SCIENCE PROJECT

HANDBOOK
Grades 3 - 6

Lockmar Elementary School

2014 - 2015

SCIENCE FAIR
February 2015
https://sites.google.com/a/share.brevardschools.org/aulakh-science-resources/science-fair

Table of Contents
Grade Level Requirements

Calendar of Events

Divisions

Project Guidelines

5-7

Scientific Method

8-9

Terminology

10-11

Data Collection

11

Daily Log

12

Summary

13

Research & Bibliography

14

Graphs

15

Project Display & Tips

16

Final Checklist

17

Websites

18

Grade Level Requirements

Grades 1 & 2 - Full Class Project only -- participation encouraged.
Grades 3 & 4 - *Project, daily log, one page summary.
Grades 5 & 6 - *Project, daily log, one page summary, and
research including bibliography (see page 14)
*Project consists of: question (problem), hypothesis, materials,
procedure, observations (including photographs, charts, graphs,
etc.), written results, and conclusion.

Calendar of Events
TBD by teacher

Feb. 4-5, 2014

Science Fair registration forms due to

teacher
Science Fair projects due for setup.*
(*Teacher may require projects to
be turned in prior to this date for
grading and presentation)
Science Fair projects judged

Feb. 610, 2014

Science Fair projects on display

Feb. 10, 2014

Presentation of Science Fair Awards

Mar. 10-12, 2014

South Area Elementary Science Fair,

Melbourne Civic Auditorium

Feb. 3, 2014

(after judging)

Divisions
BIOLOGICAL Projects that deal with the vital processes of living organisms,
plants, microorganisms, and animals (including humans), and how these processes are
affected as a result of a controlling variable. Processes may include but not be limited
to such functions as growth, maintenance, breathing rate, pulse, learning, memory,
vision, etc. Animals/insects must be treated humanely. (Project may require a
Qualified Scientist Form and/or a Designated Supervisor Form.)
EXAMPLE: Projects that involve experiments with plants, animals or people.
Experiment must involve living organisms.

ENVIRONMENTAL

Projects that deal with human relationships with their

natural surroundings. Projects may include the relationships of energy, population,
pollution, resource allocation and depletion, conservation, transportation, and
technology to the total human environment. Topics may include but not be limited to:
ways that humans protect or improve the quality of life by wisely using, reusing,
recycling, or reducing use of our natural resources; ways that technology impacts our
resources; ways that humans negatively impact the quality of life by pollution, etc.
EXAMPLE: Projects that deal with conservation of natural resources.
Experiments could involve use of energy, use of water, air pollution, water
pollution, or anything related to recycling.

PHYSICAL

Projects related to the natural sciences such as physics, chemistry,

as well as earth and space sciences that deal primarily with non-living materials. Topics
may include but not be limited to: properties of matter, physical and chemical
changes, various forms of energy, forces, motion, processes that shape the earth,
weather, etc.
EXAMPLE: Projects that involve experiments on nonliving material. This would
include experiments involving chemical reactions, experiments with electricity,
machines, gravity, and astronomy.

Checklist to Select a Project

_____
_____
_____
_____

Is your topic question something that you can investigate, and test?
Can you find background information and research about your topic?
Is your title in question form?
Can you make a hypothesis or prediction about what will happen in your experiment?

