Project: Nutrition - Science Research Project

Step Description Expected Student Results
1 Background Knowledge:

Before students begin working with their mentors, they will
read Michael Pollan's The Omnivore's Dilemma (Young Readers
Edition) to gain a greater knowledge of the food that
they eat on a daily basis. Students will reflect, question,
and discuss the reading with their classmates. 		Students read the book.
2 Week 1 & 2: Intro to Telementoring
1. Teacher introduces Telementoring.
2. Students explore the Telementoring website and project videos.
3. Teacher explains the journal which students will use to record their
experiences - struggles and
successes throughout the year. 		Students identify questions they have as well as aspects of the experience they
are excited about.
Students begin their telementoring journals.
3 WEEK 3 & 4: Letter of Introduction
1. Student and mentor exchange letters in which student
discusses areas of interest in life, career expectations and
questions about the program.

Mentor Role: Mentor may share personal or professional areas
of interest and additional insight into any of the items
mentioned. Letter of Introduction.

Mentor should be sure to share how a professional uses the
scientific method and scientific reasoning during his or her
professional life. This will help students with ideas for
their research paper and experiment that follows.
Letter of Introduction and first communication with mentors.

Students continue to write in their journals about the
process.
4 Week 5 & 6: Initial Research and Ideation of Project Ideas

Mentors help students begin their research by giving students some specific
and recognized sites to begin their search for ideas for their nutrition projects.
(research that is being conducted at major universities, museums, or
governmental agencies)

As students find information, they can share it with their mentors and receive
feedback to see if they are on the right track.




Students will research at least 5-7 different sites/topics and write a 2-4
sentence summary of each.

In small groups students will present what they learned and pick the top three
research questions that
they are most interested in.
Students will conduct initial research

Students will write summaries of different research topics.

Students will share out in small groups possible research questions.

Students will pick the top three research questions they are most interested in.

Students continue to write in their journals about the process.
5 WEEK 7 & 8: Narrow down to 1 research question

1. Students will share their top three picks for research questions with their
mentors.

2. Mentors will provide feedback and help students choose the most valid and
interesting question. Mentors can help identify possible concerns as well as
suggestions to help them choose their final research question.		 Student will present top three picks to mentors.

Students will consider mentor feedback on their picks.

Students choose one research question to focus on.

Students continue to write in their journals about the process.
6 Weeks 9-12: Students complete research project

1. Student will continue to research scientific topic.
2. Students work with LA teachers to complete their research projects on the
nutrition topic they have chosen.
2. Student will share their presentation with mentors over the rest of the
semester to get feedback and make improvements.
Mentor Role:
Advise student on reliability of research information and sources.
Give feedback to students on the presentation they are creating.		 Students share their projects with their mentors and ask for feedback on
choosing sources and the final presentations they create.
7 Week 13 - 17
Students work on the experimental design of their experiments:
independent and dependent
variables, control, constants.

Students start to think about how they will collect and organize their data.

Mentors give feedback and help students firm up their experimental design.		 Experimental design of experiment.
8 WEEK 18 & 19: Experimental Methods and Procedures

1. Student will begin to devise data collecting methods.
2. Student will develop experimental procedure and material list.
3. Students and mentor will determine dates for experimental trials.
4. Materials are ordered.
Mentor Role:
Advise students on data collection methods, including anticipating
problems
that might occur.
Continue to provide examples from professional environment.
Help students determine lengths of test and number of trials.		 Students create materials lists and procedure steps.
Draft tables and charts for recording data.
Usable tables and charts for recording data.
9 WEEK 20 - 22: Experimentation
1. Student will begin their experiments. They will record all aspects of their
procedure in a notebook and share important information with their mentor.

Mentor Role:
Provide students with examples of standards for designing experimental
methods.
Help students re-examine their procedures when their original methods fail
or
present roadblocks.
Completed list of experimental methods (with documentation).
10 WEEK 23 - 24: Experimentation/ Analysis of Data
1. Students will analyze their data and send relevant information to their
mentors.
2. Mentors and students will examine data to be sure that correct
conclusions
are being drawn.
3. If it is possible, students will re-run experiments if their results are
inconclusive.

Mentor Role:
Aid students in analyzing data and communicating results.
Data Analysis
Finalized charts and graphs of results
11 WEEK 25 & 26: Finalize Presentation
1. Student will put finishing touches on final presentation and present final
product to an audience.
2. Student will upload elements of the project to the project file upload area
for
critique by mentor. Student will submit final project to mentor and teacher
for
review.

Mentor Role:
Provide student with an objective evaluation of the project.
 Final Multimedia Presentation
12 WEEK 27 & 28: Prepare for Presentation night.
1. Students and mentors will review list of possible questions from the
community and brainstorm possible answers.
2. Students and mentors will review projects and finalize all presentations
and
reports.
3. Students will complete science posters utilizing powerpoint template and
e-
mail the product to their mentors for review.
Mentor Role:
Brainstorm answers to possible questions from the community with
students.
Review and help finalize last minute details with students.



 Finalize all parts of project for presentation night.
List of answers to possible judges' questions.

Prepare to share presentations with appropriate community organizations.


13 Week 29:
Presentations to the community. Pick a specific night and
students will present.		 Students will present their projects to other students, staff and
various people from our community.
14 WEEK 30 & 31: Thank you Letter to Mentor

1. Student will write a final letter to mentor. Letters will
*evaluate their performance on the project, including what the student did
well, what he would like to have done differently to improve upon the project.
* provide mentors with specific feedback on what he or she contributed to
the success of the project.
Mentor Role:
Encourage students to continue to pursue their interests in science and
develop their talents!
Thank you message to mentor.

Students, mentors, and teacher complete end of project survey.