
there was recognition of their need and they were correctly used.
OTHER SCORING CRITERIA / RUBRICS
- ORIGINALITY
- VISUAL DISPLAY
- WRITTEN REPORT
- ORAL PRESENTATION
- PROJECT LOG BOOK
- DRAMATIC VALUE
 The Judges’ Score Sheets used at the MFNSF are included at the
end of this document.
 The Grade 4-6 Rubrics and Criteria is a three page document.
 The Grade 7-12 Score Sheet is a two page document.
 Please review these carefully, and regularly; make copies for
your students and teach them the meaning of each criterion as
they work on their projects.
13
PART E: OTHER SOURCES AND RESOURCES
Science Fair Resources on the
World Wide Web.
ULR
http://www.ipl.org/div/kidspace/projectgui
de/
Description of site
Science Fair Project Resource Guide
Contains advice and tips for students who
are designing a science project. From the
Internet Public Library. ... This site
provides a complete guide to science fair
projects.
Are you looking for some help with a
science fair project? If so, then you
have come to the right place. The
IPL will guide you to a variety of web
site resources, leading you through
the necessary steps to successfully
complete a science experiment.
http://school.discovery.com/sciencefaircent
ral/
Science Fair Central
Resource page for students, teachers, and
parents furnishes creative ideas and study
resources for science fair participants. ...
For Astronomy, Biology, Chemistry, Earth
Science and Physical Science...
Neuroscience for Kids - Science Fair
Projects
Successful Science Fair Projects By
Lynne Bleeker (Science teacher, former
science fair organizer and judge, and
parent) A successful science fair project
does not have to be expensive or even
terribly time-consuming.
EXPERIMENTAL SCIENCE PROJECTS:
An Introductory Level Guide
Experimental Science Projects: An
Introductory Level Guide To quickly jump
to a section below click on: ... Back to the
Cyber Fair Home Page ...
Science Fair Project On The Web
Step-by-step guide for completing a
science fair project includes hundreds of
project ideas and science fair topics. ...
Great Science Fair Project Ideas.
Elementary Projects. Intermediate
http://faculty.washington.edu/chudler/fair.h
tml
http://www.isd77.k12.mn.us/resources/cf/S
ciProjIntro.html
http://sciencefairproject.virtualave.net/
14
Projects....
The Ultimate Science Fair Resource Ideas, Information, Help, Links...
... The Complete Handbook of Science
Fair Projects this book has many ideas for
projects and tells you how to design, ...
http://www.halcyon.com/sciclub/kidproj1.h Science Club - Kids Science Projects
tml
Bill Beaty's Science Club offers simple
projects, medium difficulty projects, and
advanced projects for children to try out.
Find links to related sites. ... Turning
demonstrations into. science fair...
http://www.scifair.org/
http://mathforum.org/teachers/mathproject.
html
http://www.isd77.k12.mn.us/resources/cf/st
eps.html
http://www.stemnet.nf.ca/sciencefairs/
http://members.aol.com/ScienzFair/ideas.ht
m
http://homeworkspot.com/sciencefair/
http://physics1.usc.edu/~gould/ScienceFair
s/
Math Forum: Math Ideas for Science Fair
Projects
Math Ideas for Science Fair Projects
Collections of Suggestions The Data
Library - Pat Daley Data-sharing projects,
spreadsheets, and other sources of data on
the Web.
CyberFair - Project Steps
Use these nine steps to get a head start on
the science project. Find project ideas and
learn how to write the accompanying
paper. ... Steps to Prepare a Science Fair
Project.
School Science Fairs
Posts display projects for primary,
elementary, intermediate, and seniors
school students. Includes links to related
resources. ... Keep posted for new help
functions for science fair projects(see
menu at left). ...
ScienzFair Project Ideas
Award-winning resource for students
features an extensive categorical index of
science project ideas. ... These are not
science fair projects, but fun ideas and athome activities to get young minds...
Science Fair Projects, Science Fair Project
Center - HomeworkSpot.com
Ideas by Subject Middle School Science
Resources High School Science Resources
More to Explore ... Middle School Science
| High School Science.