Project Guidelines

1. Exhibits will be limited to those projects which can be classified under Biological
Science, Physical Science, or Environmental Science.
2. Each school may send ONE winner for each division and grade level (3-6) for a
maximum total of twelve students.
3. Projects must be individual. Group exhibits will not be admitted. Only exhibits
prepared during the current school year may be entered.
4. Exhibits must be constructed and developed by the students. Help must be limited
to advice only.
5. Exhibits must be confined to table space with limits of 4 feet in height, 2 feet in
width (the backboard), and 12 inches deep. No display items in front of
exhibit. ONLY Research or Daily logs. Projects larger than size
limitations will be disqualified.
6. Project displays are limited to:
a. Research and Daily Log usually in a notebook format in front of show board
b. Research data and other items should be displayed through the use of:
Charts, Drawings, Graphs and Photographs
c. 3-D objects do not have an impact on the placing of the project. The school
recommends use of 3-D foam letters and limited display.
7. The school reserves the right to:
a. refuse an exhibit that is considered unsafe.
b. disqualify an exhibit which may bring discredit to the Fair
c. refuse a project that did not treat invertebrates or vertebrates humanely
d. refuse a project with the mortality rate of 30% or greater in any vertebrate
group or subgroup. A project with these results is not permitted to be
entered into the fair, even if results are unintentional/accidental.
e. Projects not following proper procedures may be excluded from the

fair and may (or will) not be eligible for awards.

8. Students are not allowed to do projects that are clearly dangerous.

a. Testing involving firearms, knives or other items that could be considered, as
weapons are not permitted.
b. Testing involving fireworks or other explosives is not allowed.
c. Any project involving controlled substances, prescription drugs, alcohol, and
tobacco is not allowed.
d. The use of any potentially hazardous chemicals, devices, and activities require
direct supervision by a Designated Supervisor.
9. Microbial experimentation (involving microscopic organisms such as
bacteria, fungi, etc.) is potentially dangerous and must only be done with
expert and careful supervision. Samples/organisms must NOT be
collected, isolated and/or cultured from the environment as they are
potentially pathogenic. This includes, but not limited to, projects involving
blood, growing mold and culturing swabs from the environment. Instead, all
microbial samples/organisms should be obtained from a science
supplier/company and are limited to Biosafety Level 1 (BSL-1). The BSL-1
Checklist must be used to guide safe practices such as sealing Petri dishes, proper
disposal, etc. Use of the Qualified Scientist Form and Designated Supervisor Form
are required to ensure students and others safety. These forms are to be part of
the daily log to be viewed by the judges.
***Microbiology projects are potentially dangerous and should be
discouraged in most cases.

10. Projects involving invertebrates (e.g. worms, daphnia, fruit flies, snails,
insects, etc.) must have a clear purpose that has scientific significance.
Invertebrates should be treated humanely, and intentionally harming them without
scientific purpose should not occur.
11. Projects involving non-human vertebrates (including embryos, eggs, tadpoles,
and other early life cycle stages of vertebrates) are held to a higher standard than
projects testing invertebrates. Vertebrates must be treated humanely, and if a
project could cause pain or distress to the vertebrate the student will need to
design a new question and procedure. When non-human vertebrate animals are
tested and their environment is changed, a Qualified Scientist Form and
Designated Supervisor Form are required to ensure humane treatment. Forms will
be retained at the school level. A project with a mortality rate of 30% or greater
in any vertebrate groups or subgroup is not permitted to be entered into the
Science Fair even if the deaths were unintentional or accidental.
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12. In some cases, students may choose to use human subjects for their
experiments. However, when an experiment could cause more than minimal risks
to the human subject, the subjects (and their parents, when a minor) must be
informed of, and consent to, the testing procedures before any experimentation
begins. In these cases, use of the Qualified Scientist Form, Designated Supervisor
Form and Informed Consent Form is required to ensure the safety of the human
subjects. For more details, see the online Risk Assessment Guide at
www.societyforscience.org/isef/rulesandguidelines.
13. Student photos are permitted to be displayed. This is a parent decision.
14. Students must be present on Judging Day for project interviews no exceptions
(tapes, videos, etc).

