Science Investigation &
Engineering Projects Handbook
(PBL Level II& III)
Harmony School of Endeavor
2016-2017
5th-8th grade Handbook
Revised 10/27/16
Science Investigation & Engineering Design Projects
Dear Parents and Guardians,
As 21st Century citizens, students will have to make some tough decisions, based on their understanding of emerging
science and technology. Employers are increasingly looking for skills in Science, Technology, Engineering, and
Mathematics, as well as communication, innovation and presentation.
Scientific investigation projects involve students in the fields of science and engineering, requiring them to practice
and apply these skills to a topic of interest to them. Doing science is key to understanding science. Students design,
test, analyze, and present a project that uses scientific methods or engineering skills to solve a problem. The sky’s
the limit!
Whereas pure scientific investigations involve the formation of a hypothesis and a final decision of whether this
hypothesis is true or not, engineering projects involve designing and developing a device or process with specific
objectives.
Engineering is the discipline, art and profession of acquiring and applying technical, scientific and mathematical
knowledge to design and implement materials, structures, machines, devices, systems, and processes that safely
realize a desired objective or inventions. The American Engineers' Council for Professional Development has defined
engineering as:
“The creative application of scientific principles to design or develop structures, machines, apparatus, or
manufacturing processes, or works utilizing them singly or in combination; or to construct or operate the same
with full cognizance of their design; or to forecast their behavior under specific operating conditions; all as
respects an intended function, economics of operation and safety to life and property.”
Technology is integrated in every part of our lives. Young children are quite adept at handling various electronic
devices. It is our belief that our students will benefit from using digital journals and storytelling means of communication
for their work. One of the final products the students will produce will be a digital story with video or still pictures of
their work.
As work begins, they will be given project tasks and timelines at school, and teachers will check in with them
periodically. However, much of the work will be self-directed and will be completed at home. We ask that you
encourage your child and monitor his or her progress along the way but allow students to do the projects by
themselves. Guide your child whenever and wherever you can, but let the final project reflect your child's individual
effort and design.
For suggestions on helping your child through this process - from choosing a topic to the final report – we encourage
you to visit various web sites listed below. Please read this handbook with your child and sign the necessary forms.
Let us know if you'd like more information on creating a successful project or if you have any questions.
Sincerely,
Middle School Science Teachers
HELPFUL SITES FOR SCIENCE FAIR WORK:
https://sites.google.com/a/harmonytx.org/pbl/home
(Harmony Public Schools PBL Resources)
https://student.societyforscience.org/intel-isef-forms
(forms required if moving on to other fairs)
http://www.easybib.com/
(a good site to help students write their bibliography)
http://owl.english.purdue.edu/owl/search.php
(info on writing papers)
http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html (excellent research paper guide)
http://school.discoveryeducation.com/sciencefaircentral/Parent-Resources.html
http://pbskids.org/designsquad/parentseducators/index.html
http://sciencefairproject.virtualave.net/
http://www.juliantrubin.com/fairprojects.html
http://www.sciencefairadventure.com/
http://www.education.com/science-fair/middle-school/
http://www.ipl.org/div/projectguide/
http://sciencecastle.com/sc/index.php/scienceexperiments/search
http://earthquake.usgs.gov/learn/kids/sciencefair.php
http://www.all-science-fair-projects.com/
http://www.loc.gov/rr/scitech/selected-internet/scifair.html
Not sure where to start?
http://www.sciencebuddies.org/science-fair-projects/project_ideas.shtml
DIGITAL STORYTELLING TOOLS:
http://edtechteacher.org/index.php/teaching-technology/presentation-multimedia/digital-storytelling
Microsoft Photo Story 3
Animoto
Audacity
Comic Life
Flickr
… and many, many more…
You can also visit your local library to find information in books and magazine articles.
TASK 1 - SELECT YOUR PROJECT TOPIC
Select at least three topics to submit to your teacher. Do not move on to the next step until you have received
approval for one of your topics.
