This is a project where you will research a particular scientist (living or not-living) that has made some sort of contribution to the understanding of our world. Whether the scientist invented something, made something better, contributed enormous ideas, or discovered something, find a way to convince your audience that this scientist is truly deserves to be Scientist of the Month! You will complete the research template below and use it to create a poster (digital or paper) about your scientist using those from the list on the library website. Make sure to include a balance of text and visuals on your poster. Sources should be cited on the back of the poster or on a second digital page (see handout for format). Remember your work must be in your own words
You will complete the research template provided and use it to create a poster (digital or paper) about your scientist using those from the list on the library website. Make sure to include a balance of text and visuals on your poster. Sources should be cited on the back of the poster or on a second digital page (see handout for format). Remember your work must be in your own words.
Scientist Name |
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Date of birth (and death) |
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Place of birth |
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Field of study (Kind of science) |
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Early life (Describe their childhood and early schooling.) |
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Adult life (Describe their life as an adult) |
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Interesting facts (At least 2 things like quotes, places named after them, etc.) |
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Important research (What makes them a famous scientist) |
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Research timeline (When did the research happen) |
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Impacts on Society (How did the research benefit society) |
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Many resources can be found in our Library. You can use the following links to search our collection:
You can also check out the Biography section in our non-fiction (Dewey Decimal: 920.xxxxx)
We also have some graphic novels and picture books about some famous scientists like Alan Turing, Ada Peck, Rosalind Franklin, Stephen Hawking and others
Curricular Competency |
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3-4 Seek patterns and connections in data from their own investigations and secondary sources |
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4-3 Demonstrate an awareness of assumptions and bias in their own work and secondary sources |
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4-5 Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources |
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6-1 Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate |
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