Scientific Method
The scientific method utilized for the completion of a science fair project consists of a
series of steps that must be followed to ensure an effectively designed experiment. If a
project is to yield scientific data that will expand a students understanding, each of the
following steps is essential.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Identify the problem

Conduct research
Ask an appropriate question
Develop a hypothesis
Conduct the experiment
Keep detailed records of methods and results.
Repeat the experiment several times/as many times as possible
Analyze the results
Develop a conclusion

1. Identifying the Problem: With so many potential topics from which to choose,
choices must be narrowed to a specific one. A broad topic such as plants could be developed
into an experiment about the effects of water or light on ivy growth. Experiments could also
be done concerning seeds or soil.
2. Conducting Research: Long before scientists begin to set up their experiments,
they conduct research in their chosen area. This means reading books, magazine articles,
pamphlets, brochures, or any other printed information concerning the topic. It also means
talking with or obtaining information from experts in the field.
3. Asking an Appropriate Question: To develop an effective scientific experiment,
a very specific question needs to be formulated about the chosen area of interest. For
example, a project about how plant growth is affected by light could be stated as follows.
Do colored lights or white lights produce the best plant growth?
Examples:
How does __(independent variable)__ affect __(dependent variable)__?
How does the type of fertilizer affect an ivy plants growth?
What is the effect of __(independent variable)__ on __(dependent variable)__?
What is the effect of air temperature on the bounce of a basketball?
What happens to the drag and stability of a boat when the pontoon design is changed?
Is there a relationship between the light color and the growth of bean plants?
Which of the tested materials provides the best insulation?
Hint: The word effect is a synonym for result. If you can use the word result in the
question, and it makes sense, then use the word effect. If not, use the word affect. Effect is
a noun. Affect is a verb.

Scientific Method Continued

4. Developing a Hypothesis: After a question is formulated it must be turned into a
hypothesis. A hypothesis is a statement in the form of a complete sentence. It explains how
you think the experiment will turn out. It is a prediction based on the best available
information/research of what you think will happen at the conclusion of the experiment.
It should be written using this format: Based on the research
5. Conducting the Experiment: Testing the hypothesis is the heart of the scientific
method. This is where an investigation is conducted to examine the effects of changes
during certain experimental conditions. The investigation must include a method to measure
the effects of the experiment. It could include a specific period of time, a variety of sample
types, or measurements of height, weight, growth rate, or heartbeat. Identify the variables.
6. Keeping Records: Scientists always maintain records of everything they do
during the course of an experiment. A written report should contain records of research that
was conducted, a log of what was done and observed during the experiment, and a
conclusion about what was learned. The Daily Log Contains: dates, times, observations,
temperatures, weather, etc.
7. Repeating the Experiment: Conducting the experiment once does not provide
sufficient data upon which to base a conclusion. It is important to plan adequate time to
conduct the experiment more than once, (a minimum of 3 times).
8. Analyzing the Results: After the experiment has been conducted and all the
necessary data has been collected, it is time to analyze the information. It is possible that
the results will not confirm the original hypothesis since it was simply an educated guess
based upon information at the beginning of the experiment.
9. Developing a Conclusion: The conclusion represents what was actually learned
by conducting the experiment. It is also an opportunity to suggest needed improvement for
future attempts of the experiment.

Terminology
Acknowledgements: All individuals can be mentioned or thanked who assisted in the research of
development of the project (including Mom and Dad), everyone that was interviewed, including
teachers, scientists, and other experts.
Bibliography: A list of all resources (minimum of 3) used for research Grades 5 and 6 only.
Conclusion: Your interpretation of the data, how it relates to the hypothesis, and how you would
change your project if you did it again.
Data: Observations and metric measurements recorded during the investigation; may include
photos.
Experiment: Actual test set up to find the answer to your project question; includes the repeating
of tests.
Graph: A picture of your data that shows the relationship between the manipulated and responding
variables which include title and labels. Use color to highlight information.
Hypothesis: Your research based analysis of what will happen in your experiment (your answer to
your question). Format: Based on the research
Log: A handwritten diary or journal of your progress in an experiment (includes: dated entries,
research notes, measurements, observations, test results) Grades 3 through 6 only.
Materials: Everything needed to carry out your experiment (listed in specific amounts or sizes in
metric units) written as a list, NOT in sentence form.
Observations and results: A summary of what was learned from the project (include any graphs,
charts, or other visual data).
Problem: A two or three sentence statement that explains what is expected to be discovered by
investigating the chosen topic. It also states the reason why the subject was chosen. Grades 5 & 6
only.
Procedures: A numbered list of the steps needed to complete the project. Variables should be
identified.
Project: A display or exhibit explaining your work. The display should include your question, your
hypothesis, the experimental method used, the data collected, your conclusion, and what you learned
from your research. Make sure your question, hypothesis, and results are easy to find. Information
may be shared using charts, logs, surveys, lists, pictures, diagrams, or graphs.
Rejects: When your data does not agree with your hypothesis, you say it rejects the hypothesis.

