Constructing a Science Fair Display Board
Lesson 11 of 13
Objective: SWBAT create a display board that accurately depicts their science fair project.
As the students enter the room, they take out their Chromebooks and log into their Google Classroom account. In response to a prompt on the board, the students open their science fair final report checklist and write down their own list of items that still need to be completed. Students who have a partner for the project are allowed to discuss their lists after each individual has created their own list, to ensure both partners are on the same page.
This task ties into the objective of the day because the students will need to be able to access the documents from the research paper in order to modify them to place on their trifold.
I then ask the students to open the display board rubric and checklist on their Chromebook. I review the checklist with the students first. I go through the list, item by item, showing the students examples of what each item looks like. I also emphasize the importance of the readability of the items on the board and that the board needs to look neat.
I then review the rubric with the students. We spend time speaking about each item and identifying the characteristics necessary in order for a board to receive full points. I also show the students Display Board Examples from previous years and ask them to use the rubric to score the boards. This process provides the students with the opportunity to become familiar with the rubric and my expectations for their project. I also show the students example boards from ScienceBuddies.
The students work independently on creating their tri-fold presentation boards. While the students work, I circulate through the room and answer questions. I also use this time to meet individually with students regarding the progress of their project. I ask students to show me the list of what they still need to complete and I review the requirements of each item as necessary. This video demonstrates student interaction with the SF display board rubric.
The students' preparation of their trifold display boards addresses NGSS SP8 - Obtain, evaluate, and communicate information - as students are preparing to communicate information they have collected and analyzed. Preparing their boards for their presentations also addresses CCSS SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest - as students will be expected to use their display board as a visual aid while they speak clearly and utilize proper presentation techniques.
Near the end of class, I have the students revisit the list of items they still need to complete. This helps the students have a better idea of what they still need to accomplish on their own in order to complete the project. This also provides students with the opportunity to ask questions about any of the items they may be unsure of.