This Library page is an attempt to provide
a single comprehensive list of every science
15
http://www.usc.edu/CSSF/Resources/Getti
ngStarted.html
http://jada.mech.nwu.edu/~peshkin/scifair/
http://www.halcyon.com/sciclub/cgipvt/scifair/guestbook.html
http://www.bcplonline.org/kidspage/scienc
efair.html
http://www.sciencepage.org/scifair.htm
http://www.chipublib.org/008subject/009sc
itech/scifideas.html
http://www.popweaver.com/scifair.htm
fair accessible through the World Wide
Web, whether of global or local scope.
California State Science Fair: Getting
Started with Your Project
... for students in identifying the types of
projects, as opposed to their subjects,
which make good science fair projects. ...
Science Fair Projects: lists of ideas
... Help with Science Fair Projects. There
are a lot of books and websites that give
details of projects.
Science Fair Idea Exchange
SCIENCE FAIR IDEA EXCHANGE Got
an old and unused (but cool) idea for a
science fair project? Why not ADD it
here? Let someone else go wild with it!
LOOKING for a science fair idea? Check
out the archive below! ... Many of the
science fair projects compare different
brands or types of products. ...
BCPL Kid's Pages Science Fair Projects
... Science Fair Idea Exchange Archived
list of formerly used science fair projects.
ScienzFair Project Ideas Ideas you ...
The Science Page: SCIENCE FAIR
PROJECTS and SCIENCE FAIRS
SCIENCE FAIR PROJECTS and
SCIENCE FAIRS from the Science Page
E-mail me with suggestions for new sites
or to indicate links that have changed.
Science Project Gif used on this page was
made by Michael Fisher, Stanley
Intermediate School.
Science Fair: Sources for Project Ideas, the
Chicago Public Library
SOURCES FOR PROJECT IDEAS
Knowledge of the rules for science
competitions is essential to help you decide
on the type of project to do and what ideas
would be good for each type
Science Fair Projects
... you like science? Do you like
experimenting with stuff? You can use
16
these experiments in your next school
Science Fair. ...
http://www.sciencehunt.com
Bunsen Bob's Science Hunt
Science Fair Ideas
http://www.csee.usf.edu/~rundus/madpages Madlinks
/scifair.html
How to do a Science Fair, and project
ideas.
http://www.terimore.com/
Science Fair Projects and Ideas by
Terimore Institute, Inc.
Science fair projects and ideas for
students pre-school thru 9th grade. ... Our
science fair projects are designed to give
students the guidelines they need to
complete the science fair project ......
http://www.sciencemadesimple.com/projec Elementary science projects & experiments
ts.html
for kids
Science Projects For Children Science
Help For Parents Science Made Simple
This Site is ICRA and SafeSurf For All
Ages! Children learn science the easy,
hands-on way with Science Made Simple.
... These fun science projects & great
experiments use common items.
http://www.apogeerockets.com/education/s Science fair projects with model rockets
cience_fair_projects.asp
Links to other sites that have information
about science fair projects that can be
accomplished using model rockets.
http://www.exploratorium.edu/science_exp Exploratorium Exhibit - Science Explorer
lorer/
Have fun and get messy exploring bubble
bombs and periscopes. Find out how to
make a roto-copter and a flipstick. ... can
get more Science Explorer activities and
support our museum at the same time....
PART F: MORE PROJECT IDEAS
Science Fair Project Ideas
… In no particular order.
======================================================
These sample project outlines are intended to provide you with some ideas that may be used as
templates to design a broad range of projects in different fields. A student may also elect to carry
out one of these projects exactly as written and, (s)he will have a very good project, provided it is
well done and the student knows the material at the conclusion of it.
17
1.
Mold. How do factors such as light, air circulation, moisture and temperature affect the
rate of growth of mold?
- Grow bread mold in different conditions (in the fridge, at room temperature,
near a heater; in the dark and exposed to light; with moisture and in dry
conditions; open to air and in sealed bags.
- Investigate each variable listed in a separate “experiment” being careful to
control all conditions.
- Conduct a second round of experiments using combined variables from the
results of the first round of experiments.
- From the results find the best means of inhibiting the growth of mold. Apply
this to the preservation of food.