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Research: The part of the project that contains all the background information collected about the
topic. Any books, articles read, authorities consulted, or outside information should be summarized
and presented in the students own wordsnot copied from a reference. Grades 5 & 6 only
Summary: A written explanation of your project. Include the title, why you chose the topic, what
your results were, how your results compared to your hypothesis, and how you could apply what
youve learned. Grades 3-6
Supports: When data agrees with hypothesis, you say it supports the hypothesis.
Variables: All factors that affect your experiment should be identified (controlled, manipulated, and
responding variables).
Controlled Variable: everything that must be kept the same so that the experiment will be
fair or valid
Independent Variable: the thing you change on purpose to test it - always written on the
bottom (horizontal axis) of your graph
Dependent Variable: measurable changes in response to what you changed on purpose
always written on the left side (vertical axis) of your graph

Data Collection
Three Ways to Observe and Record
Throughout your experiment you will have many observations to make. Always be sure to
make and record your observations in a scientifically controlled manner (same time, same method,
etc.). All observations should be kept in your Daily Log. These observations usually fall into three
categories: MEASURING, COUNTING, and DESCRIBING (using your senses). During your
experiment, you may need to use only one or all three kinds of observations.
MEASURING - When you observe by measuring, use the metric system. It is a good idea to only be
concerned with measuring one or two things. You might be measuring things like temperature,
height, weight, distance, speed or time. These are examples of responding variables. Your
measurements should be recorded in your daily log in an easy to read chart called a data chart. Your
chart of numerical data is your method of recording your responding variable as you experiment.
Later you will turn your data chart into a picture of your data by graphing it.
COUNTING - Another kind of observation is counting. You might be counting the number of times
something happens, or the number of kinds of something in a particular place. You might find it
easier to use a scatter plot or tally sheet for these observations. Later you will graph this data.
DESCRIBING - A third kind of observation is one where you use your senses to describe what you
see, hear, feel, smell or taste as it related to your experiment. These observations tend to be word
descriptions rather than numerical and should also be recorded in your daily log. Since you are
writing words/sentences rather than numerical data, you may want to use a journal or diary entry to
record them. Be sure to date your entries and be consistent in the way you write the entries.
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Daily Log
A detailed Daily Log with accurate records allows a scientist to describe their
investigation so others can repeat it and try to replicate the results.
The daily log is the notebook where all results or data are recorded while
experimenting. You MUST display one with your project. All dates, times and
measurements that are made (measurements should be in metric units), as well as
other general observations, are written down as they are made. Use a composition
book, a single subject spiral notebook, or a binder as your daily log. Do not recopy.
Pride yourself on being observant --you can never have too many results. Even if
something you observe seems unimportant-- record it. It may turn out to be
significant.
Since your daily log will contain much data, it is important to keep it organized
and neat. Divide the log/journal into two sections. The first section needs a title
page that says Data. The second section will be labeled Daily Work.
DATA SECTION: In the data section make charts before your testing.
Record all measurements, readings, etc. in these charts in ink as you measure
them during your testing. On the first page of this section write the date that testing
was started. Each days data should include: date of testing, the time testing or
measuring was done, and the name of each subject or trial. Beside each subject write
the measurements including metric units (cm, sec, mm, etc.) and record other
observations.
DAILY WORK: In this section you will write day-by-day notes about your work
on the project. In this way its like a diary. Write a date for each entry to show the
day to day record of your progress while doing your project. In your entry tell: what
you did, any problems you ran into, and any changes you made in your testing.
Sometimes you must change your plan when you see it isnt working, but it must be
documented. Do not erase original data--just continue and document changes, etc.
**IMPORTANT: There is no draft copy of a daily log/journal. There is one
copy and one copy only. Do not rewrite your daily log/journal to make it look better.
The purpose of a daily log is to give others a precise account of what took place while
you worked, experimented, and measured. If a new copy was made, some
information might get changed, deleted or added and your accuracy would be lost!
In case youre still confused:
RECOPYING YOUR DAILY LOG/JOURNAL IS UNSCIENTIFIC!
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Summary
Grades 3-6
The one page summary is a written explanation of your project. It includes
the title of your project, why you chose your topic, what your results were, how
your results compared to your hypothesis, and how you could apply what youve
learned.

