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Introduction

Every year, Google invites students to take something they care about, and make it better. The Google Science
Fair is looking for the best and the brightest 13-18 year olds around the world who have ideas about how we can
make the world better through science. Maybe those ideas are about making something faster. Or more efficient.
Producing less waste or more output. Our international panel of judges look forward to seeing what you will make
better!
By entering the Google Science Fair, students gets the chance to experience scientific discovery by working on
something they care about. Practicing the scientific (or engineering) method in a real world setting encourages
them to think about a challenge and give them confidence to effectively communicate their ideas.
Entrants can submit projects in any of the following categories:

Computer Science & Math

Energy & Space

Chemistry

Earth & Environmental Sciences

Inventions & Innovation

Food Science

Behavioral & Social Sciences

Physics

Electricity & Electronics

Flora & Fauna

Biology

Astrophysics
Robotics

Outline
Two lesson plans, differentiated by age groups to suit your class, provide a suggested structure for introducing
students to the competition, guiding them through choosing a project and helping them to structure their entry.
The lessons can be delivered as they are, or as part of a wider unit developing students understanding of
the scientific method, the impact of science and engineering and their ability to make something better in the
world. Teachers and mentors can use these guides to help support students as they work on their projects for
submission to the Google Science Fair.

Wider Objectives
Entering the Google Science Fair can help students develop:

Scientific attitudes

pay attention to objectivity and concern for accuracy, precision, repeatability and
reproducibility
understand that scientific methods and theories develop as earlier explanations are
modified to take account of new evidence and ideas, together with the importance of
publishing results and peer review
evaluate risks

Experimental and
investigative skills

ask questions and develop a line of questioning based on observations of the real world,
alongside prior knowledge and experience
make predictions using scientific knowledge and understanding
select, plan and carry out the most appropriate types of scientific enquiries to test
predictions
select, plan and carry out the most appropriate types of scientific enquiries to test
predictions
make and record observations and measurements; evaluate the reliability of methods
and suggest possible improvements

Analytical and
evaluative processes

apply mathematical concepts and calculate results


present observations and data using appropriate methods
interpret observations and data, including identifying patterns drawing conclusions
present reasoned explanations, including explaining data in relation to predictions and
hypotheses
identify further questions arising from their results

Lessons and Objectives


1. Science makes everything better
Objectives:

Students will be able to appreciate the diversity of work in science and engineering fields.

Students will be able to identify how an individuals preferences and skills can direct scientific and

engineering progress.

Students will be able to develop a coherent investigation, following a scientific framework.

2. What does good science look like?


Objectives:

Students will be able to explain what makes a good investigation, with reference to given criteria.

Students will be able to evaluate their own and others scientific ideas against criteria, and communicate

their feedback constructively.

Students will be able to accept and act upon feedback in a constructive manner.

Google Science Fair lesson plans: students


aged 15-16
Lesson 1: Science makes everything better
In this lesson students will learn about the wide range of ways in which they, as future scientists and
engineers, can make something better for everyone. Students will have the opportunity to reflect on
their strengths and interests, and use these insights to determine potential directions for their own
investigations, and will begin to develop a structure for their experiments or prototypes.

Objectives

Students will be able to appreciate the diversity of work in a range of science and engineering fields.

Students will identify how personal preferences and skills can contribute to scientific and

engineering progress.

Students will understand how to develop a coherent investigation, following an investigative

framework.

Time

Teacher activity

Student activity

Resources
(see below)

10 min

Introduce the idea that science and


engineering can make anything in
the world better, no matter how big
or small. Use details of historical
scientists to inspire and engage
students. E.g:

Reflect upon the background of


scientists, where they came from,
and what they were interested in
before their discoveries.

Anecdotes of historical
scientists. (Teachers
should feel free to
substitute given
examples for others
that may be of interest
to them or their
students).

Ada Lovelace: daughter of poet


Lord Byron, was fascinated with
maths from a young age and went
on to write the first computer
program.
Thomas Edison: built his first lab
at 14 years old and later went on to
experiment with light.

Discuss their opinions about


different discoveries, and identify
how these projects have affected/
could affect the environment and
the people involved.

Could visit the Google


Science Fair YouTube
channel for films which
feature renowned
scientists and previous
Google Science Fair
entrants talking about

their work and what


inspired them to pursue
science.

Louis Braille: Blinded as a child, he


was able to write by touch by age
16 and went on to create a tactile
alphabet used across the world
today.

Could show images of


scientists as they are
discussed.

Ask students to name a range of


discoveries and inventions that
interest them.
Point out that science and
engineering covers a very wide
field - there is much more than
students may realise, and
renowned scientists and engineers
have come from a very wide range
of backgrounds..

10 min

Introduce activity - students reflect


on personal skills and interests, and
determine an area which they wish
to investigate.

Use inspiration framework to


generate ideas, responding to
question What will you change?
following the prompts: My
interests, My skills and My desires.

Printed copies of
Inspiration Framework.

Use available resources to find


out areas where gaps exist in
understanding or development
of their area.

Computers/laptops
with internet connection
for research, or library
access.

Students could use the Make


Better Generator - a tool to inspire
students before starting a project,
or help them to come up with an
idea. The tool enables students
to find connections and topics to
explore based on something they
love, something they are good
at and something they will make
better with science

Printed copies of
Research Framework.

Outline the development of their


idea (to whatever stage they are
currently at). Discuss possible
areas to investigate, and feedback
to one another using positive and
constructive language:

White board/black
board to display
constructive
language prompts.

Anns video and project.

Show video for Ann Makosinski.


10 min

10 min

Introduce suggested resources for


further investigation of their area of
interest.

Identify students willing to share


ideas with the class, or facilitate
small-group discussion.

Google Science Fair


Make Better Generator

Youre good at...


Have you considered...
Why have you chosen to...
Have you thought about...
Maybe you could look at...

15 min

Support students in structuring


their ideas into an investigative
framework.

Use a paper-based tool to begin to


structure ideas for their investigation.

Printed copies of
Planning Framework.

5 min

Review selected examples of


student work, highlighting good
examples and giving constructive
comments. Challenge students to
refine their ideas through research
and reflection, as they will be able
to receive tips and feedback next
lesson.

Reflect upon comments and one


anothers work.

Printed copies of
Google Science Fair
entry guidance to
take away.

Homework
Complete Planning Framework sheet by researching and planning further, be ready to present and receive feedback
next lesson.

Google Science Fair lesson plans:


students aged 15-16
Lesson 2: What does good science look like?
Students should have completed their Investigation Framework sheets (Inspiration, Research and Planning),
as they will receive feedback from their peers and teacher about their ideas for their science fair project. In
this lesson students will have the opportunity to examine model investigations and receive tips on planning
a thorough and scientific investigation. They will use this information to reflect on their own and their peers
work, giving and receiving constructive feedback.
Objectives

Students will be able to explain what makes a good investigation, with reference to given criteria.

Students will be able to evaluate their own and others ideas against criteria, and communicate their

feedback constructively.

Students will be able to accept and act upon feedback in a positive manner.

Time

Teacher activity

Student activity

Resources
(see below)

10 min

Highlight projects that students can


take inspiration from in order to create
a great Google Science Fair entry.
Relate to judging
criteria, rules and wow factor,
mention the importance of gathering
feedback and aiming high.

Reflect on what they can take from


examples and incorporate into
their projects.

Elif Bilgin - project,


summary video,interview
or alternatives

Elif Bilgin, Going Bananas: fantastic


summary video; logical proposal;
clear method; logical conclusion;
well referenced.
15 min

Structure student grouping.


Support students in their reflection
and encourage use of positive
language.

In pairs or small groups, use


reflection framework sheet to
evaluate their own and/or someone
elses entry. Use positive language:
what works well..., even better if....

Printed copies of
Reflection Framework.

5 min

Select examples of valuable


comments which students can
share with the class.

Pair/share - feedback to classmates.

White board/black
board to display
constructive language
prompts.

Present judges report - Guidance


for entrants from a Google Science
Fair judge.

Consider how these comments


and tips can be incorporated into
their entries.

10 min

What worked well?


Even better if...
Why have you chosen to...
Have you thought about...
Maybe you could look at...

Judges report video


(1m20s, from 3:39 to
4:59)
Entry guidance (including judging criteria)

15 min

Support and comment upon


student work.

Begin/continue own entries,


incorporating feedback and ideas
from classmates, teacher, judges.

Computers/laptops
with web access to
Google Science Fair
site. If unavailable, paper
and pens to continue
planning.
Completed copies of
Investigation Framework
from previous lesson.

5 min

Remind students of entry deadline


(17 May 2016) and resources
available to them for inspiration,
research and completion of their
entries.

Commit to completing Google


Science Fair entry and supporting
one another in their efforts.

Register on www.
googlesciencefair.com
and begin to fill out
entry for submission.

Praise student progress in entries,


summarise most important points
for students to remember when
continuing their work.
Link back to students ability to
change the world - the Google
Science Fair is just one framework
through which they can do this.
Homework
Gather feedback from peers, family and other sources in order to plan the best possible investigation.
Conduct their investigation.
Complete Google Science Fair entry and submit before 17 May 2016.

Once students have filled out their project information on the Google Science Fair website, they will be able

to share access to their project with their teachers. While the work should ultimately be their own, teachers are

encouraged to give feedback, advice and support. The student should recognize any help in the Acknowledge

ments section of their project.

Google Science Fair lesson plans: students aged 15-16


Resource summary
Lesson 1: Science makes everything better

Lesson 2: What does good science look like?

Videos:
Google Science Fair YouTube channel

Anns video

Videos:

Elif Bilgin - project, summary video, interview
Judges report video (1m20s, from 3:39 to 4:59)

Printed resources:
Inspiration framework
Research framework
Planning framework
Google Science Fair entry guidance

Printed resources:
Reflection framework
Google Science Fair entry guidance

Other resources:

Computers/laptops with web access for

research,or library access

White board/black board

Other resources:

Computers/laptops with web access to

Google Science Fair site, or paper and pens

for planning

White board/black board