● Select topics that you are interested in.
● Consider amount of time it will require, types of materials, safety requirements, and grade
level-appropriateness of the topics.
Choose from “Comparative Experiment” or “Engineering Design” project categories.
Experiment
Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting
data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis
identifies one independent (manipulated) variable and one dependent (responding) variable. A fair test* can be
designed to measure variables so that the relationship between them is determined.
Experimental investigations involve designing a fair test* similar to a comparative investigation, but a control is
identified. The variables are measured in an effort to gather evidence to support or not support a cause & effect
relationship. This is often called a controlled experiment.
* A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other
conditions the same.
In a comparative and experimental investigation, students:
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Ask a testable question
Research the topic
Make a hypothesis about the outcome based on the research or their own knowledge
Design the investigation
Conduct the investigation
Collect Data
Make sense of the data and draw a conclusion
Present their findings for peer review
Engineering Design
Choosing to do an engineering project is not very different. As stated in the introduction, engineering projects involve
designing and developing a device or process with specific objectives. Below are the recommended tasks for this
process and for more explanation see similar tasks above.
In an engineering design, students:
 Pick your problem
 Research
 Choose design focus
 Plan your design
 Build and test prototype
 Make adjustments
 Retest prototype
 Review design and construction process
 Present findings for peer review
TASK 2 - CREATE/COPY BLANK GOOGLE SLIDES PRESENTATION – THIS TASK WILL BE DONE IN
THE CLASSROOM
TASK 3 - BACKGROUND RESEARCH
Once students have a testable question or problem to solve, it is important to do some background
research. Background research can be gathered first hand from primary sources such as interviews
with a teacher, scientist at a local university, or other person with specialized knowledge. Students
can also use secondary sources such as books, magazines, journals, newspapers, online documents, or
literature from non-profit organizations. Conduct background research on your topic and write a
summary report. Don’t forget to make a record of any resource used so that credit can be given in a
bibliography.
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1-2 page paper, 12 pt. font, double spaced
Include at least three references (cited correctly)
Include diagrams, pictures, and/or equations when appropriate
Submit your paper to your teacher
Write summary (2-3 paragraphs) of your background research in your Google Slides
presentation on the Background Research slide
TASK 4 - PURPOSE OR GOAL
Add the purpose or goal of your project to your Google Slide presentation on the Purpose or Goal slide
 Describe the main purpose(s) or goal(s) for your project
 Depending on your project type, you may have more than one purpose or goal.
 Be sure to state each purpose or goal under separate bullet points.
TASK 5 - HYPOTHESIS/PROBLEM/QUESTION
After gathering background research, students will be better prepared to formulate a hypothesis.
More than a random guess, a hypothesis is a testable statement based on background knowledge,
research, or scientific reason. A hypothesis states the anticipated cause and effect that may be
observed during the investigation. Hypothesis should be written as an “If…then” statement. Add your
hypothesis/problem/question to your Google Slide presentation.
● If you are doing an “Experiment”
 Write hypothesis in if/then statement
 More than one hypothesis might be necessary if you are testing two different
independent variables
 If you are doing “Engineering Design” Project
 Write a problem statement for your engineering project
Compose Hypothesis
After gathering background research, students will be better prepared to formulate a hypothesis. More than a
random guess, a hypothesis is a testable statement based on background knowledge, research, or scientific reason.
A hypothesis states the anticipated cause and effect that may be observed during the investigation. Hypothesis
should be written as an “If…then” statement. Consider the following hypothesis:
If ice is placed in a Styrofoam container, then it will take longer to melt than if placed in a plastic or glass container.
I think this is true because my research shows that a lot of people purchase Styrofoam coolers to keep drinks cool.
The time it takes for ice to melt (dependent variable) depends on the type of container used (independent
variable.). A hypothesis shows the relationship among variables in the investigation and often (but not always)
uses the words if and then.
