Sugar Mill Elementary
Science Fair Guide and
checklist
This packet contains all the information
you need to complete your project on
time as well as how to create your
science project from beginning to end.
** This guide comes from FBISD science but it is modified to meet Sugar Mill Elementary
specifications.
Why do a Science Fair Project?
The Science Fair provides students an opportunity to:

Develop scientific skills and processes;

Experience learning through inquiry;

Experience the hands-on/minds-on, inquiry approach to investigations; and

Develop a positive attitude about themselves and their work.
What is the Parents Role?

Supports your child’s desire to participate in the science fair;

Encourages your child to investigate and/or illustrate a principle, concept, or
phenomenon in a positive atmosphere; and

Ensures your child adheres to the designated guidelines and timeline.
.
Guidelines:
 Students may work individually.
 Pairs of students, at the same grade level, may work on projects together.
However, no more than two students may work on any one project.
 In order for a student's project to enter a fair, the project must meet all rules and
guidelines, and must have prior approval from the student's teacher. The selected
fifth grade student projects that place first and second in their school’s science fair,
as well as the selected first place fourth grade student project are eligible to
represent their school at the District Science Exposition
 Students may not submit two projects
Science Investigation Projects Must:
Entries must illustrate clearly the steps of the scientific inquiry methods:
A. Identify a problem for investigation (written as a question);
B. Read, research and provide a journal of information gathered;
C. State a hypothesis related to the problem;
D. Prepare a list of materials needed and procedures to follow for an investigation;
E. Conduct the investigation;
F. Collect, organize, and sequence data;
G. Determine results and state the conclusion;
H. Prepare a written report reflecting research and the process of investigation; and
I.
Design and construct a display.
Examples of investigations:
A. How does water pollution affect plant growth?
B. Which brand of battery lasts longest?
C. Paper or plastic – which bag is better for the environment?
Student Guidelines for Project Displays
Your project display should be neat, well organized, and self-explanatory. The materials to
construct your display may be hardboard, cardboard, thin sheets of plywood, cork board, or a
commercially bought display board. There is no minimum size for the display. However, you
must strictly adhere to the restrictions placed on the maximum size of the display. In
most cases, the standard three-panel board unfolds to 36 inches tall and 48 inches wide.
Maximum display size set up must be limited to:
Front to back – 30 inches
Side to side – 48 inches
Top to bottom – 36 inches
Display Restrictions:
A. Liquids, food, accessible chemicals (including household products), gases, or open
flames may not be displayed. Wrappers may be used on displays instead.
B. Controlled or illegal substances, including drugs, alcohol, or tobacco may not be
displayed.
C. Animals and animal parts (exception: hair, nails and teeth) may not be displayed.
Pictures or student-made models may be used instead.
D. Micro-organisms, molds, or fungi cultures may not be displayed. Pictures may be used
instead.
E. Knives or any other sharp objects should not be displayed. Use plastic items instead
of glass items when possible.
F. Liquids may not be used as part of a display. They may be simulated by using
unflavored gelatin or blue plastic wrap, etc.
Guidelines for Investigations Involving Live Animals
Experimental investigation or descriptive investigation with live animals is acceptable if strict
adherence to the guidelines set by the National Science Teachers Association (Science
Teacher, September 1980) is followed:
A. Students who intend to conduct research involving animals must obtain written approval
of their teacher and the Science Chairperson prior to beginning the project.
B. All aspects of animal care and treatment shall be supervised by a qualified individual
who will ensure proper standards are being maintained.
C. Supervisors and students should be familiar with appropriate literature on the care and
handling of living organisms. Practical training in learning these techniques is
encouraged.
D. Of primary importance are the maintenance of good animal health and the provision of
optimal care based on an understanding of the life habits of each species. Experimental
procedures conducted on vertebrate animals shall include only those which do not
involve pain or discomfort to the animal.
E. Project report must include documentation that experimentation on a living organism is
within acceptable ranges that causes no harm to the organism. This documentation can
be as simple as a note verifying a phone conversation with a local veterinarian or a
written notation from a reference book.
SCIENCE INVESTIGATION PROJECT TIMELINE
TASK
1. Select a problem to investigate
State the problem as a question.
2. Read and research (taking notes in project journal)
3. Write a hypothesis.
4. List the procedures to follow.
5. List and gather material(s) needed.
6. Investigate and collect data.
7. Organize and sequence data and results.
8. Draw conclusions.
9. Prepare a report on research data. Include the project’s
title, introduction, hypothesis or statement of the problem,
materials, procedures, results, conclusions, and
references in the report and on the display.
10. Design and construct a display.
11. Complete the project.
12. Present the project.
DUE DATE
Steps in Developing a Science Investigation Project
Remember: Keep a journal to record all your information. Pictures taken during your
investigation are very helpful. Graphs and charts should be clearly labeled. Tri-Fold is highly
recommended for science project.
1. Select a problem to investigate.
 Problem:
 Write the problem as a question.
2. What do you already know about this problem?
3. Read, research, and interview someone (in a related field) to obtain more information about
your problem.
 List the books and magazines you used and the people you interviewed.
 Do not Copy and Paste articles.
4. Develop a hypothesis (your statement about what you think will happen).

