Science for Parents
2nd Six Weeks
Science Fair Information for Parents
Exhibit & Presentation Guidelines (K-5) (6-12)
Below you can find information on how to prepare for the Science Fair, Displays, and Oral Presentations.
Science Fair Topics
Below are some websites for ideas!
The Scientific Method (science buddies.org)
- The scientific method is a way to ask and answer scientific questions by making observations and doing experiments.
- The steps of the scientific method are to:
- Ask a Question
- Do Background Research
- Construct a Hypothesis
- Test Your Hypothesis by Doing an Experiment
- Analyze Your Data and Draw a Conclusion
- Communicate Your Results
- It is important for your experiment to be a fair test. A "fair test" occurs when you change only one factor (variable) and keep all other conditions the same.
- While scientists study how nature works, engineers create new things, such as products, websites, environments, and experiences.
- If your project involves creating or inventing something new, your project might better fit the steps of The Engineering Design Process.
- If you are not sure if your project is a scientific or engineering project, you should read Comparing the Engineering Design Process and the Scientific Method.
Science Activities for Fun at Home!
Anytime can be the right time to explore science. These fun science activities take our favorite experiments and demonstrations and let you explore them at home! Materials are easy to find, most activities take an hour or less, and the science learning is limitless.
SCIENCE IN THE CLASSROOM- 2ND SIX WEEKS
FORCE, MOTION AND ENERGY
KINDER
Students gain an awareness of how energy, force, and motion are related and are a part of everyday life. Students use their senses to explore different forms of energy, such as light, sound, and heat energy. They explore interactions of magnets and various materials and describe the location of objects. Furthermore, students plan and conduct a simple descriptive investigation in which they observe and describe the movement of objects. In addition, students learn to communicate their observations using related vocabulary and simple types of graphs (including those using pictures, real-object graphs, numbers, and words).
Key Vocabulary
- Energy – the ability to cause change or do work
- Heat energy – transfer of thermal energy (heat) from one object to another
- High (pitch) – very rapid air vibration
- Light energy – a form of energy which our eyes can detect
- Location – a particular place or position
- Loud – having an intense volume; strongly audible
- Low (pitch) – very slow air vibration
- Magnet – an object that attracts (pulls) magnetic materials
- Magnetic – the ability to be attracted by a magnet or magnetized
- Movement – an event that involves a change in position or location
- Magnetism – a force of attraction that causes a magnetic material to move
- Motion – a change in the position of an object
- Nonmagnetic – not capable of being magnetized
- Position – the place where something is located; where something has been put
- Senses – the means through which the body feels and perceives, including seeing, hearing, touching, smelling, and tasting
- Soft – low in volume
- Sound energy – energy produced by vibrations; usually detectable by the ear
- Vibration – a series of small, fast movements back and forth or from side to side
1ST GRADE
Key Vocabulary
- Energy – the ability to cause change or do work
- Force – a push or pull that can change the position or motion of an object / material
- Heat energy – transfer of thermal energy from one object to another
- Light energy – a form of energy which our eyes can detect
- Magnet – an object that attracts (pulls) magnetic materials
- Magnetic – able to be attracted by a magnet or magnetized
- Magnetism – a force of attraction that causes a magnetic material to move
- Motion – a change in the position of an object
- Pull – the act of applying force to move something toward or with you
- Push – the act of applying force in order to move something away
- Sound energy – energy produced by vibrations
- Speed – distance traveled by an object in a given amount of time
2ND GRADE
Key Vocabulary
- Decrease – to grow or cause to gradually grow less or smaller, as in number, amount, or intensity
- Effect – the power to produce an outcome or achieve a result
- Energy – the ability to cause change or do work
- Heat energy – transfer of thermal energy from one object to another
- Increase – the amount or rate by which something is becoming greater or larger
- Light energy – a form of energy which our eyes can detect
- Location – a particular place or position
- Magnet – an object that attracts (pulls) iron and a few other magnetic materials
- Magnetism – a force of attraction that causes a magnetic material to move
- Motion – a change in the position of an object
- Movement –an event that involves a change in the position or location of something
- Roll – move or cause to move in a particular direction by turning over and over
- Slide – an uninterrupted movement across a smooth surface
- Sound energy – energy produced by vibrations
- Spin – to turn or whirl around quickly
- Vibration – a series of small, fast movements back and forth or from side to side
3RD GRADE
Investigating Weather: Students use tools and current technology to observe, measure, record, and compare day-to-day weather changes in different locations at the same time. These measurements include air temperature, wind direction, and precipitation. Students are introduced to tools and procedures used to measure and record data, including Celsius thermometers, wind vanes and rain gauges. Weather observations begin at the first of the year and continue through seasonal and weather changes.
