2019 - 2020 Science Showcase: Students Accessing Science Grades 4 & 5

Science Showcase: Students Accessing Science

 Student-centered project choice  Less emphasis on competition  More emphasis on communication  More accurately mirrors how Science works in today’s world

Important Information

 Student selected projects must follow category rubrics.  Student projects are teacher selected based on the appropriate category rubric.  4th and 5th grade students are mixed in inquiry groups.  Students from the same school, with the exception of partner projects, will be disbursed into groups with students from neighboring schools.  No formal judging will take place at the Science Showcase.  Students participate in facilitated inquiry circles in which they discuss their projects, support their findings with evidence, and ask questions of other participants.  Student recognitions follow the inquiry circles.

New to Science Showcase: Students Accessing Science

 Project display boards are no longer required! o Students are welcome to create a project board if they choose, but it is no longer mandatory. o Students may present their project indicated on the rubric of the category they choose to participate. This may include keeping a logbook, a research paper, a project board, a short iPad presentation (4 minutes maximum), a prototype, or an engineering blueprint design. o However, students decide to display their work, they will take it with them at the end of the day. o Group projects may be done with a maximum of three students for each category, excluding Science Career Connections and Research a Scientist, which are individual categories.

PCPS Elementary Science Showcase: Students Accessing Science 2019-2020

February 3, 2020 – Parent Letter Goes Home

February 7, 2020 - Student Participation Form due

3-Fourth Graders and 3-Fifth Graders per school

February 12 and 13, 2020 - Science Showcase: Students Accessing Science

City of Bartow Civic Center 2520 South Floral Avenue Bartow, FL 33830

Session Schedule

9:00 – 10:30 a.m. Registration, Set-Up, Secondary Project Viewing

10:30 – 12:00 p.m. - Inquiry Circles

12:00 – 12:30 p.m. Recognitions

12:30 p.m. Dismissal

Individual Projects Research a Scientist

This category offers students the opportunity to research a famous scientist from the past or present. Students will compile this information into both a written and an oral presentation. Written and oral presentations are encouraged to be creative and provide historical information, contributions, and a connection to possible future implications because of his/her work.

Support Rubric 1. What was the inspiration for the selection of the scientist? 2. Provide historical information, including:  First, middle and last name of scientist  Years living  Place of birth  Field of study  Two interesting facts about the life of the scientist life 3. Explain scientist’s contributions to his/her field of study.  Extremely detailed information of how the discovery/contribution is related to his/her field of study. 4. Awards and acknowledgements  Describe how the scientist was recognized for his/her contributions. 5. Future implications  Tell your audience how the scientist’s work is relevant for today and how future scientists can use their work to continue the discovery process or to solve real world problems. 6. Scientist’s Voice  Provide a quote that gives insight into your scientist’s motivation. 7. Creative Representation is thorough, precise, and can include but is not limited to:  Video  Display board  Mock News Report  Mock Social Media 8. The written presentation includes a variety of sources that are cited. 9. The oral presentation is engaging for the audience.  Student used at least one creative representation to support the oral presentation.  Student is prepared to answer questions about his/her research. 3

Research Project Note Taking Guide

Scientist Research

Topic of project: ______

What inspired you to research this scientist?

Historical Information:

Name of scientist: ______

Birth Date: ______Date of Death: ______

Place of birth: ______

Field of study: ______

Interesting Facts:

1. ______

______

2. ______

______

Scientist’s contributions: ______

______

Awards and Acknowledgements: ______

______

Future implications of scientist’s work: ______

______

Famous quote from scientist: ______

______

Science Career Connections

This category offers students the opportunity to make connections to science in the career of their choice. Students will research how science is a part of and contributes their future career. This category requires both a written and an oral presentation including requirements for hiring the position, the scientific connections and implications the scientific connection has in the job. Support Rubric 1. What inspires the student to select this field of work? 2. Provide minimal job requirements such as:  Certifications needed  Educational attainment  Field of study 3. Provide a mock resume.  Name, Job Title  List skills attained  List at least 2 mock experiences  Include education and credentials 4. Make clear connections on how science impacts the career choice. Ideas include:  Safety  Evidence  Industry standards 5. Implications  Explain how science impacts others that seek the skills or service of the job. 6. Expert’s Voice  Communication with an industry expert was completed and science contributions are clearly connected. 7. Creative Representation is thorough, precise, and can include but is not limited to:  Video  Display board  Mock News Report  Mock Social Media 8. The written presentation includes a variety of sources that are cited. 9. The oral presentation is engaging for the audience.  Student used at least one creative representation to support the oral presentation.  Student is prepared to answer questions about his/her research.

