ROOTS IVY International

Riverview Campus
IB PYP Grade 6 Report
Science Exhibition

This report incorporates the details of Science Exhibition. Following is a brief description of each project and
activity carried out.

1. Science Spiders
Objective:
The main objectives of this project included:
• To apply the knowledge of science for
summative assessment
• To equip students with the integrated
subject approach
• To develop students’ 21st century learning
• To ensure teamwork, collaboration and
participation
Details: The Spiders project consist of three main
parts:

1. Biology of Spiders
2. Chemistry of Spiders’ webs
3. Electronic Spiders

The division was done based on the chapters studied in the science course. Using classification and
microorganisms chapters the biology of spiders was applied. Based on topic of physical and chemical
changes the chemistry of spiders’ web was explained and students created the webs. Using
electricity and magnetism chapter knowledge students created mini spider robots.

The students were divided in three groups. Each group competed to complete their individual
provided tasks.

S.No Student Name Project Assigned

1 Aayhan Adil
2 Abdullah Malik
3 Abdullah Naseer
4 Adan Biology of Spiders
5 Arman Ali
6 Asmad
7 Attique
8 Ayesha Faisal
9 Daud
10 Dua
11 Fatima Jawaid Chemistry of Spider’s Web
12 Maheen Ahmed
13 Maheen Omar
14 Marwa Nadeem
15 Muhammad Bin Aamir
16 Muntaha
17 Simra
18 Tazmeen Electronic Spiders
19 Zoiana
20 Inaya
21 Hanan

Each student was provided with presentation lines and requested to present on a Mock presentation
date before the actual exhibition date. Students using this interaction and teamwork approach
achieved the objective of project.

Students were assigned to bring real spiders ensuring they do not be harmed and spiders are not
killed. The spiders’ biology was researched by students to equip them with research knowledge and
skills.

Students created the webs using the

ropes and wooden base.
They explained the chemical
composition of the spiders’ web. Also
prepare the web prototypes using
easily available tools.

The electronic spiders and function of each component of electricity was explained and learnt by
students. They developed modern 21st century knowledge skills.

The students were provided a video to watch

and teacher instructed and helped to create a
prototype of electronic spider.

A detailed document was prepare by the teacher for presentations and students’ duties allocation.

Outcomes: Students applied integrated branches of science to a single topic. They learnt new 21st
century skills and hands on project ensured skill development.
Way forward: Students can create similar projects for different other topics.
2. Colorado USA Animations Project

Objective:
The main objectives of this project included:
• To ensure technology application to science.
• To equip students with leadership skills
• To develop students’ 21st century learning
Details: Colorado State University has an open source
software. This tool from USA was used by teacher to
equip students with applying knowledge of science
using modern tool.

The Animations project consist of three main parts:

1. Biology
2. Chemistry
3. Physics

S.No Student Name Animation Assigned

1 Abbas You all have to work on Biology game website
2 Talat given below. Read after the table ends with
3 Esa Haroon your names.
4 Khadija Create a chart paper for classification of living
5 Ishba things. Explain five kingdoms. Take help from
6 Khayan copy.
7 Murtaza
8 Kinza Chemistry Group.
9 Lareb You have to present the animations. Read
10 Obaid below in document. Find your name. Do that
task only.
11 Zain Chemistry Group.
12 Shah Karam You have to do the task below. Read after
13 Zuraiz table where your names appear.
14 Eshaal Group Leader
15 Maira You have to present the animations. Read
16 Zukhraf after table. Find your names and read below
17 Janita that.
18 Fatima You will be leaders for the entire class. Read
19 Hareem what you have to learn for presentation.
20 Rania Move down to where your names re-appear.
21 Rida
22 Zohair Leader to explain Animations

The project was execute using following instructions.