Take a look at these additional examples:

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If a mixture of vinegar and baking soda are used, then more stains may be removed. I think this because
vinegar and baking soda are used in many different cleaning products.
If an object has a volume greater than 30 cubic centimeters, then it will sink in water. In the past, I have
seen big objects sink.
What is a Testable Question?
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
The key to a good and manageable investigation is to choose a topic of interest, then ask what is called a
“testable question.” Testable questions are those that can be answered through hands-on investigation by
the student. The key difference between a general interest science question and a testable question is that
testable questions are always about changing one thing to see what the effect is on another thing.
Here are some examples of broader science questions and testable questions:
Broad Questions
(lead to science reports)
How do plants grow?
What makes something sink or
float?
How do rockets work?
How does the sun heat up
water?
What happens when something
freezes?
What makes cars move?
Testable questions
(lead to investigations)
What amount of water is best to grow tomatoes? or What type of soil is best to
grow petunias? or What amount of sunlight is best to grow daffodils?
How well do different materials sink or float in water?
How does changing the shape of a rocket’s fins change its flight?
Does the sun heat salt water and fresh water at the same rate?
Do different liquids freeze at the same rate?
How does the surface on which a car moves affect how fast it goes?
TASK 6 - DESIGN/PLAN YOUR INVESTIGATION
Once students formulate a hypothesis for their investigation, they must design a procedure to test it. A welldesigned investigation contains procedures that take into account all of the factors that could impact the results of
the investigation. These factors are called variables.
There are three types of variables to consider when designing the investigation procedure.
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The independent variable is the one variable the investigator chooses to change.
Controlled variables are variables that are kept the same each time.
The dependent variable is the variable that changes as a result of /or in response to the independent
variable.
Having students talk through the investigation will help them to clarify the different variables involved in the
experimental design. What factors will change? What factors will stay the same?
A hands-on way to introduce a fair test is to ask students, “Who can make the best paper airplane?” Once two
students are selected to compete, hand one a large piece of construction paper and the other a piece of regular
copy paper. Students will immediately note that this is “unfair.” If we want the test to be fair, only the paper
airplane design can be different. Everything else, including how hard the airplane is tossed, must be the same.
Steps in Experimental Design
Step A – Clarify the variables involved in the investigation by developing a table such as the one below.
Testable Question
What detergent removes
stains the best?
What is changed?
(independent variable)
What stays the same?
(controlled variables)
Type of detergent, type of Type of cloth, physical
stain
process of stain removal
Data Collected
(dependent variable)
Stain fading over time for
combinations of detergents
and stains
Step B – Make a bulleted list of materials that will be used in the investigation.
Step C – Numbered list of the steps needed to carry out the investigation.
Step D – Estimate the time it will take to complete the investigation. Will the data be gathered in one sitting or
over the course of several weeks?
Step E – Check the work. Ask someone else to read the procedures to make sure the steps are clear. Are there
any steps missing? Double check the materials list to be sure all to the necessary materials are included.
Steps in Engineering Design
Design, build, test, rebuild, and retest your engineering design prototype. See the PBL website for more
details based on your project category. Add your materials, safety considerations, and procedures to your
Google Slides presentation.
Step A – Make a bulleted list of materials that will be used in the investigation.
Step B – Numbered list of the steps needed to build the design.
Step C – Estimate the time it will take to complete project build and retest. Will the data be gathered in one
sitting or over the course of several weeks?
Step D – Redesign. Based on collected data, review the prototype performance, make adjustments, and retest the
prototype.
Step E – Check the work. Ask someone else to read the procedures to make sure the steps are clear. Are there
any steps missing? Double check the materials list to be sure all to the necessary materials are included.
TASK 7 - UPDATE ALL PRESENTATION SLIDES
The main purpose of TASK 7 is to give students an opportunity to complete all previous TASKS if not
already completed.