Force Motion and Energy:Students explore different forms of energy, including mechanical, sound, light, and heat / thermal, as they are used in everyday life. Students also investigate forces, including pushes, pulls, magnetism and gravity, and their effects on the motion of objects. The use of a spring scale is introduced in this unit. Students demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done. Students continue to record scientific data and observations in their science notebooks and practice safety during investigations.
Key Vocabulary
- Celsius – the international unit of measurement for temperature
- Condensation – the process of changing from a gas to a liquid
- Cooling – the process of becoming cooler; a falling temperature
- Energy – the ability to change matter
- Evaporation – the process of changing from a liquid to a gas
- Freezing / freeze – to change from a liquid to a solid state by loss of heat / thermal energy
- Gas – a state of matter in which the substance takes both the shape and the volume of its container
- Heating – the process of becoming warmer; a rising temperature
- Liquid – a state of matter in which the substance takes the shape of the container, filling the bottom of the container first
- Melting / melt – to change from a solid to a liquid by adding heat / thermal energy
- Physical change – change which alters the physical properties of a substance without changing its identity
- Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, or hail
- Solid – a state of matter in which the substance has a definite shape and size
- Temperature – a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale
- Water cycle – the change of water from one state to another as it moves between Earth’s surfaces to the atmosphere
- Water vapor – the gas state of water
- Atmosphere – air that surrounds the Earth; made of a mixture of gases
- Cloud cover – the amount of sky obscured (covered) by clouds
- Compass – an instrument containing a magnetized pointer, showing the direction of magnetic north; used to get bearings
- Meteorologist – a scientist who studies the weather
- Rain gauge – a tool for collecting and measuring the amount of precipitation that falls
- Weather – day-to-day condition of the atmosphere in an area; weather has short-term variations (minutes to weeks)
- Wind speed – how fast the air is moving; wind speed is commonly measured with an anemometer
- Wind vane – a weather instrument used to show the direction of the wind; often ornamental
- Attract – to cause to draw near or adhere (stick together) by physical force
- Energy – the ability to cause change or do work
- Force – a push or pull that can change the position or motion of an object / material
- Friction – a force that acts in an opposite direction to movement
- Gravity – a force that pulls objects toward each other
4th Grade
Forms of Energy: Students conduct investigations to differentiate among different forms of energy, including mechanical, sound, electrical, light and heat / thermal energy. Students explore electricity as a form of energy for the first time. Students focus on the significance of closed paths in creating an electrical circuit and explore an electromagnetic field. Students are introduced to and differentiate between conductors and insulators of heat and electricity. Students will also design and conduct a descriptive investigation to test the effect of force on an object. Forces may include pushes, pulls, gravity, friction, or magnetism. Students will draw inferences and evaluate accuracy of services and product claims found in advertisements and labels, such as for toys.