Biology
GROUP 1
There are 3 students in this group. Each of you will have to play this game at home many times. Click
the website:
https://www.ecosystemforkids.com/games/4th-grade/classification-of-organisms/activity.html
YOU THREE WILL USE MY LAPTOP AND PROJECTOR IN CLASS ON TUESDAY FOR PRESENTING THIS.
DO THIS BEFORE TUESDAY.
After playing this game, you will make this a game for whole class. On presentation day Talat you will
introduce your game. Memorise following:
• Talat:
Salaam. My name is Talat. This is my team for biology game. We are doing a summative assessment
on classification. Classification of living things is very important to avoid confusion and ensure that
the living things are organized in groups for better study.
There are five major kingdoms. animal, plant, fungi, protist and monera.
• Esa please memorise following for project presentation:
As Talat has explained about classification and five kingdoms. Let me introduce you to a game.
Abbas will help you to click on computer for game.
Esa you will ask questions from class and they will answer. Abbas will click and you all check if
answer is correct or not.
Abbas you have to help in clicking the game questions and answers. Make sure you help your team.
Play the game by clicking above website.
GROUP 2:
Khadija Create a chart paper for classification of living things. Explain five kingdoms. Take help from
copy.
Ishba
Khayan
Murtaza

Khadija draw this on a chart paper and memorise the description for presentation.

• Khadija:
Salaam, I am Khadija. My group will present about the five kingdoms like Talat and his group
explained using a group.
Murtaza and Khayan will hold the chart paper.

The five kingdoms are each unique. Kingdom fungi can be unicellular or multicellular. An example is
mushroom. Yeast is a fungi which is unicellular. We humans belong to kingdom animalia like other
animals. Plantae kingdom includes the plants.

• Ishba memorise and present following on Khadija’s chart:

There are five kingdoms of classification. In order to make study of living things more organized we
arrange them in the form of kingdoms. Each kingdom has its own features.
For example, bacteria and virus belongs to kingdom monera. They are unicellular and have no
nucleas.
See weed and amoeba are kingdom protista. They have a nuclear but can also be uni or multicellular.

ISHBA YOU ALSO HAVE TO MAKE A CHART PAPER LIKE THIS:

Chemistry

GROUP 3:

Kinza Chemistry Group.

You have to present the animations. Read below in document. Find your name. Do that task only.
Lareb
Obaid
You all three have to open the following website and play the animations fully. Because you will use
my Laptop and project to do these in front of class on Tuesday.
https://phet.colorado.edu/en/simulations/build-a-molecule
Kinza, Lareb and Obaid you all three have to at home play above website animations. Also memorise
following each of you.
Our group is chemistry group. Chemistry deals with atoms, molecules and physical, chemical
changes. We will show you how to make a molecule using atoms. Atom is smallest part of matter.
Two or more atoms make up a molecule.
We will use Colarado State University, USA animation software and show you how to build a
molecule.
Kinza, Lareb and Obaid you will build molecules on my laptop connected to projector and present
the entire class with this.
GROUP 4:
Zain Chemistry Group.
You have to do the task below. Read after table where your names appear.
Shah Karam
Zuraiz

Zain you have to make the following on chart paper by Tuesday.

Zuraiz you will explain Zain’s chart paper. Learn following:

Smallest part of matter is atom. You can see from chart paper everyone. When atoms join they make
a molecule.
Biology

GROUP 5:
Maira You have to present the animations. Read after table. Find your names and read below that.
Zukhraf
Janita

Each of you have to visit the following two websites. Play animations and understand fully what is
happening.
1. https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-
static-electricity_en.html
2. https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-
construction-kit-dc-virtual-lab_en.html
You all must play these two animations carefully.
Then each of you must memorize the following for presentation.
Salaam. Our group is basically presenting a software designed by Colarado State University, USA. It is
a modern tool for students and teachers world wide. We have studied about static electricity. Static
means charges will never move. They will be at rest. Charge is smallest unit of electricity.
As you can see when we move balloon, which is an insulator, close to sweater the charges from
sweater stick to balloon. But these charges donot move. They are static. This animation explains how
the static charges appear by rubbing objects.
All three must learn above. All three must know how to handle animations 1.
Coming to when charges move. They produce current. Our second animation will show about
charges in motion using electrical circuits.
Battery is needed to provide energy. Then we need conducting wires. Then a switch. We also need a
bulb. Now this is how the circuit works.
All three must learn above. All three must know how to handle animations 2.