Career Research Project Note-taking Guide

Career Field: ______

Job Title: ______

Daily Job Duties

List a summary of daily job duties. (Where will you work (Office, School, etc.)? What is your work schedule? List three main functions of your job. Briefly describe your job. List other important information.)

List some skills and interests that you already possess that would make this a good career choice for you.

List some skills you would need to work on to help you get this job when you get older.

Education Needed

Education Estimated Year of Completion *Check all that apply High School Vocational School (1-2 years after high school) Bachelor’s Degree (4 -5 years after high school) Master’s Degree (2-3 years after Bachelor’s Degree) Doctorate (Ph. D or M.D) (4-6 years after Bachelor’s Degree)

Experience

List two activities you participate in now that will help you achieve this career. (Hawks on Patrol, take care of a pet, media bug, safety monitor, robotics, etc.)

List two activities you would like to participate in the next few years that will help you achieve this career (volunteer at a veterinarian’s office, play in the high school band, take an art class in middle school, etc.).

FIRST NAME LAST NAME

Address | Phone | Email

Skills Summary

To get started right away, just tap any placeholder text (such as this) and start typing.

Education

Degree / Date of Graduation You might want to include your GPA here and a brief summary of relevant coursework, awards, and honors.

Experience

Name of Employer Job Title / Dates of Employment This is the place for a brief summary of your key responsibilities and most stellar accomplishments.

Awards and Acknowledgements

Type of Award / Award Description Are you president of your fraternity or sorority, head of the condominium board, or a team lead for your favorite charity? You’re a natural leader–tell it like it is!

Individual or Group Projects Scientific Method/Making Observations

This category offers students the opportunity to use the scientific process. Students will present a question or problem that can be answered through a controlled experiment or through the collection of observational data. Support Rubric 1. What is the problem being investigated?  What are the dependent and independent variables?  What are you measuring? In what units? 2. Is the observational data clearly defined? 3. What is the hypothesis or expected outcome? 4. What research was involved to support the expected outcome? 5. Are the procedures as such that it would allow easy replication by another person?

6. Is there evidence that a well-planned investigation was conducted? 7. Were the observations or data collected appropriate for the project? 8. Are the observations displayed in chronological order?  Is the data collected displayed in an easy-to-read graph and/or table?  Observational data can be annotative.  A log book must be maintained. 9. Has a conclusion been drawn based on the evidence collected? Is it reasonable and appropriate for the project? 10. Resources used for project are cited. 11. Students have the option of creating a project board or creating a short video demonstrating the process.

Space Research

This category offers students the opportunity to select a specific topic of interest related to Space and/or the Space Research programs. The purpose is for them to gain knowledge and an understanding of how the Universe has changed over time through new discoveries made possible by the development of knowledge and technologies. Topics could include the life cycle of a star or components of the universe and/or solar system. Students could also research the history of the space program and how it has impacted space exploration and/or the community where the NASA facilities are located:  Langley Research Center  Ames Research Center Wind Tunnels  Jet Propulsion Laboratory in Pasadena, California  George C. Marshal Space Flight Center, Huntsville, Alabama  Goddard Space Flight Center, Maryland  Lyndon B. Johnson Space Center  Kennedy Space Center, Florida  Canberra Deep Space Communication, Australia Support Rubric 1. What is the topic of your project?  Is it related to objects found in the Universe?  Is it related to one of the space programs?  Is it related to how the Space program has affected the local economy? 2. Research  Project shows evidence of terrestrial bodies in space and its place in the Universe.  Project shows evidence of research into a specific space program and how it has supported exploration into the Universe.  Project shows evidence of research of a specific research facility, what it has contributed to the science community and the community in which it is located. 3. Creativity  What was found interesting while doing the research?  What was found surprising while doing the research?  What questions still linger based on the research? 4. Future Implications  Based on the research, how will the new discoveries impact the community? The world? 5. What did you learn?  The main purpose is to gain new knowledge.