Key Vocabulary
- Closed (complete , working) circuit – a closed conducting circle or loop through which current can flow
- Conductor – a substance or object that allows energy to flow through it easily
- Electrical energy – energy that is absorbed or delivered by an electric circuit
- Electromagnetic – field a physical region that is affected by the interaction of both electric and magnetic components
- Electromagnetic field – a field of force that consists of both electric and magnetic components
- Energy – the ability to cause change or do work
- Force – a push or pull that can change the position or motion of an object/material
- Friction – a force that acts in an opposite direction to movement
- Gravity – the force that pulls objects toward each other
- Insulator – a substance or object that does not allow energy to flow through it easily
- Light energy – a form of energy which our eyes can detect
- Magnetism – a force of attraction that causes a magnetic material to move
- Mechanical energy – energy of motion
- Motion – a change in the position of an object
- Open (incomplete, broken) circuit – if the pathway is broken (burned out bulb, broken buzzer, wire cut, etc.), then electricity cannot continue to flow
- Pull – the act of applying force to move something toward or with you
- Push – the act of applying force in order to move something away
- Sound energy – energy produced by vibrations
- Thermal energy – energy related to the temperature of an object or a substance
- Vibration – a series of small, fast movements back and forth or from side to side
5th Grade
Light and Electrical Energy: Students explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Additionally, students draw or develop a model that represents how something works. Students demonstrate how electrical energy flowing in a complete circuit can produce light, heat, or sound. Additionally, students demonstrate how light behaves when reflected or refracted. During investigations students ask questions, formulate testable hypotheses, select appropriate equipment, collect and record data using the metric system, and construct simple tables, charts, bar graphs to organize, examine, and evaluate their data.
Energy Resources: Students identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels. Students learn past events and processes are responsible for the formation of sedimentary rocks and fossil fuels. During investigations students select appropriate equipment, analyze and interpret information to construct reasonable explanations from direct and indirect evidence, and make informed choices in the conservation and disposal of materials. Additionally, students communicate valid written results.
Key Vocabulary
- Circuit – a closed conducting circle or loop through which current can flow
- Closed (complete or working) circuit – the path through which an electric current can flow
- Electric current – the flow of electricity through a conductor
- Electrical energy – energy that is absorbed or delivered by an electric circuit
- Energy – the ability to do work
- Heat Energy – the transfer of thermal energy from one object to another
- Light energy – a form of energy which our eyes can detect
- Mechanical energy – energy of motion
- Medium – matter that light travels through
- Open (incomplete or broken) circuit –the path through which an electric current cannot flow
- Parallel circuit – an electric circuit in which electric current has multiple paths through which it can flow
- Reflection – the bouncing back of light rays from a surface
- Refraction – the bending of light as it moves through one medium into another
- Series circuit – an electric circuit in which electric current has only one path through which it can flow
- Sound energy – energy produced by vibrations
- Thermal energy – energy related to the temperature of an object or a substance
6TH GRADE
(Unit) Compounds: Students differentiate between common elements and compounds by name and symbol. Students plan and implement comparative and descriptive investigations, including using various tools and equipment, to observe examples of chemical reactions that produce new substances. They recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, change in temperature, production of a precipitate, and / or change in color. Students use their notebooks to organize data from their investigations, and communicate explanations and conclusions supported by data. Students demonstrate safe practices as outlined in the Texas Safety Standards.
Key Vocabulary
- Chemical change – the formation of a new substance with different properties; cannot be undone by physical means
- Chemical formula – a representation of a compound in which the elements are represented by their symbols and subscripts represent the number of atoms of each element
- Chemical reaction – a change caused by the interaction of two or more substances resulting in the formation of new substances
- Compound – a pure substance made by chemically combining two or more elements
- Element – a pure substance that cannot be broken down chemically into simpler substances
- Physical change – change which alters the physical properties of a substance without changing its identity
- Precipitate – the solid that is formed as a result of a precipitation reaction
- Subscript – the number written to the right and slightly below an element in a chemical formula; represents the number of atoms of an element present in a chemical formula
- Chemical symbol – representation of the name of an element; written as a capital letter or a capital letter followed by a lowercase letter(s)
7TH GRADE
(Unit) Life in Our Solar System: During this unit, students analyze the characteristics of the objects in our solar system that allow life to exist. Based on their analyses, students formulate reasonable explanations and communicate conclusions in their notebooks. They also look at how characteristics of our solar system necessitate certain accommodations in order for humans to be able to survive in space. Students develop a model for an accommodation that will enable humans to survive in space. They identify the advantages and limitations of their model.