GROUP 6:
Fatima You will be leaders for the entire class. Read what you have to learn for presentation. Move
down to where your names re-appear.
Hareem
Rania
Rida

• Fatima you have to make a chart paper:

You will learn following:

Salaam. My name is Fatima. This is my class of 6b. We are future scientists and leaders. We are IVY
students. Our class will present a summative assessment of science. Summative assessment means
all that we have learnt we will try to present using different methods.
We have divided science into Biology, Chemistry and Physics. My team will handle the remaining
summative assessment. Thank you.

• Hareem you have to learn this also:

You will learn following:
Salaam. My name is Hareem. This is my class of 6b. We are future scientists and leaders. We are IVY
students. Our class will present a summative assessment of science. Summative assessment means
all that we have learnt we will try to present using different methods.
We have divided science into Biology, Chemistry and Physics. My team will handle the remaining
summative assessment. Thank you.

• Rania you have to learn this also:

You will learn following:
Salaam. My name is Rania. This is my class of 6b. We are future scientists and leaders. We are IVY
students. Our class will present a summative assessment of science. Summative assessment means
all that we have learnt we will try to present using different methods.
We have divided science into Biology, Chemistry and Physics. My team will handle the remaining
summative assessment. Thank you.

• Rida you have to learn this also:

You will learn following:
Salaam. My name is Rida. This is my class of 6b. We are future scientists and leaders. We are IVY
students. Our class will present a summative assessment of science. Summative assessment means
all that we have learnt we will try to present using different methods.
We have divided science into Biology, Chemistry and Physics. My team will handle the remaining
summative assessment. Thank you.

• Eshaal you have to learn this and also make a chart paper:
You will learn following:
Salaam. My name is Eshaal. This is my class of 6b. We are future scientists and leaders. We are IVY
students. Our class will present a summative assessment of science. Summative assessment means
all that we have learnt we will try to present using different methods.
We have divided science into Biology, Chemistry and Physics. My team will handle the remaining
summative assessment. Thank you.

Chart paper.
 Zohair:
You have to visit the following website. Play animations and understand fully what is happening.
1. https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-
construction-kit-dc-virtual-lab_en.html
You all must play these animations carefully.
Then you must memorize the following for presentation.
Charge is basic unit of electricity.
Coming to when charges move. They produce current. Our second animation will show about
charges in motion using electrical circuits.
Battery is needed to provide energy. Then we need conducting wires. Then a switch. We also need a
bulb. Now this is how the circuit works.

Outcomes: Students applied science to the technology and ensured active participation.
Way forward: This can be used as for wide range of topics of science.

3. 3D Model Making

Objective:
The main objectives of this project included:
• To ensure hands-on work by students for applying
knowledge of science.
• To ensure students innovate and create
• To develop students’ 21st century learning
Details: Students were provided a list of materials. Using
playdough and easily available materials the students were given
an exposure to create and innovate 3D
models based on classification of living
things and microorganisms. The
students create projects on
decomposers, shapes of bacteria, types
of kingdoms, microorganisms,
advantages of microbes, disadvantages
of microbes. Energetic music was played to motivate students.
Outcomes: Students applied science to the create and innovate projects
using hands-on learning.
Way forward: This can be used for various structure based projects.
4. Virtual Learning Project

Objective:
The main objectives of this project included:
• To ensure collaborative classroom
• To equip students with the modern
tools
• To develop students’ 21st century
learning
Details: VLP has been carried out during and
after the covid times using certified MS Teams
trained teachers. MIE Experts certified from
Microsoft. Students learned how to present in
virtual environment. They interacted and
participated using the modern tools of screen
sharing, collaboration with each other and raising hands whenever needed. They prepare power
point presentations of science using MS Power Point and animations.
Outcomes: Students applied science to the technology and ensured active participation.
Way forward: This can be used as a virtual exhibition tool.