- While doing the above complete a research paper on molds to accompany
your display and to expand your knowledge in the field.
2.
Bacteria.
What are bacteria? Where are they found? What factors affect their
growth?
- Research bacteria to find out how they are grown and observed.
- Prepare plates of gelatin or obtain prepared plates of nutrient agar.
- Take swabs from around the school (places such as the floor, desk tops, door
knobs, and sink taps are good sources) and grow cultures of them. Observe
and count the number of bacteria colonies found.
- Run further sets of labs to investigate the effectiveness of a product (or
products) that you select – such as hand soaps of antibacterial cleansers in the
prevention of bacteria growth.
- While these labs are ongoing, continue to develop and complete a reasonably
extensive research paper on bacteria to form part of your display and extend
your knowledge so that you can discuss the topic intelligently with judges.
* These experiments need to be done with the help of, and under the supervision of the
teacher. This ensures safe handling and disposal of cultures, and allows the student to
learn necessary safety protocols as part of the project.
3.
Germination. What factors affect the rate of seed germination?
- The germination of seeds can be observed by filling a clear plastic cup with
moist paper towel, placing seeds to be observed down the sides so they are
between the plastic and paper towel, and then observing daily. The length of
time to germinate (sprout) and the length and quality of shoots or roots after a
given time can be recorded.
- This set up can be used to observe the effects of variations in moisture, light,
temperature, and stimulants/nutrients on seed germination. Beans and corn
make two very good representative seeds for these experiments. A corn is a
monocot and a bean is a dicot seed. They are also large and easy to observe.
- This can also be done with whatever seeds are typical crops of the area.
- The results of this can then be applied to making recommendations for local
growers.
- A research paper on seed germination should accompany this display as well.
18
4.
Microwave radiation and seed germination.
-
-
-
The experimental method above could be used to investigate the effects of
exposure to microwave radiation on speed of germination.
Before placing seeds in the containers for germination they can be separated
into groups and each sample exposed to microwaves (in an oven on low
power) for a different number of seconds. One group of course would get no
radiation as a control group.
Once treated all seeds would be put to germinate and observed for several
days.
The objective of this project would be to investigate the possibility of
stimulating seeds to germinate faster than normal. This would be of benefit to
the farming community if it could be proven successful.
The research paper to accompany this project would include the science of
electromagnetic radiation and its role in plant growth, as well as facts on
germination.
5.
Wavelength Vs Growth. Under what colour light do plants grow best?
- Start a number of plants of the same variety. Choose something reasonably
fast growing and easy to grow such as beans or radishes.
- Place some plants under red cellophane, some under blue, some under yellow,
some under green, and some under clear. The colour of the cellophane
indicates the colour (wavelength) of light, which it allows to pass through.
- Monitor the growth of the plants over a few weeks and graph your results.
- Conclude which colour of light is most needed by plants to conduct
photosynthesis.
- The accompanying research paper for this project should include the visible
light spectrum, electromagnetic radiation, photosynthesis, respiration, and
plant growth.
6.
A Natural Herbicide. Do spruce needles and pine needles contain chemicals with
herbicidal qualities?
-
-
Have you ever noticed that under evergreen trees there is always an
abundance of dead needles and an absence of plant weeds or grass.
Hypothesize that the needles of these trees release chemicals, which inhibit
the growth of competing plants.
Obtain large quantities of green needles. This can be done, by cutting a
number of branches off an evergreen tree.
Remove the needles and place them in a large pot with water.
Heat the mixture to accelerate any leaching of chemical out of the needles.
Boil the mixture for several hours. Add water as necessary.
Plant trays of grass seeds. Allow them to sprout.
Treat one tray with a common commercial herbicide of your choice; treat
another with your homemade herbicide; and water the third with plain water
only.
Observe the trays daily and compare the amount of growth in each.
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-
Conclude whether or not evergreen trees contain chemicals that prevent the
growth of other plants.
Apply this information to the idea of developing more environmentally
friendly herbicides.
7.
Comparing Detergents.
- Set up an experiment to compare the effectiveness of different brands of
detergents.
- Apply some foreign material to different pieces from the same fabric.