 Be sure to add all project information onto your Google Slides presentation.
 If you made updates on your slides for previous TASKS, please inform your teachers so they
may regrade those slides.
TASK 8 - COLLECT, ORGANIZE AND EXPLAIN DATA/OBSERVATIONS
Conduct your investigation or build and test your prototype. After designing the procedure and
gathering the materials, it is time to set up and to carry out the investigation.
Carrying out the investigation involves data collection. There are two types of data that may be
collected—quantitative data and qualitative data.
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Quantitative Data
o Uses numbers to describe the amount of something.
o Involves tools such as rulers, timers, graduated cylinders, etc.
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Qualitative Data
o Uses words to describe the data
o Describes physical properties such as how something looks, feels, smells, tastes, or
sounds.
As data is collected it can be organized into lists and tables. Organizing data will be helpful for
identifying relationships later when making an analysis. Encourage students to make use of
technology such as spreadsheets to organize their data.
Add the following information to your Google Slides presentation:
Comparative Experiment
 Observation and Pictures
 Data Table
 Graph
 Analysis and Discussion
Engineering Design
 Prototype Construction Pictures
 Data Table
 Graph
 Analysis and Discussion
When setting up the investigation, students will need to consider…
The location
Choose a low traffic area to reduce the risk of someone accidentally tampering with the
investigation results—especially if the investigation lasts for several weeks.
Avoid harmful accidents by using safe practices.
The use of construction tools or potentially harmful chemicals will require adult supervision.
Locate the nearest sink or fire extinguisher as a safety precaution.
Safety
Determine how to dispose of materials. For example, some chemicals should not be mixed
together or put down a sink drain.
 Wear protective clothing such as goggles and gloves. Tie back loose hair so that it does not
get caught on any of the equipment.
Documentation Making a rough sketch or recording notes of the investigation in a notebook is helpful if the
experiment is to be repeated in the future. Student MUST record all information from beginning
to end.
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TASK 9 - DRAW CONCLUSIONS AND EXPLAIN
After students have collected their data the next step is to analyze it. The goal of data analysis is to determine if
there is a relationship between the independent and dependent variables. In student terms, this is called
“looking for patterns in the data.” Did the change I made have an effect that can be measured?
Besides analyzing data on tables or charts, graphs can be used to make a picture of the data. Graphing the data can
often help make those relationships and trends easier to see. Graphs are called “pictures of data.” The important
thing is that appropriate graphs are selected for the type of data. For example, bar graphs, pictographs, or circle
graphs should be used to represent categorical data (sometimes called “side by side” data). Line plots are used to
show numerical data. Line graphs should be used to show how data changes over time. Graphs can be drawn by
hand using graph paper or generated on the computer from spreadsheets for students who are technically able.
You can use these questions to help guide students in analyzing their data:
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What can be learned from looking at the data?
How does the data relate to the student’s original hypothesis?
Did what you changed (independent variable) cause changes in the results (dependent variable)?
After analyzing the data, students will be able to answer these questions as they draw some conclusions. Students
should not to change their hypothesis if it does not match their findings. The accuracy of a hypothesis is NOT what
constitutes a successful science fair investigation. Rather, Science Fair judges will want to see that the conclusions
stated match the data that was collected, as well as why their project was not successful and how they could
improve upon their design.
Add the following to your Google Slides presentation:
 Explain whether your observations support your purpose/goal or not.
 If you had a hypothesis, state whether your data supported this hypothesis or not.
 Did your prototype solve your initial problem?
 State the main points that you have learned from this experiment or project.
TASK 10 - APPLICATION AND EXTENSIONS
Add the following to your Google Slides presentation:
● State the real-life or daily application of your project/experiment.
● Explain how the knowledge gained from this project/experiment can benefit you/others/society
in general.
● Explain what you would change about this project/experiment to gain further scientific
knowledge. For example, would you use a different inquiry question, test different variables,
change or combine design plans for model or prototype, etc.