 Students will include a summary of the learning gained as a final part of their project. 6. Creative Representation is thorough, precise, and can include but is not limited to:  Video  Display board  Mock News Report  Mock Social Media 7. The written presentation includes a variety of sources that are cited. 8. The oral presentation is engaging for the audience.  Student used at least one creative representation to support the oral presentation.  Student is prepared to answer questions about his/her research.

Research Project Note Taking Guide

Space Research

Topic of project: ______

Research Focus: ______

Notes:

What did you find interesting?

What did you find surprising?

What questions still linger after your research?

How will these discoveries impact the future of the community? Of the world?

What did you learn as a result of your research?

Create an Invention

This category offers students the opportunity to create an artifact (invention) that solves an everyday problem with a practical solution. Inventions can be almost anything created to solve a problem or meet a need. Students will use their creativity for this project and demonstrate the use of the invention.

Support Rubric 1. Explain the everyday problem that will be solved with the invention.  What problem prompted the creation of this invention?  Explain how the invention will alleviate (or solve) the problem. 2. How does the invention work?  Diagram: Draw a diagram and label it so that other people can understand the design.  Be specific on how the parts of the invention work together to solve the problem.  Maintain a log throughout the design process. 3. What is the design plan?  Was the invention built according to a plan or blueprint created by the student?  In a log, record difficulties encountered when building the invention. 4. Test the design.  Does it work? Keep a data log of when and how it was tested.  Gather information from the “test” of the first design to help find problems that need improvement.  Does the log reflect problem solving throughout the process? 5. Avoiding Copyright Infringement  Reasonable efforts were made to research products or processes already available that meet the need or serve a similar function. 6. Creative Representation is thorough, precise, and can include but is not limited to:  Video  Display board  Mock News Report  Mock Social Media 7. The written presentation includes a variety of sources that are cited. 10. The oral presentation is engaging for the audience.  Student used at least one creative representation to support the oral presentation.  Student is prepared to answer questions about his/her research.

Citing your Sources Worksheet

Instructions: Use this worksheet to write down necessary information on the sources your team uses to conduct research.

Internet Sources

Web Page #1

Title of Web Page: ______

Name of the author/editor: ______(last name, first name)

Company/organization that posted the web page: ______

Date website was accessed (day, month, year) ______

URL: <______>

Web Page #2

Title of Web Page: ______

Name of the author/editor: ______(last name, first name)

Company/organization that posted the web page: ______

Date website was accessed (day, month, year) ______

URL: <______>

Printed Sources

Printed Source #1

Title: ______

Name of the Author: ______(last name, first name)

Publishing Company (for books only): ______

Name of the Publisher: ______

Date of Publication: ______

Volume Number of Magazine (if applicable): ______

Page Number(s): ______

Printed Source #2

Title: ______

Name of the Author: ______(last name, first name)

Publishing Company (for books only): ______

Name of the Publisher: ______

Date of Publication: ______

Volume Number of Magazine (if applicable): ______

Page Number(s): ______

Personal Interview

Interview #1

Name of the person interviewed: ______(last name, first name)

Job Title of the person interviewed: ______

Day, Month, Year of interview: ______

Interview #2

Name of the person interviewed: ______(last name, first name)

Job Title of the person interviewed: ______

Day, Month, Year of interview: ______

Possible Presentation Board

Prohibited Projects include the following:  Projects involving a controlled substance, such as cigarettes, alcohol, drugs, etc., are prohibited at the elementary level.  Projects that involve harming or endangering humans or vertebrates are prohibited at the elementary level.  Projects involving blood and pathogenic agents, such as bacteria, mold, viruses, fungi, parasites, etc., are prohibited at the elementary level.  Projects involving weapons (any kind of gun, arrows, knives, darts, paint guns, etc.) or rocketry engines are prohibited at the elementary level.  Any objects that could cause bodily harm.