Write your hypothesis.
5. Decide on the procedures you will use.

6.
List your procedures.
Make a list of materials you will need and list where you will find them.


Materials
Where I Will Get Them
7. Conduct your investigation. Take plenty of notes in your journal.
8. Organize and sequence your data and results.
9. Summarize your results.
Steps in Developing a
Science Investigation Project
(Continued)
10. Draw a conclusion about your hypothesis.

State your conclusion.
11. Prepare a report on researched data.

Include the project’s title

Introduction

hypothesis or statement of the problem

materials

procedures

results, conclusions, and references used (bibliography) in the report and on the
display.
12. Design and construct a display (follow the guidelines).
13. Turn in your project on time. Share with fellow students.
TERMS and DEFINITIONS
1.
Background Information Research: Any essential information (e.g. definitions) that may
be necessary to begin your investigation or to develop your hypothesis.
2.
Bibliography: A list of references consulted during your project.
3.
Conclusion: A statement telling what was learned as a result of the investigation.
4.
Further Research: Ideas for further investigation.
5.
Hypothesis: A scientific guess about the relationship between the manipulated variable
and the responding variable. The hypothesis provides guidance for the student (the
investigator) about what data to collect.
6.
Independent Variable: A variable that is intentionally changed in a situation (e.g.
different amounts of water or brand of paper towel used). This variable is also known as
the manipulated variable.
7.
Materials: Any items needed to conduct the investigation.
8.
Procedures: A complete list of steps followed during an investigation.
9.
Recording Data: A complete record of all observations and measurements gathered
during an investigation. Keep notes, charts, ideas, etc. in a journal of your project.
10.
Dependent Variable: A variable that is possibly changed as a result of the manipulated
variable (e.g. height of plant growth or winning the game every time). This variable is
also known as the responding variable.
11.
Results: A statement telling the outcome of the investigation.
12.
Statement of the Problem (Question): A simple question that can be answered through
an investigation.
13.
Variable: A condition that varies or changes in a situation.
FORT BEND SCIENCE FAIR
SCIENCE INVESTIGATION DIVISION
PROJECT JUDGING FORM
GRADE
PROJECT NUMBER
TOTAL SCORE
DESCRIPTION
I.
CREATIVE ABILITY:
POOR
Does the project show originality
in the selection of the problem
and the use of equipment/materials?
II.
III.
EXCELLENT
1
2
3
4
5
1
2
3
4
5
SCIENTIFIC THOUGHT:
A.
Is there a clearly stated problem
statement or hypothesis?
B.
Is there evidence of a manipulated
and controlled variable?
1
2
3
4
5
C.
Is the method of data
1
acquisition and analysis explained?
2
3
4
5
THOROUGHNESS:
A.
Is there a report of the investigation 1
accompanying the project?
2
3
4
5
B.
Is there an observation log or journal?
1
2
3
4
C.
Are the conclusion and report
remarks reflective of the
investigation?
2
3
4
5
1
5
IV.
V.
DISPLAY:
POOR
EXCELLENT
Is the visual display presenting
the topic in an understandable
and appropriate manner for the
grade level of the student?
1
2
3
4
5
INTERVIEW:
A.
Is the student able to discuss the
procedure for developing the project?
1
2
3
4
5
B.
Is the student able to discuss the
topic and reflect on the knowledge
gained?
1
2
3
4
5
Add total score
Highest total points by one judge
(50 points)
Judge’s Name