TASK 11 - BIBLIOGRAPHY AND ABSTRACT
Add the following to your Google Slides presentation:
 Bibliography (http://www.easybib.com/)
 Abstract (see below for format)
An abstract is an abbreviated version of your science fair project final report. For most science fairs it is
limited to a maximum of 250 words. The science fair project abstract appears at the beginning of the
report as well as on your display board.
Almost all scientists and engineers agree that an abstract should have the following five pieces:

Introduction. This is where you describe the purpose for doing your science fair project or
invention. Why should anyone care about the work you did? You have to tell them why. Did you
explain something that should cause people to change the way they go about their daily business? If
you made an invention or developed a new procedure how is it better, faster, or cheaper than what
is already out there? Motivate the reader to finish the abstract and read the entire paper or display
board.
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Problem Statement/Purpose. Identify the problem you solved or the hypothesis you investigated.
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Procedures. What was your approach for investigating the problem? Don't go into detail about
materials unless they were critical to your success. Do describe the most important variables if you
have room.
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Results/Data. What answer did you obtain? Be specific and use numbers to describe your results.
Do not use vague terms like "most" or "some."
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Conclusions. State what your science fair project or invention contributes to the area you worked
in. Did you meet your objectives? For an engineering project state whether you met your design
criteria.
TASK 12 - IN-CLASS PRESENTATION TO PEERS AND TEACHER
Present your final Google presentation to peers and teacher. The student will present their project to
the rest of the class in order to practice talking to judges. The presentation should be 3-5 minutes
long, briefly covering most of the parts of the project. Improve your presentation slides based on
peers and teacher feedback.
● Your Google Presentation can be used to create a digital photo story
● You can use your finished Google Presentation slides to create your tri-fold board.
Science Fairs
Middle school students are required to participate in the Science Fair with their projects. All students
should be prepared to participate in school-wide, cluster-wide, or regional.
If selected, it is highly recommended that students then prepare to move forward to the cluster-wide
Science Fair held in January.
Winners from the Cluster Wide Science Fair qualify for the state-wide H-SEF competition.
Science and Engineering Fair of Houston
Since 1960, SEFH has coordinated the regional science and engineering fair competition for public
and private junior/middle and senior high schools in Houston and the surrounding 22-county area.
DISTCO
DISTCO is an online competition where students create and upload a video for judging. This requires a
group of students to enter as a team.
2016 – 2017 ENDEAVOR SCIENCE FAIR (PBL II& III) PROJECT SCHEDULE
(5-8th grade)
STEPS & ASSIGNMENTS
1
Students will receive the
Science Fair Booklet, and
parental notification form.
2
Parental Notification Forms
due back.
3
Topic Selection Process
DATES
EXPLANATION
9-19-16
The Science Fair Booklet is to be kept in the student's
Science Binder as a reference.
DUE 9-21-16
Create Google Slide
Presentation
Completed in Class.
4
Science Project Proposal
DUE 9-30-16
5
Background Research Paper
& Bibliography
DUE 10-26-16
Research or Design Plan &
ISEF Safety Forms
6
7
8
Students cannot start testing
until plans are approved and
safety forms are complete
Data Collection and Analysis:
Conclusion, Discussion of
real world applications, &
Abstract
Form must be signed by parent and returned to the
SCIENCE Teacher.
If students have difficulties in finding a project, they
can visit any of the sites listed at the beginning of this
handbook, or any other science fair related website /
book they wish to help narrow down an area of
interest for their project.
DUE 11-2-16
DUE 11-30-16
DUE 12-7-16
A summary explanation of the question or problem
the student will investigate.
Research paper & Bibliography: a list of the
sources that will be used to answer the research
questions. -at least 3 offline sources (books,
magazines, articles, etc.)
Students will write a 1-2 page paper based on their
research of their topic. They will include other
people's findings and conclusions.