Prohibited Items include the following: Living organisms, soil, sand, rock, waste, taxidermy specimens or parts, preserved animals, human or animal food, human/animal parts or body fluids, plant materials, all chemicals including water, empty chemical containers, hazardous substances or devices, dry ice, sharp items including push pins, flames or highly flammable materials, batteries with open-top cells, glass, large vacuum tubes, empty tanks that previously contained combustible liquids, and laser lights.

Science Showcase: Students Accessing Science Details

Teachers must coordinate with the school secretary to complete an electronic TDA for school board employees involved in the Science Showcase: Students Accessing Science. Schools cover substitute costs.

February 3, 2020 - Send home parent letter and field trip permission slip to participating students.

February 7, 2020 - Student participation form due at school.

 E-mail a typed copy to Cheryl Fogel [email protected]  Name(s) of Chaperone(s) o Cell phone number requested o Chaperone must be an approved volunteer or school employee o ID required (PCSB credentials or Photo ID sticker from school office)

February 12 and 13, 2020 - Science Showcase: Students Accessing Science

Session Schedule

9:00 – 10:30 a.m. Registration, Set-Up, Secondary Project Viewing

10:30 – 12:00 p.m. - Inquiry Circles

12:00 – 12:30 p.m. Recognitions

12:30 p.m. Dismissal

9:00 – 10:30 a.m. Registration, Set Up, Secondary Project Viewing

 Enter through front doors facing the tennis courts in the parking lot  Check-in o Students signed-in by chaperones o Chaperones must wear an ID from the school  Students escorted to assigned inquiry circle o Supervised by teacher facilitators

10:30 – 12:00 p.m. Inquiry Circles 21

 Contact/Teacher Facilitators o Facilitate discussion among students o Supervise students  Chaperones (identified by visible PCSB credentials) o Assist with trips to bathroom o Assist with student supervision  Public/Guardians o Public may listen to the inquiry circles o Public must stay outside perimeter of the inquiry circles

12:00 – 12:30 p.m. Recognitions

 Students remain in inquiry circles during recognitions

12:30 p.m. Dismissal

 Students dismiss with chaperones

Dear ______,

Congratulations! Your child, ______, has been selected to participate in the PCPS Elementary Science Showcase: Students Accessing Science.

The Elementary Science Showcase: Students Accessing Science will take place at the City of Bartow Civic Center, located at 2520 South Floral Avenue, Bartow, FL 33830, on Wednesday/Thursday, February 12/13, 2020. Students will report to school for attendance purposes, and will then be transported to the Civic Center by chaperones to check in before their registration time. Students will have time to view the winning Secondary Science Projects while waiting for the Showcase to begin. Each student must bring his/her science project and either a school-packed lunch or money to spend on lunch.

Students will participate in inquiry circles where they will discuss their project with other student scientists. After inquiry discussions, students will receive recognitions.

Students will then be released to their school-approved chaperones. Students will take all belongings and project materials back to school at time of dismissal.

Parents/Guardians are welcome to observe the inquiry circles and listen to the student scientists. Parents/Guardians are not to participate in the inquiry circles.

Release: The following signature is required for photographs, videotaping, and media interviews.

“I hereby consent that all photographs and/or video tape images taken of my child and/or recordings made of my child’s voice and/or written extraction, in whole or in part, of such recordings at the Polk County Elementary Science Showcase may be used for the purpose of illustration, professional development, or publication.”

Parent Signature ______

Parent Phone Contact ______

Student Participation Form due February 7, 2019

Name of School______

Science Showcase Coordinator______

#1 Chaperone Name______Cell Phone Number ______

#2 Chaperone Name______Cell Phone Number ______

Student Name Photo Category of Name of Project 4th/5th G Release Project Typed and Saved in Word ONLY (yes/no)

Prohibited Projects for the Elementary Science Showcase

Prohibited projects include projects involving a controlled substance (cigarettes, alcohol, drugs, etc.),projects that involve harming or endangering humans or vertebrates, projects involving blood and pathogenic agents, (bacteria, mold, viruses, fungi, parasites, etc.) , projects involving weapons (any kind of gun, arrows, knives, darts, paint guns, rocketry engines).

By returning this completed form I certify that none of the participating projects involves any of the materials on the “Prohibited Projects” list. (Prohibited projects will be excluded from the Science Showcase). I have verified and indicated which students have photo release permission.