5. Microscope Research Project

Objective:
The main objectives of this project included:
• To instill the research abilities in students.
• To make students’ understand and analyse the laboratory equipment
for science.
• To develop students’ 21st century learning
Details: Students were first shown a video of the microscope. The teacher
created a microscope diagram in front of them in easy to handle shapes. This
enabled students to understand the microscope parts.
Using this tool the students were provided a document and a video as a
research assignment. The students observed and enabled the visitors
to see the structure of leaf under a microscope and explained the
concept of cells in detail.
The students learnt to use a microscope and set up a microscope. The
slide making was informed but students’ level did not allow them to
prepare the slides.
Outcomes: Students used research tools and learnt how to use
laboratory equipment.
Way forward: The various other tools in laboratory can be made as a
center of project exhibition.
6. Modelling atoms and Molecules

Objective:
The main objectives of this project included:
• To ensure students apply knowledge of science to
create models.
• To ensure knowledge of atoms and molecules in an
innovative way
• To develop students’ 21st century learning
Details: Students were provided instructions on how to create
the models of atoms and molecules. The main output focused
was to create a model in 3D by students for explanation and
presentations. This ensured the students to instill the knowledge of atoms and molecules in depth.
The students used thermopore, sticks, double tapes, Styrofoam material, paints and various
coloured papers and charts to create and innovate their project.
Outcomes: Students applied science to the in-depth understanding and knowledge.
Way forward: This can be used to create projects on various topics of science.

7. Roadway to Research

Objective:
The main objectives of this project included:
• To ensure students apply knowledge of measurements
to create a symmetrical road.
• To ensure knowledge of measurements in an
innovative way
• To develop students’ 21st century learning
Details: Based on the knowledge of measurements in physics
of science the students were equipped with the knowledge of
areas and lengths and using accuracy. Using these tools the
student created a road for presentations on projector.
Students learnt how to use a projector themselves and how to
setup a projector with computer. The roadway to research was incorporated
with the knowledge of connections by students. Students with the help of
teacher also made connections for safe glow of lights on sides of the road.
Outcomes: Students applied science to the in-depth understanding and
knowledge. They created the project for highest level of Bloom.
Way forward: Different real life projects can be created using measurements
topic in similar manner.
8. Pumping Rockets

Objective:
The main objectives of this project included:
• To ensure students apply knowledge to hands-on
learning.
• To create rockets that can be pumped using air using
minimum resources.
• To develop students’ 21st century learning
Details: Students were provided instructions on how to create
the rockets. A video was shown of how real rockets are created.
Using this knowledge students
were told to create rocket models
which they can pump in air and made to fly. The students were
provided limited resources to students to ensure they can be
creative and productive with limited resources. The project was kept
formatively assessed and fully students’ driven to ignite their
creativity for knowledge of science. The students were also
sensitized with the knowledge of recycling and using waste materials
to create innovative science pumping rockets
Outcomes: Students flying rockets pumping air and understood
resourcefulness.
Way forward: This can be used to create similar other projects with limited resources.

9. Pinwheel Design

Objective:
The main objectives of this project included:
• To apply knowledge of wind direction using pinwheel
design.
• To create a pinwheel for finding wind direction.
• To develop students’ 21st century learning
Details: The students were provided instructions to create
pinwheels and how pinwheels are used for the purpose of wind
direction analysis.
Logistics/Items to be used
Two sheets of paper with different/same colors.
Ruler.
Scissors.
Paper fastener (Optional - Pin if you don't want to make a pin less pinwheel).
Drinking straw or wooden stick
Procedure/Guide
Cut out a 6 by 6 inch square (you can make the square larger or smaller.
If using a second sheet of paper, cut out the same size square and glue the 2 papers
together back to back.
Use a ruler to trace a line from corner to corner.
Make a mark on each line 1/3 away from the center.
Cut along the lines you traced until you reach the 1/3 mark.
Bring the edges to the center of the square
Make a hole through all 4 edges in the center
Make a small cut into the wooden stick to allow the paper fastener through.
Stick the paper fastener (or pin) into a wooden stick or the paper fastener into the straw.
Following links were used for help:
References/Video

https://www.google.com/search?q=how+to+make+pinwheel&rlz=1C1GCEU_enPK889PK889&o
q=how+to+make+pinwheel+&aqs=chrome..69i57j0l7.8707j0j15&sourceid=chrome&ie=UTF 8#kpval
bx=_TN1ZX_7HBI2D5wKttZegDw19
https://www.youtube.com/watch?v=C0Rugzrpgv8

Outcomes: Students created pinwheel to find wind direction.

Way forward: This can be used to create a wind farm