Key Vocabulary
- Aquifer – a permeable rock layer than can hold or transport water
- Biological weathering – breaking down of rocks by activities of living organisms (i.e., animals digging, roots, etc.)
- Catastrophic event – a violent, usually destructive, natural occurrence
- Chemical weathering – breaking down of rocks by chemical processes or changes
- Deposition – process by which weathered and eroded material is deposited by wind, water, or ice
- Ecoregion – pattern of ecosystems with combinations of soil and landform that characterize region
- Erosion – process by which weathered material is moved by wind, water, or ice
- Groundwater – water beneath the Earth's surface
- Permeability – ability of a material to allow water to pass through
- pH – the measure of the concentration of hydrogen in a solution (i.e., acid, base)
- Physical (mechanical) weathering – breaking down of rock by natural physical means (i.e., stress, pressure, fracture, grinding, shattering, etc.)
- Porosity – the measure of the amount of empty spaces (pores) in rocks or sediment
- Recharge Zone – surface land area where water enters an aquifer
- Surface water – water that collects above the surface of the ground
- Watershed – an area of land where all of the groundwater and surface water from the area drains from higher areas to lower areas and into the same body of water
- Water table – the highest level of groundwater in a particular area, beneath the Earth's surface
- Weathering – process by which exposed rock and other surfaces are broken down; may be cause by elements of weather (wind, water, ice) or other mechanisms (physical, chemical, biological)
- Mass – amount of matter in an object
- Microgravity – zone of weak gravity (i.e., orbiting in a spacecraft)
- Weight – force exerted on an object by gravity
8TH GRADE
(Unit) Force and Motion: During this unit, students design and implement an experimental investigation to demonstrate (using models) and calculate how unbalanced forces change the speed or direction of an object's motion. Students collect data from their investigations using appropriate tools and equipment, including the calculation of speed (s-d/t). In their notebooks, they construct tables and graphs to organize their data and identify patterns. Students analyze data to formulate explanations and predict trends. Additionally, they analyze, evaluate, and critique the scientific explanations of the outcomes of their experimental testing. Students also differentiate between speed, velocity, and acceleration.
Key Vocabulary
- Balanced chemical equation – the numbers of atoms of each element are equal in the product(s) and reactants of a chemical equation
- Chemical change – the formation of a new substance with different properties; cannot be undone by physical means
- Chemical equation – a representation of a chemical reaction by symbols and numbers
- Chemical formula – a representation of a substance in which the elements are represented by their symbols and subscripts represent the number of atoms of each element
- Chemical reaction – a change caused by the interaction of two or more substances (reactants) resulting in the formation of new substances (products)
- Coefficient – the number placed in front of a chemical formula in a chemical equation; represents the number of molecules of that substance
- Law of conservation of mass – matter is not created or destroyed; only rearranged
- Precipitate – the formation of solids from a solution
- Product – substance(s) resulting from a chemical reaction
- Reactant – substances that are combined and changed during a chemical reaction
- Subscript – the number written to the right and slightly below an element in a chemical formula; represents the number of atoms of an element present in a chemical formula
- Yield – the quantity of product formed as a result of a chemical reaction
- Acceleration – change in speed and/or direction of an object’s motion
- Balanced Force – equal and opposite forces on an object that result in no change in position, direction, or motion; net force equals zero
- Inertia – tendency of an object to resist change in motion
- Net Force – measurement of the total forces exerted on an object
- Speed – distance traveled by an object in a given amount of time
- Unbalanced force – unequal forces on an object that may result in a change in position, direction or motion; net force does not equal zero
- Velocity – a measurement of an object's speed and direction
Biology
(Unit) Cells: During this unit, students implement laboratory investigations, such as the identification of cell structures and cell types. They also investigate homeostasis and the movement of molecules in relation to the cell. This unit provides a knowledge base crucial for subsequent units. Cellular structures and processes are generally addressed during this unit when comparing and contrasting prokaryotes and eukaryotes. The cellular processes involved in transport of molecules are explicitly addressed in depth in this unit. Although prokaryotes and eukaryotes are explicitly compared and contrasted in this unit, this content should be spiraled into other units that address cell structures and processes.