- Hand-wash each in a different detergent for an equal amount of time.
- Allow them to dry.
- Compare the amount of soiling left on each sample.
- * As an extension to this, test a home made cleaner along with the commercial
ones. Compare your homemade solution with the store bought ones.
- Make sure you identify and control ALL important variables so you do a “Fair
Test”. Repeat your test more than once to make your results more reliable.
8.
Comparing Facial Soaps.
- This would be done as above except, instead of detergents you are testing
hand soaps.
- They could be used to clean something like ink off pieces of glass.
- Again, it is important to control all important variables to ensure a fair test,
and to repeat the test more than once.
- * Extend the level of this project by researching how soap is made, making
your own, and testing your own formula(e) along with the commercial ones.
You may then try to identify the important factors in soap manufacturing to
create the most effective soap.
9.
Perfect Popping.
- Determine which available brand of popcorn produces the most popped
kernels.
- This can be done by simply popping an equal amount of each brand and
counting the number of un-popped kernels.
- Repeat the test a number of times to ensure reliable results.
- Make sure all important variables are controlled.
10.
The Strongest Glue.
- Test a number of available glues for strength by setting up a fair test.
- Glue pairs of wood pieces together using different glues.
- Set up an apparatus to hold (clamp) one piece steady and break the other piece
away using weights or a spring scale.
- Measure the force needed break the bond. This will indicate the relative
strength of the glue.
- Collect amber from spruce trees. Heat it to make it liquid. This is a traditional
bonding agent (glue) and sealant used in things like Birch Bark canoes.
- Use the amber as a glue and measure its strength compared to the commercial
glues tested.
- Research the properties of amber and examine it’s advantages as a glue or
sealant.
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-
* Controlling important variables in this project is very important.
* Safety in designing the apparatus and carrying out the breaking test is
important and needs to be done with adult help.
11.
What’s in a Pond? Looking at Microscopic Aquatic Life.
- Grow hay infusions in jars: Fill a number of jars with pure water (melted snow
– white snow – works well); Add dead grass from the ditch, leaving the straw
half in and half out of the water.
- Allow to sit for five days.
- Begin examining droplets from each jar under the microscope daily. Protozoa
will appear by the end of the first week.
- Diagram each type of organism you find every week for six weeks.
- While you are doing this, research protozoa in the library and try to identify
the species you are finding.
- After you have grown a number of cultures, set up experiments to measure the
effects of different environmental conditions such as increased acidity (By
adding varying numbers of drops of vinegar to test tubes of culture), on the
survival of protozoa.
- Some variables which can be tested, are acidity, alkalinity, fertilizer run off,
road salt, and temperature.
- Apply this knowledge to commenting intelligently on the effects of various
pollutants on the aquatic life.
12.
Erosion.
- Look at the effectiveness of leaving stubble on fields in the prevention of soil
erosion by:
- Preparing several trays with equal amounts and types of soil;
- Implanting something such as toothpicks in varying densities and patterns to
simulate stubble on some trays;
- Leaving one or two trays bare as controls.
- Use a fan to blow air over each sample. This can best be done if a cardboard
tube is made and used as a wind tunnel.
- Measure and compare the soil lost from the control samples with that of the
varying patterns and densities of stubble.
- * This can also be done with water erosion by running the same amount of
water across each tray after placing them at equal angles.
13.
The Strength of shapes.
- Make different 3-D shapes out of the same material and measure the amount
of weight it takes to crush each one.
- Repeat each test several times with different models of each shape.
- Average the results.
- Apply the results to recommendations regarding construction of buildings
bridges etc.
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14.
The Shape of Dams.
- How would varying the shape of a hydro dam affect its strength and the
collection of sediment in the fore bay?
- Make several model dams of varying curvatures (beginning from zero
curvature, or ‘flat face) using the same material. (Clay would be ideal for
this) You would need to make two identical models of each dam.
- Water proof one of each by painting on several layers of white glue. (Several
layers of alkyd or enamel paint would also work).
- Compare the strength of the different shapes by piling weight on each and
recording the amount it takes to break it.
- Compare the erosion around each and the buildup of sediment in the fore bay
by placing each of the water proofed models on a stream table, running a set
amount of water over it, and observing the results.