Research Plan: The Research or Design Plan is a
roadmap of the research questions, and/or
engineering goal, and will include all the steps that
the students will take to investigate or test for
answers to the problem.
If the plan and forms are ready before the due
date, please submit to the science teacher early to
receive approval and start experimentation right
away.
Data tables need to contain units, # of trials, average
columns AND collected data.
Graphs need to be labeled, have units, AND collected
data.
The abstract is a short summary of the student's
work, which includes a statement of purpose, brief
description of the procedures, and the conclusion
based on results collected. The conclusion is a
separate paragraph. It is the final conclusion to the
project, stating whether the hypothesis was correct
or not.
9
Digital format presentation
to the class
(Power Point, Prezi, WeVideo,
Movie Maker, etc.)
DUE 12-12-16
10
Display Board (information for
those who require it will be
distributed)
1-12-17
11
Endeavor Science Fair
1-14-17
12
Cluster-wide Science Fair
13
14
late Januaryearly February
Students will present their project in class for peer
review as well as teacher feedback. The digital
products should include:
-Question or problem
-Hypothesis or engineering goal
-Variables or areas of focus
-Experimental Procedure and Number of Trials (or
redesign)
-Data Table with measurements and observations
-Graphs (with appropriate type, labels, and units)
-Pictures or video and sound
*Students who advance to the school fair, cluster
wide fair or regional fair based on the above
presentation, will build a display board.
Held at Harmony School of Endeavor – more details
to follow
More details to follow.
Science and Engineering Fair
See sefhouston.org for more information deadline to
2/24/17
of Houston
submit projects 2/5/17
Harmony Science and
Early March
Details to be announced.
Engineering Fair (H-SEF)
All dates are subject to change. Students will be notified if changes occur.
Students, if you need any help, please see your Science Teacher long before deadlines!!!
*Participation in the Endeavor Science Fair will be by invitation, based on the quality of the digital presentation.
Digital Presentations will be scored against a rubric. Students who meet criteria
will be asked to create a presentation board.
Science Fair Rubrics (5-8th grade)
Problem / Question
Points
Is the question testable or measurable? Is the question formatted in a way that when you
change one thing, there will be an effect on something else?
/10
Or
Will the engineering design product address the problem chosen?
Is it possible to control other factors that might influence the data that is collected during the
experiment, so that they do not interfere with the results?
/5
Is the text clear and with correct grammar?
/5
Score
/20
Part of Science Project Proposal Due 9/30/16
Research Paper & Bibliography / Works Cited
Points
Have all important terms and concepts for this project been defined and explained in the
research paper?
Does the research provide enough background to make a prediction of what will occur in
the experiment?
Does the research offer enough information to understand why the experimental results
might occur?
Has all copied information (text or pictures) been referenced or cited? Are they in the
correct format?
/10
/10
/10
/10
Are all key research components present? (Title page, intro, body, and conclusion)
/10
Has the student used proper spelling, grammar, and punctuation?
/10
Is there a variety of sources? (Books, magazines, scientific journals & articles, video clips,
websites, etc.)
Are the resources relevant to the project topic? Do they cover the critical terms and
concepts for the project?
Is all necessary information included to properly identify the source? (author’s name, title,
date, publisher, etc.)
Has the student used proper spelling, grammar, and punctuation?
/10
/10
/10
/10
Score
/100
Due 10/21/16
Science Fair Rubrics (5-8th grade)
Variables, Hypothesis, Materials, Procedures
Points
Does the hypothesis include the independent and dependent variables? Has it been
worded in such a way that it can be tested? “If…then statement”
/20
Is there sufficient explanation of how the independent variable will be changing?
/10
Has the dependent variable been identified, and how it is changed by the dependant
variable?
/10
Is there sufficient explanation of how the dependent variable will be measured?
/10
Can all controlled variables remain the same during the experiment?
/10
Are all necessary materials written in a bulleted list with sufficient description?