Return as a typed attachment by February 7, 2019 E-mail to: Cheryl Fogel mailto:[email protected]

 Science Showcase Coordinators that are chaperoning and/or attending the event must complete a Temporary Duty Application (TDA). This is now done electronically by the school secretary. The secretary will need specific event information in order to complete the TDA. It can be accepted by the coordinator in Staff Portal.  Students must have a Field Trip Permission Form in order to attend the event.  If a school board employee is driving students to the event, PCPS rules must be followed including having a valid driver’s license, insurance, and an approved motor vehicle.

Form No. TRNS0082 Appendix A

THE SCHOOL BOARD OF POLK COUNTY, FLORIDA BLANKET FIELD TRIP PERMISSION FORM

TO WHOM IT MAY CONCERN:

has my permission to participate in all Name of student field trips to be taken by Name of organization/group

during the school year. As parent/guardian 1 acknowledge the following:

I.School officials are authorized to obtain emergency medical treatment for this student as necessary.

2. The School Board has made available to this student the opportunity to purchase student accident insurance.

3. During this field trip, that the School Board will not be liable for injury to this student as result of the negligence , errors, and omissions of others (i.e., charter bus owners and drivers, or amusement park owners or workers), their agents, heirs, employees or assigns either through their action or inaction.

4. lf your child takes personal belongings on this field trip, he or she will be responsible for them. The School Board accepts no responsibility for personal items, such as watches, purses, money , cameras , and wallets, etc. If a student stores personal items in a locker at an amusement park, that entity may be responsible for any loss or damage.

Signature of parent/guardian Date

NOTES:

l. THIS BLANKET FORM MAY BE USED FOR TRIPS OF A SIMILAR NAT URE, WHlCH ARE REPEATED DURING THE SCHOOL YEAR.

2. FOR ALL OUT-OF-COUNTY TRIPS, A NOTARIZED MEDICAL TREATMENT AUTHORIZATJON FORM MUST ALSO BE AVAILABLE. THE MEDICAL FORM MUST BE COMPLETED PRIOR TO THE STUDENT'S FIRST OUT-OF-COUNTY TRIP AND SHOULD BE RETAINED FOR USE DURING THE REMAINDER OF THE SCHOOL YEAR.

District Information on Transporting Students

When the transportation is in connection with a school function or event in which the school has undertaken to participate and 1. the function is a single event which is not part of a scheduled series or sequence of events to the same location; such as, but not limited to, a field trip, recreational outing, a competitive or cooperative event, or an event connected to an educational program; and 2. transportation is not available, as a practical matter, using a school bus or Board-owned vehicle; and 3. each student's parent or guardian is notified in writing about the transportation arrangement and gives written consent before a student is transported in a private vehicle. When Board employees are required to use their own vehicle to perform duties of employment and such duties include the occasional transportation of students.

Any private vehicle used to transport students under this policy shall be currently registered in the State of Florida, be insured for personal injury protection and property damage liability in at least the minimum amounts required by law, and be in good working order.

A. Passenger Car - any wheelbase; includes, in part, sedans, coupes, hatchbacks and wagons. B. Multipurpose Passenger Vehicle - includes: minivans and larger sport utility vehicles, excludes: MPVs such as the ones listed previously (commonly known as "sport utility vehicles") that have a wheelbase of 110 inches or less. These short wheelbase, utility vehicle MPVs are required, federally, to contain a rollover warning label under 49 C.F.R. 575.105, affixed to either side of the driver's sun visor, and may not be owned or operated by school districts or charter schools for student transportation under F.S. 1006.22.

A Board employee, parent, or other adult wishing to transport students in a private vehicle will request approval by submitting his/her driver's license, vehicle registration, and insurance ID card along with the completed Form 8660 F1 to the principal in a reasonable amount of time before the planned travel.

The principal will follow the established procedure to determine whether approval of the request to transport students in a private vehicle is appropriate. Student transportation in private vehicles may only be authorized for trips within the State of Florida.

When transportation is authorized in a private vehicle, students may only be required to use the occupant crash protection system provided by the vehicle manufacturer. A student who is transported to an activity in a private vehicle approved under this policy shall return from the activity in the same vehicle, unless the student is released to his/her parent. Board employees will be covered by the Board's liability program when they are transporting students as part of their assigned or related duties. Benefits due from private vehicle insurance will be primary, except for workers' compensation, in accordance with State law.