- Apply the results to recommendations for the designing of strong and efficient
dams.
15.
Which Tooth Paste Protects Teeth the best.
- Paint a number of raw eggs daily with different brands of toothpaste for two
weeks. Use three to four eggs for each brand. Keep one set unpainted.
- After two weeks Place each egg in a cup of vinegar in the morning.
- Observe each every five minutes through the day. Record how long it takes
each eggshell to grow soft, and how long to dissolve completely.
- Use the results as a comparison of the relative strength of the various brands
of toothpaste in protecting teeth against decay.
The above 15 sample ideas are suitable for intermediate and junior high students. Each one lends
itself to experiment along with supporting and/or complimentary research. The “models” for
project outlines illustrated above can be used to investigate any other topics your students
express an interest in. For example a student with an interest in Flight might make model (paper)
airplanes using different types of paper and compare their flights; or he may make different
designs using the same materials and compare their maneuverability and length of flight.
The key points to consider when students choose topics are:
- Does the topic lend itself to “first hand” study? Is the material to be studied
available so the student can physically handle or observe it?
- Can you and/or your student identify variables, which can be manipulated and
measured?
For younger students it is better to focus on projects in which students:
- Build a model to show how an apparatus, system, machine, organ / organ
system, or natural phenomenon works;
- Learns a process and demonstrates how to make a product, and what its uses
are.
- Builds an apparatus to demonstrate a science concept, and uses it to explain
the process to others. The uses or impacts of the process in the real world can
then also be researched and displayed.
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
This summary is intended only as a jumping off point. Use the
suggestions above only to pattern your thinking as to how to develop
experimental projects to examine your environment or test and
develop technologies. The possibilities are literally endless.

Above ALL, use this as an opportunity to actively develop your
students’ abilities to Read, Write, Use Mathematics, Speak, Design,
Illustrate, Create, Innovate, and Think Logically and Scientifically.
MFNSF Judging Standards
The forms on the next four pages include the Judging Forms used to evaluate and score
projects at the MFNSF. In order to maximize the use of these documents in the teaching
process and to maximize your student’s benefit from science fair participation:
1.
Make sure you, the teacher, have a full and clear understanding of each criterion
2.
Share copies of the forms with students as early in the process as possible as you and
they develop their projects
3.
Actively teach the meaning of each criterion to students through demonstration,
review of completed projects or parts of projects, and through group discussion
4.
Work with students to review their own projects and presentations and that of their
classmates, provide feedback, and work to improve their work over several regular
intervals, over the course of project completion
REGISTRATION FOR THE 2014 MFNSF
To Register your school for participation in the 2014 MFNSF, please remove the
Back Page of this document, complete it and return to the contact person shown ASAP
23
Manitoba First Nations Science Fair
Judging Rubric - Grade 4 to 6 Projects
Judging Group ______
Project Number________
Title ____________________________________________________________________
Student Names
_______________________________ __________________________
This Judging Rubric is based on the student’s ability to show and understanding of the scientific
method both orally and visually. The understanding is based on the demonstrated understanding
and correct use of six scientific method terminology:
Purpose, Hypothesis, Materials, Procedure, Results and Conclusion
Rubric scoring
(4) Above expectation
(2) Some understanding with help
(3) Acceptable understanding
(1) Needs additional work
Oral Presentation : Using the Scientific Method Terminology
Explains all 6 topics easily, shows understanding of conclusion.
____4 pt
Explains at least 5 topics easily, shows understanding.
____3 pt
Explains most topics with help from the board.
____2 pt
Tries to answer questions asked by the judge.
____1 pt
Oral Presentation : Speaking Quality
Student is enthusiastic about the project and readily tells about it.
____4 pt
Student is pleasant and shares information.
____3 pt
Student with prompting tells about the project,.
____2 pt
Student answers some questions about the project.
____1 pt
Project Knowledge: Understanding and Research Knowledge
Student readily talks with many details of the experimentation.
____4 pt
Student shows understanding of the project.
____3 pt
Student knows what the project is, giving minimal explanation.
____2 pt
Student can answer questions when prompted.