SAMPLE SUMMARY
Title: ____________________________________________________________
(Question)
I chose the topic of _____________________________________________
because __________________________________________________________.
I decided to (prove or test what). I predicted that (your hypothesis).
I tested my hypothesis by (describe your procedure).
My results were ________________________. My project (rejected or
supported) my hypothesis.
(Restate your conclusion.)
My Science Fair project taught me ________.

**This format is a sample and should be modified and/or expanded to fit your
individual project.

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Research and Bibliography (Grades 5 & 6 Only)

Every scientist spends time getting background information about their chosen topic.
Use the library; write or call experts; write to companies and organizations; use the
internet. Any books, articles, or websites read, authorities consulted, or outside
materials collected should be summarized and presented in the students own words
not copied verbatim (word-for-word). Start keeping a bibliography (grades 5 & 6) with
complete information on every source you used or tried to get.
A bibliography is an important part of a science project. It gives credit to the authors
for the information you have used. Each bibliography entry lists the author, title and
publication information. A bibliography is arranged in alphabetical order by last names
of the authors. You should try to use books, magazine articles, pamphlets, websites,
or videos as bibliographic sources.
*** (minimum of 3 sources) ***

Bibliography Examples
BOOK
Dorbrin, Arnold. Jobs in Recreation. New York: William Morrow, 1974
Friskey, Margaret. Welcome to Mexico. New York: Childrens Press
Hamilton, Edith. Mythology. Boston: Little, Brown and Co., 1942

MAGAZINE ARTICLE
Banta, Corinne. Gods and Goddesses: Exploring Greek Mythology. English Journal,
September 1977, p. 57.
Kranatz, Hazel. They Rode Like the Wind. Cobblestone, October 1961, pp. 14-17.

ENCYCLOPEDIA
Fisher, H. Dawn. Whale. The World Book Encyclopedia, Vol. 21, pp. 22-219. Chicago:
World Book-Childcraft International, Inc., 1980.
Littleton, C. Scott. Mythology. The World Book Encyclopedia, Vol. 13, pp. 813-831.
Chicago: World Book-Childcraft International, Inc., 1980.

CD ROM
Article. Date Issued. Title of CD. CD-ROM. Publisher. Copyright Date. SUCH AS
Egypt. Version 4.03. Grolier Multimedia Encyclopedia. CD-ROM. Grolier Interactive. 1993.

INTERNET EXAMPLE
Weiser, Daniel. The Cold War Revisited: Germany. (Online) Available
http://usa.coldwar.gov/index/cold.war/germany.htm, November 5, 1996.
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Graphs
(Must be included on boards)
There are many types of graphs. The two most commonly used in Science Projects are
bar graphs and line graphs. You may choose to use whatever kind of graph best fits your
project and the data you want to display.
Remember, there are creative things you can do to graphs that will make your graph
eye catching and really stand out.
However, the information displayed on the graph should always be the focal point
rather than the artistic idea used to highlight the graph.