/10
Is there a step-by-step numbered list of all procedures?
/20
Does the procedure explain how the investigation will be repeated (trials) and are those
trials sufficient to have reliable data?
/10
Score
/100
Part of Design Plan due 10/28/16
Data Tables, Graphs, Results, Conclusion
Points
Is there enough data to know whether the hypothesis is correct?
/10
Are all charts/tables labeled appropriately, identifying the data types collected and the units
of measurement for each?
/10
Is the data plotted correctly and clearly on graphs, with the appropriate scale?
/10
Do all graphs have a title and does the title clearly describe what the data is about?
/10
Is the independent variable on the x-axis and the dependent variable on the y-axis?
/10
Does the student summarize the results and use it to support the findings?
/15
Does the student summarize and evaluate the experimental procedure, making comments
about its success and effectiveness?
Does the student suggest changes in the experimental procedure or possibilities for future
studies?
Has proper spelling, grammar, punctuation been used?
/15
/10
/10
Score
/100
Part of Data Collection and Analysis due 11/30/16
Investigation Planning and
Digital Presentation Due 12/12/16
Approval Sheet
Student Name: ___________________________________________Date:_____________
Project Title: ________________________________________________________________
1. Identify a descriptive investigation topic, a testable question, or an engineering design goal:
Problem: ________________________________________________________________
_________________________________________________________________________
Approved
_____
_________________________________________________________________________
2. Research the topic:
Has this topic been investigated before? How does this research help you write a hypothesis,
build your model or decide on a solution for your engineering goal?
Approved
_____
Compose a 1-2 pages research paper stating what others have found and how this might lead
to your hypothesis. It needs to be typed, using 12” Times New Roman or 11” Arial, and double spaced,
following MLA format. Be sure to record where you got your information in the works
cited or bibliography page. (This should be turned in separately from this plan.)
Information sources (3 non-website and website sources) in MLA format:
___________________________________________________________________________
___________________________________________________________________________
Approved
_____
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Write a hypothesis or an engineering goal outcome:
If you do this: (If…)________________________________________________________
__________________________________________________________________________
Then this will happen: (then…) _______________________________________________
___________________________________________________________________________
Approved
_____
4. Design a Procedure:
Approved
_____
What I will change (independent variable): ___________________________________________
What I will measure (dependent variable(s): __________________________________________
What I will keep the same (controlled variables): ______________________________________
Numbered steps in my procedure:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Bulleted Materials List: _________________________________________________________________
Approved
________________________________________________________________________________ _____
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Validation:
□ My project is safe.
□ I can get the materials.
□ I have enough time to build, test, and report the project.
□ My project will not harm organisms.
□ My project will not harm or bother other people.
How will you know if the change you made had an effect?
Approved
_____
(What data will you collect and what will you look for?)
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Final Approval to Begin Project:
Project Approved: ____________________________________________________
(Student Signature)
(Date)
Project Approved: ____________________________________________________
(Parent Signature)
(Date)
Project Approved: ____________________________________________________
(Teacher Signature)
(Date)
Notes from teacher/approver(s):
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ENDEAVOR SCIENCE FAIR HANDBOOK
ACKNOWLEDGEMENT FORM
STUDENT NAME: ___________________________________________ SECTION:________
PARENT’S NAME: ___________________________________________
My child and I have read this booklet in its entirety and will refer to it during the science fair process. We know and
understand when each section is due and that it is the student’s responsibility to turn work in on time.
PARENT SIGNATURE: ________________________________________
DATE:_________________
STUDENT SIGNATURE: _______________________________________
Parent/Guardian phone number: ______________________________
Parent/Guardian e-mail address: ______________________________
Please return this form to your child’s science teacher.
Completion of a Science Fair Project is MANDATORY for 6th & 7th grade students.
Participation is optional for 5th & 8th grade students. Students will receive extra
credit for participating, deadlines must still be followed.
All GATE students are required to participate.