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Scientific Presentations

Scientific Presentations

TEKS Objective

The student is expected to communicate valid, oral, and written results supported by data.

Essential Understanding

The student uses scientific inquiry methods during laboratory and outdoor investigations.

Science Background

Scientific Communication, Peer Review: Visionlearning (website) - Detailed explanation of the process, purpose and importance of peer review for journal articles, grant submissions and other professional documents created by scientists. Includes references for further reading and links to related learning modules.

Scientific Communication, Peer Review
Visionlearning (website),

Scientific Communication: Scitable (website) - Wealth of information, appropriate for all levels of teachers and students, about creating successful oral, written and poster presentations.

Scientific Communication
Scitable (website),

Signature Lesson

Sun Smarts: Young Scientist Challenge (PDF) - Students to play the role of a scientist researching UV radiation, seeking to determine its impact on individuals and society, and using data to communicate findings and strategies to protect ourselves from harmful UV radiation. This activity was a prompt for a past online contest, but it is engaging and appropriate for this TEK.

Sun Smarts
Young Scientist Challenge (PDF),

Supporting Lessons

Break the Tension, A Water Experiment: (website) - Students experiment with surface tension in water, and then communicate their conclusions verbally and in writing.

Break the Tension, A Water Experiment (website),

Elaboration Lessons and Extensions

How to Deliver a Good Oral Presentation: Discovery Education (website) - Many students (and adults) find it nerve-wracking, even frightening, to give a public presentation. This article provides guidelines for student science fair presentations, but the broad tips provided can help students (and teachers) to give successful, confident verbal presentations in any setting.

How to Deliver a Good Oral Presentation
Discovery Education (website),

Assessment Ideas

Science Presentation Evaluation Rubric: Tempe Union (AZ) High School District (website) - Use this rubric to score students’ oral, written or poster presentations.

Science Presentation Evaluation Rubric
Tempe Union (AZ) High School District (website),

Oral Presentation Rubric: rubistar (website) - Complete rubric including 8 categories at 4 levels.

Oral Presentation Rubric

Literature Connections

A+Projects: Winning Experiments for Science Fair. Vancleave, Janice (ISBN-13: 978-0471331025)

What’s the Plan? Designing Your Experiment. Hyde, Natalie (ISBN-13: 978-0778751540)

Related Science TEKS

(4.2A) Plan and Implement Descriptive Investigations
The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

(4.2B) Collect Data
The student is expected to collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.

(4.2C) Graphs, Tables, Charts                    
The student is expected to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.

(4.2D) Analyze Evidence and Explain                          
The student is expected to analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.

(4.2E) Value of Repeated Experiments                
The student is expected to perform repeated investigations to increase the reliability of results.

(4.2F) Communicate Conclusions                
The student is expected to communicate valid, oral, and written results supported by data.

(4.3A) Analyze, Evaluate and Critique Explanations                   
The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

(4.3C) Develop a Model             
The student is expected to represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size

(4.4) Science Tools                  
The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry.

(4.4A) Tools for Collecting and Analyzing Information              
The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

(4.4B) Safety Equipment                
The student is expected to use safety equipment as appropriate, including safety goggles and gloves.

Related Math TEKS

4.11A  The student is expected to estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

4.11B   The student is expected to perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

4.11C   The student is expected to use concrete models of standard cubic units to measure volume.

4.11D  The student is expected to estimate volume in cubic units.

4.11E   The student is expected to explain the difference between weight and mass.

4.12A  The student is expected to use a thermometer to measure temperature and changes in temperature.

4.12B   The student is expected to use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

4.13A  The student is expected to use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.

4.13B   The student is expected to interpret bar graphs.

4.14A  The student is expected to identify the mathematics in everyday situations.

4.14B   The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

4.14C   The student is expected to select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

Additional Resources

Communication and Leadership: BioEd Online (video) - View three videos, by expert Tracy Volz, PhD, to strengthen presentation and professional relations skills: Dynamite PPT Design; Planning and Preparing for a Leadership Presentation; and Enhancing Your Leadership Presence.

Enhancing Your Leadership Presence
BioEd Online,

Planning and Preparing for a Leadership Presentation
BioEd Online,

Dynamite PPT Design
BioEd Online,

Science Notebooks in K-12 Classrooms: Science (website) - Science notebooks can improve students’ science understanding, while also enhancing their reading, writing, mathematics and communications skills. This site provides examples of student work from science notebooks and tips for using science notebooks in your class.

Science Notebooks in K-12 Classrooms
Science (website),

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