Line Graph

Bar Graph
Title
25

Label - responding variable

Label - responding variable

Title
25
20
15
10
5
0
1

Labels - manipulated variable

20

15

10

Labels - manipulated variable

Tips for Graphing

The best way to analyze and explain your data is to study it and graph any numerical
results. A graph is like a picture of your experiment results. It is a quick way to
immediately see how your experiment turned out. Your data chart or scatter plot should help
you record and organize your data while you were experimenting. Your graph will help you
display and communicate the results of your experiment.
Here are some important tips for graphing your results.
1.
2.
3.
4.

The kind of graph (bar graph or line graph) you use depends on what kind of data
you have.
Graphs can be included in your log but dont need to be. They do need to be
displayed on your backboard in a final polished form.
Graphs can be done by hand or done with a computer program on the computer.
Either way your graph should be neat, clear, and well titled.
Your independent variable is always written on the bottom or horizontal axis. Your
dependent variable is always on the left side or vertical axis.
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Display of the Project

DIMENSIONS
EXHIBITS will be confined to a table space and must not have a backboard that exceeds 2
feet from side to side, 4 feet high, and 12 inches from front to back. Exhibits should be
durably constructed and self-supporting. Here is a suggested layout:
Grade Level Requirements
Summary Grades 3-6
Log (on table in front of display) Grades 3-6
Bibliography (on table in front of display)
Grades 5-6 only

Log

Bib-

Tips for Exhibits

Title of the Project: The title must be in question form and must describe the focus of the experiment. It
should be short (10 words or less is best) and neatly lettered so it is easy to read.
Visual Aids: Use of photographs, charts, surveys, graphs, data, drawings, paintings, diagrams, or other
illustrative materials enhance the project and provide a better understanding of the project.
Lettering: The signs and lettering used on the display should be neat and of proper size. The title should
have the largest letters but all labels over a supplemental section should be readable from a short distance. If
available, computer graphics programs can be used to create labels, titles, and signs. All spelling and
punctuation should be checked by several people.
Color: Use of color adds contrast and makes the project more noticeable when viewed with numerous other
projects. The display backdrop can be painted, covered with contact paper or fabric. Mounting of written
work can be done on colored paper.
Design: Although the backdrop cannot exceed certain dimensions, the development of a unique design will
enhance any project.
MORE QUICK TIPS:
1.
Liquid glue wrinkles paper, so use glue stick or rubber cement.
2.
Staples do not hold well.
3.
Keep the title together; do not s e p a r a t e.
4.
Did you remember your question mark?
5.
Project boards may be covered with felt, contact paper, or paint.
6.
Projects must be an experiment and not just reported information.
7.
Try not to leave large, blank open spaces.
8.
Do not place students name on the project.
9.
Do not write directly on the project board (do all lettering on paper and fasten it to the board).

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Final Checklist
1.

Does the project title on application match the title on

display board? (Adjust application if necessary.)

2.

Is project entered in the correct division?

3.

Did you check for spelling errors? (Make corrections with

liquid paper if necessary.)

4.

Are all measured materials listed in metric units?

5.

Did you identify all the variables in your experiment and

include this information in your log?

6.

Is your procedure listed in step-by-step directions?

7.

Have you repeated your experiment at least 3 times?

8.

Did you graph collected data accurately?

9.

Does your conclusion include a summary of the data, a

comparison of data and hypothesis, and a statement of
support or rejection?

10.

Are all papers secured firmly on display board? (Secure

loose papers with a glue stick.)

11.

Did you follow all GUIDELINES?

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Websites That May Help with Science Fair Projects

Graph Production
http://nces.ed.gov/nceskids/createAgraph/default.aspx
Bibliography
http://www.easybib.com/
Project Ideas
https://sites.google.com/a/share.brevardschools.org/aulakh-science-resources/science-fair

www.sciencebuddies.com
http://www.all-science-fair-projects.com/
www.juliantrubin.com/branchesofsciencefair.html
www.sciencebob.com
www.scienceclub.org/kidquest.html
http://www.ipl.org/div/kidspace/
www.societyforscience.org/isef/rulesandguidelines

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