(Unit) Cellular Processes: During this unit, students plan, investigate, and explain how the machinery of the cell accomplishes energy conversions. During these investigations, students ask questions, formulate testable hypotheses, collect and analyze data, make measurements with precision and accuracy. They formulate valid conclusions from their analyses and predict trends. Students form an understanding of photosynthesis and cellular respiration that allow them to compare the two cellular processes. Major features and chemical events that take place during the two processes will be described. Students also form an understanding of the relationship between the reactant and products in terms of energy and matter between the two processes. Students connect the concepts of biomolecules and enzymes to their role in the processes of energy conversion. Comparisons of prokaryotes and eukaryotes continue in this unit in the context of the differences of energy conversion models.
Key Vocabulary
- Active transport – movement of particles across a membrane from an area of lower concentration to an area of higher concentration; requires energy
- Diffusion – movement of particles from an area of higher concentration to an area of lower concentration
- Eukaryote – a living organism whose cell or cells contain nuclei and membrane-bound organelles
- Homeostasis – regulation of an organism’s internal environment in order to maintain conditions suitable for survival
- Osmosis – diffusion of water from an area of higher concentration to an area of lower concentration
- Passive transport – movement of particles across a membrane from an area of higher concentration to an area of lower concentration; does not require energy
- Prokaryote – a single-celled living organism that lacks a nucleus and membrane-bound organelles
- Biomolecule – an organic molecule produced by living organisms and consisting predominantly of carbon, hydrogen, and oxygen
- Carbohydrates – a group of organic molecules that includes sugars, starch, and cellulose, which can be used for energy or structural support
- Enzyme – a protein that catalyzes (speeds up) a reaction without being changed by it
- Lipids – a group of organic molecules that includes fats, oils, waxes, and steroids that are insoluble in water and used for energy storage and insulation
- Nucleic acids – a group of organic molecules that includes DNA and RNA, which store and transmit genetic information
- Proteins – a group of organic molecules that provides structure and facilitates chemical reactions (enzymes)
- Cellular respiration – a series of processes that take place within a cell in which biochemical energy from organic substances (e.g. glucose) and converted into high energy molecules called ATP for use in energy-requiring activities of the cell
- Photosynthesis – a process in which complex organic molecules are synthesized using carbon dioxide, water, and light energy (from sunlight) captured by light-absorbing pigments, such as chlorophyll and other accessory pigments
Popular Literature
Tips for Exploring Science with Children (pbs.org)
Explanations Do Not Always Help
Explanations, even simple ones, do not always help children (or adults, for that matter!) understand complex ideas. So what’s a parent to do? The simple answer is to worry less about explaining to your child, and spend more time modeling the fun of science: going on walks, mixing things, testing to see what will happen, observing carefully and wondering along with your child.
Science Is About Trying to Make Sense of the World
Science is not simply about knowing information—it is equally a way of trying to make sense of the world. Scientists must ask questions, design investigations, try to make sense of the information they have gathered during the investigations, and communicate and defend their thinking to others. They don’t always find the answers to their questions, and they don’t always agree.
Help Children Think Like Scientists
It is much more important for parents to help children develop the skills they need to think like scientists than to help them understand complex scientific concepts. Even the youngest children are quite capable of beginning to build these skills.
A Few Pointers
Here are a few pointers to keep in mind as you enjoy science alongside your child: