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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:
Chemistry
Food Science
Physics
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
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 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
Students will be able to accept and act upon feedback in a constructive manner.
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.
framework.
Time
Teacher activity
Student activity
Resources
(see below)
10 min
Anecdotes of historical
scientists. (Teachers
should feel free to
substitute given
examples for others
that may be of interest
to them or their
students).
10 min
Printed copies of
Inspiration Framework.
Sample Inspiration
Framework using
Laurens project as an
example.
Laurens video and
project.
10 min
Computers/laptops
with internet connection
for research, or library
access.
10 min
10 min
Printed copies of
Research
Framework.
White board/black
board to display
constructive language
prompts.
15 min
Printed copies of
Planning Framework.
5 min
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.
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
Printed copies of
Reflection Framework.
15 min
5 min
Pair/share - feedback to
classmates.
What worked well?
Even better if...
Why have you chosen to...
Have you thought about...
Maybe you could look at...
10 min
White board/black
board to display
constructive language
prompts.
10 min
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
Register on www.
googlesciencefair.com
and begin to fill out
entry for submission.
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.
Videos:
Google Science Fair YouTube channel
Lauren Hodge - video, project or alternatives
Videos:
Sakhiwe Shongwe and Bonkhe Mahlalela -
video, project or alternatives
Judges report video (1m20s, from 3:39 to 4:59)
Printed resources:
Inspiration framework
Research framework
Planning framework
Google Science Fair entry guidance
Other resources:
Computers/laptops with web access for
research, or library access
White board/black board
Printed resources:
Reflection framework
Google Science Fair entry guidance
Other resources:
Computers/laptops with web access to
Google Science Fair site, or paper and pens for
planning
White board/black board