____1 pt
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Display : Showing application of Scientific Method
in a well-organized, visually appealing display
Board shows data in clear tables, charts, or pictures with headings.
____4 pt
Board is neat and attractive, limited table, chart or pictures.
____3 pt
Board has headings, using information stated.
____2 pt
Board has headings and limited information.
____1 pt
Written Reports
Shows written evidence of research, experimentation and analysis:
Has both Log book and Research Report completed
____4 pt
Has both but not much detail.
____3 pt
Has one written report either log book or Report
____2 pt
Has report which is minimal or nonexistent.
____1 pt
TOTAL SCORE
___________
/20 points
Two positive comments:
One positive suggestion:
25
Manitoba First Nations Science Fair Judging Form – Grades 7 – 12: Junior; Intermediate;
Senior
Project Number:
Level:
Category:
Project Title:
Judge's Name
Scientific Thought
- 45 points
Score
Total
Possible
1. The hypothesis was stated clearly and
5
reflected the background readings.
2. There was an effective plan for obtaining
5
a solution or answer to a question.
3. The project carried out its purpose to completion
5
within the scope of the original plan.
4. The project shows an understanding of existing knowledge,
use of adequate scientific vocabulary and demonstrates
an understanding of terms gleaned from reliable sources of information.
5
5. The experimental design demonstrated understanding of the
5
scientific method.
6. The student(s) has/have an idea of what further research is indicated
5
by the project.
7. There is adequate data to support the conclusions.
The experimental errors inherent
in measurements made and in the materials used were recognized.
(The variability inherent in living material is often not recognized by students.)
5
8. The experiment was repeated several times to establish validity
5
of results and/or statistically validated.
9. The variables are clearly defined and recognized. If controls were necessary,
there was recognition of their need and they were correctly used.
Total
5
45
Originality - 5 points
Original problem
Original approach/procedures
Original use of equipment
Original construction/design of equipment
Total
2
1
1
1
5
Visual Display-15 points
-The display is neat and carefully done.
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3
-Is the lettering legible and well done?
-Is the grammar and spelling appropriate?
Is the lay out self explanatory?
Is the content clearly and logically presented?
3
3
3
3
Total
15
Dramatic Value (10 marks)
Is the display visually balanced and uncluttered?
Does this display capture attention?
5
Total
Written Report - 10 points (2 points maximum per item)
Information content/substance
Proper use of grammar skills and correct spelling
Proper use of scientific words and terms
Use of a “scientific method” of recording
Bibliography and Citations
5
10
2
2
2
2
2
Total
10
Project log ( 5 points)
Project log –daily record of work clearly shown
Total
5
Oral Presentation (10 points) 2 points maximum per item
The student(s) show
Understanding of the process of the experiment
Ability to explain questions
Can answer questions clearly and logically
Evidence of background reading in the area
Is aware of project extensions
2
2
2
2
2
Total
10
Total
score
100
Comments
27
MANITOBA FIRST NATIONS SCENCE FAIR ~ March 11 & 12, 2014
ADVANCE SCHOOL REGISTRATION FORM
TO ENTER YOUR SCHOOL IN THE 2014 MFNSF,
Please complete this form and return to the MFNERC by Fax no later than January 14, 2013.
Once this form is received you will receive a spreadsheet to complete detailed information on
EACH project being entered and return by e-mail. The completed spreadsheet will then have
to be submitted in February to complete the registration process for your school.
SCHOOLINFORMATION
NAME OF SCHOOL: ___________________________________________________________
NAME OF FIRST NATION: _____________________________________________________
CONTACT TEACHER: _________________________________________________________
CONTACT PHONE #: __________________________________________________________
CONTACT E-MAIL: ____________________________________________________________
PROJECT INFORMATION
Number of Projects your school intends to bring to the fair (Max 12): ______________________
Number of Students your school intends to bring to the fair (Max 24): _____________________
Is your school having a school science fair? _______________
If Yes, Please provide Date of your fair: ________________________________
Please Return Completed Form by fax, no later than January 14, 2013,
To:
Fax Number: 204 942 2490
Attention: Sharon Sutherland
MFNERC Integrated Programs
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