Parents or other adults are not covered by the Board's liability program when they are transporting students and, therefore, must have adequate insurance during the time that the vehicle is being used to transport students.

Notwithstanding any other provision of this policy, in an emergency situation that constitutes an imminent threat to student health or safety, school personnel may take whatever action is necessary under the circumstances to protect students. F.S. 1006.22

IDENTIFYING THE VEHICLE TYPE (and wheelbase, if an MPV sport utility vehicle)

The only positive method for determining whether a particular vehicle falls within the allowable statutory exceptions to the use of a School Bus is to confirm the type (*Title 49 CFR, Part 567.4 and Part 571.3) listed on the manufacturer’s data plate or label, usually located on the driver’s door or door jamb.

For the sport utility vehicle subcategory of the MPV vehicle type, it is also necessary to confirm the vehicle wheelbase. Any sport utility vehicle or MPV with a wheelbase of < 110”, such as those listed below, may not be owned or operated by a school district or charter school for student transportation. For other vehicle types, the wheelbase is not a factor in their acceptability for use. The vehicle type and wheelbase can be confirmed either by physical observation of the vehicle’s federal certification label and physical measuring of the wheelbase (distance from the centerline of the front wheels to the centerline of the rear wheels), or by requiring that the manufacturer dealer verifies these items.

NOTE: This list is intended as a guide to identify Multipurpose Passenger Vehicles (MPVs) that are not statutorily permitted to be owned or operated by school districts or charter schools for student transportation (Section 234.02, 2000 Florida Statutes). The list below has not been verified as accurate or all-inclusive and may not apply to other year models of these or other vehicles. Vehicles may be verified through Support Services Safety Department.

PROHIBITIED SPORT UTILITY VEHICLES (having a wheelbase of < 110”, required to have rollover-warning label) Chevrolet Blazer (2 door and 4 door) Land Rover Discovery Chevrolet Tracker Land Rover Range Rover Ford Escape Lexus RX300 GMC Jimmy (2 door and 4 door) Mazda Tribute Honda CR-V Mitsubishi Montero Honda Passport Mitsubishi Montero Sport Hyundai Santa Fe Nissan Pathfinder Infiniti QX4 Nissan Xterra Isuzu Amigo Oldsmobile Bravada Isuzu Rodeo Pontiac Aztek Isuzu Trooper Subaru Forester Isuzu VehiCross Suzuki Vitara Jeep Cherokee Suzuki Grand Vitara Jeep Grand Cherokee Toyota 4Runner Jeep Wrangler Toyota RAV4 Kia Sportage

ACCEPTABLE VEHICLE TYPES (Subject to requirements of Section 234.02, FS)

Acceptable vehicles meeting Section 234.02 criteria are only those that are classified by the manufacturer under the following federal definitions:

1) School Bus - Meeting all Federal Motor Vehicle Safety Standards and Florida Specifications applicable to School Buses 2) Passenger Car - Any wheelbase; includes, in part, sedans, coupes, hatchbacks and wagons 3) Multipurpose Passenger Vehicle – Includes: minivans and larger sport utility vehicles, Excludes: MPVs such as the ones listed previously (commonly known as “sport utility vehicles”) that have a wheelbase of 110 inches or less. These short wheelbase, utility vehicle MPVs are required, federally, to contain a rollover warning label under * Title 49 CFR, Part 575.105, affixed to either side of the driver’s sun visor, and may not be owned or operated by school districts or charter schools for student transportation under Section 234.02, FS.

OTHER PROHIBITED VEHICLE TYPES Other prohibited vehicle types (as defined in * Title 49 CFR, Part 571.3) that may not be owned, leased or operated by school districts or charter schools for student transportation include:

1) Truck - Light trucks, such as small or large pickups; medium-duty trucks or heavy trucks 2) Bus or Limousine - any non-school bus vehicle designed to transport more than ten persons; examples include full-size vans, shuttle buses, stretch limousines and other types of buses that are not school buses meeting all Federal Motor Vehicle Safety Standards and Florida Specifications for School Buses. 3) Motorcycle 4) Trailer