Baltimore County Public Schools
Elementary STEM Fair
Parent Information
STEM Fair Student Project Timeline
Step 1: (_________________) Question: Choose a question/problem that
(Due date or time frame)
interests you or a project/problem from the classroom list. Complete the Summary and
Approval Form and return it to your teacher by the due date he or she has given you.
Steps 2 – 9 should be recorded in a logbook as you complete them.
Step 2: (_________________) Identify the Manipulated (independent)
(Due date or time frame)
variable and the Responding (dependent) variable. Use the variables to help you
narrow your research topic.
Step 3: (_________________) Do research on the subject you have chosen.
(Due date or time frame)
It should include a list of books and authors or Web sites and URLs you have read to
find the information. The research must be done before you do your experiment. This
will help you to form your claim (hypothesis).
Step 4: (_________________) PURPOSE/QUESTION: What do you want to
(Due date or time frame)
find out? This should be in the form of a question. The answer to the question will be
found by doing the experiment.
Step 5: (_________________) CLAIM (HYPOTHESIS): What do you think
(Due date or time frame)
will happen in your experiment? This is a prediction of the outcome based on what you
learned in the research report.
Step 6: (_________________) MATERIALS and PROCEDURE: What do you
(Due date or time frame)
need to complete the experiment? This should be in the form of a list.
What will you do, step-by-step, to complete the experiment? As you develop your list
of steps to take, write them down first on a separate piece of paper. Number them in
the order you will complete them. Then, write them in final form.
Step 7: (__________________) Conduct the experiment. Remember to do
(Due date or time frame)
five or more trials. Record your results in the form of a chart. Keep good records. It is
a good idea to record your progress using photographs.
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Step 8: (___________________) EVIDENCE (RESULTS): What happened?
(Due date or time frame)
Display your data in the form of a chart or graph. Write an explanation of your chart or
graph interpreting the data. Include inferences made from the data.
Step 9: (________________) REASONING (CONCLUSION): What did you
(Due date or time frame)
learn? The Reasoning paragraph should begin by stating whether or not your claim
(hypothesis) was supported or not supported. The Reasoning must be supported by
evidence (details and/or data) from the investigation. The Reasoning paragraph
should conclude with an idea for further investigation (i.e. If you could do another
experiment to learn more about this subject, what would you like to do?).
Step 10: (__________________) CONSTRUCT YOUR BACKBOARD. Everything you
(Due date or time frame)
have done in steps 2 – 9 will appear on the backboard. The backboard should be neat
and colorful, with a catchy title. Remember, you may not bring anything to the STEM
fair except the backboard, your logbook, and your report. Be sure your name is
clearly marked on the back of the backboard and the front of your logbook.
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Parts of a STEM fair Project
Question
Good science investigations begin with a question. This question often asks “what
if,” “how,” or “what effect something will have.” The question should be relevant to
the student and have an authentic connection to a real-world problem. The
question should be testable and appropriate for the student. It should lead to an
experiment which will yield either quantitative or qualitative evidence (data). A
question that is well written will often identify the manipulated (independent) variable
in the experiment (see procedure section below). Students should use the identified
variable in the question to guide the research.
Research
The research provides the opportunity to read several different expository selections
about the general topic. Acquisition of information allows the student to make an
informed claim (hypothesis). This also helps the formulation of a procedure for
testing the claim (hypothesis). Information may be found on the Internet or in nonfiction books. Students should identify the manipulated (independent) variable in
order to narrow the research needed to make an informed scientific claim
(hypothesis).
Scientific Claim
A scientific claim (hypothesis) is an attempted answer to the question being
investigated. The claim (hypothesis) attempts to predict the outcome of the
experiment and suggests a possible reason(s) for this outcome. The claim
(hypothesis) should be based on research and/or prior knowledge/observations and
is supported or not supported by the evidence collected from the investigation.
Materials
Materials used in the experiment need to be listed in specific amounts and sizes.
(Example – three five-gram weights) This allows other people to replicate (repeat)
the experiment exactly to see if they get the same results. This process is called
verification.
Procedure
The procedure used in an experiment must be written in a clear, sequential manner
in order to allow someone else to follow the same steps to replicate the experiment.
Numbering the steps followed in the procedure is helpful to someone who is reading
the procedure. The procedure should repeat the investigation a minimum of five
times, or trials. This will provide the student with adequate evidence (data) for
locating the measure of central tendency. In determining the procedure that will be
used in the investigation, the variables must be identified and controlled. Variables
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are the factors that will affect the outcome of the experiment. There are three types
of variables that must be considered:
 Manipulated variable (independent variable) – the factor that will be
intentionally changed during the experimental procedure in order to find out what
effect it has on something else. An example of a manipulated (independent)
variable is using different lengths of string to construct a pendulum in order to
observe the effect the length of the string has on the swing of the pendulum.
 Responding variable (dependent variable) – the factor that is observed and
measured to see if it is affected by the change made in the manipulated
(independent) variable. An example of a responding (dependent) variable is the
number of swings the pendulum makes when the length of its string is changed.
 Variables that are controlled – the factors in the experiment that must be kept
exactly the same to make sure that they are not having any effect on the
responding (dependent) variable. Variables that would need to be controlled in
the pendulum experiment would be the mass of the pendulum, the type of string,
and the release height of the pendulum.
Evidence
Conducting the experiment or investigation produces evidence, which includes the
measurements taken and observations made as well as a written explanation of the
outcome. Evidence (data) that are observed or measured during the experiment
should be recorded as the experiment is conducted. The best format to collect
evidence (data) is a data collection table. When constructing a data collection table,
it should be remembered that repeated trials (minimum of five) of the experiment
must be conducted to obtain valid results. Data can then be analyzed and graphed.
A statistical analysis of the collected data to include the median, or measure of
central tendency, should be completed where appropriate. It is helpful to present
the evidence (data) in the form of a graph so that the evidence (data) illustrated can
easily be interpreted. The two most commonly used types of graphs for science
experiments are detailed below.
Bar Graphs are used to display discrete data, or data that is distinct and separate
from other information. Data shown on a bar graph often reflect measured or
counted amounts. For example, the average number of drops of plain water versus
the average number of drops of soapy water that will fit on a penny would best be
shown on a bar graph. The bars drawn on a bar graph should all be the same width
and are separated by spaces in between them. This is the most common type of
graph used by fourth and fifth grade students to show relationships with data.
Line graphs are used to display continuous data or data that goes on without a stop
or break. Experiments that have dependent (responding) variables involving
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temperature, time, or distance will usually yield data that should be graphed as a
line graph. Line graphs are useful to analyze relationships among collected data.
In particular, line graphs can show trends in data – increasing, decreasing, or
staying the same. The dissolving time of a solid in a range of different temperatures
would be an example of data best displayed on a line graph. Line graphs are used
less frequently by fourth and fifth grade students, but may be used when
appropriate.
The manipulated (independent) variable is usually represented on the horizontal (x)
axis of a graph, and the responding (dependent) variable is represented on the
vertical axis of a graph. The graph should also have:
 Numbers in even intervals (1’s, 2’s, 5’s, 10’s, 100’s, etc.).
 Labels for both the horizontal (x) and vertical (y) axes.
 A title that reflects the information that is being represented on the graph.
Students should make use of appropriate software to complete the graph.
Written Analysis of Data or Observations
The data chart and/or graph are followed by a paragraph describing the results.
The paragraph should
 Note highs and lows of data collected.
 Include the calculated median as appropriate for the grade level.
 describe trends in the data.
 Restate the number of trials completed.
 State any inferences and/or observations evidenced by the data.
Scientific Reasoning
Scientific Reasoning:
1. Should reflect back on the original claim (hypothesis) and state whether it was
supported or not supported by evidence (data or observations).
2. Should answer the original question that started the investigation and include
evidence used to support the reasoning (conclusion).
3. Should include specific evidence from the investigation.
4. Should include inferences that can be made from the evidence of the
experiment.
5. Should include any additional questions that could be investigated or
information that could be researched in the future. In addition, any problems that
were experienced during the experiment can be discussed.
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STEM Fair Project Ideas
To develop your project idea, think about things that interest you or
that you like to do. Maybe you have an unanswered question about a science
unit in your class. Perhaps you have seen something in the news or weather
that you would like to know more about. Or, maybe you know of a problem
that needs to be solved or want to design a new way to complete a task.
Think about how you would complete the investigation and the materials you
would need. Try to choose a question that you can investigate with a minimum
of assistance from adults.
After brainstorming possible ideas, take some time to:

think about the project ideas

research possible ideas using available resources (such as the
library, Internet sites, etc. )

discuss it with any adults who may be assisting you

decide on a project.
If another student chooses to investigate a similar question, remember that
your approach will vary enough to make each project individual.
Be sure to discuss your proposed project idea with your teacher to make
sure that it adheres to the STEM Fair Rules and Regulations. If your project
idea does not adhere to the STEM Fair Rules and Regulations, your teacher
will ask you to modify your idea, or choose a different idea. Projects that do
not adhere to the STEM Fair Rules and Regulations will not be allowed to
participate in the County-wide BCPS STEM Fair.
This is your chance to become a scientist.
Who knows, you might make an important
discovery, like a love of science!
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Sample STEM Fair Interview Questions
Overall Appearance
1. Who helped you with your project?
2. What was your favorite part of the science project process?
3. How did you decide how to organize your information on the display board?
4. How long did it take for you to complete the project?
Question/Problem
1. How did you decide on the question that you wanted to investigate?
2. Is this topic something that you’ve always been interested in finding out more
about?
3. Did your question allow you to complete an investigation to gather data?
Claim/Prediction
1. What did you claim/predict the outcome of your investigation would be?
2. What resources did you use to gather information about your project before
you started your investigation?
3. When you finished gathering information from your resources, did you have to
adjust your claim/prediction at all?
Materials/Procedures: Written Procedure
1. Have you listed the exact amount of each material used so that someone else
could complete your investigation? Did you use metric or customary units?
2. Have you listed the procedure in an organized, step-by-step order?
3. Why do you think it’s important to have the procedure listed in a step-by-step
order?
Materials/Procedures: Experimental Design
1. How many times did you repeat your investigation?
2. Why do you think it’s important to repeat an investigation more than once?
3. What was the independent variable in your investigation? What was the
dependent variable?
4. How were you able to control all the variables except the one you were
changing?
5. If you were to complete this investigation three more times, what would you
think would be the outcome of the investigation?
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Evidence/Results: Graphic Representation
1. How did you decide which kind of graph to use to display your data?
2. Could you have used a different type of graph to show the results of your
investigation?
3. Does the information on your graph accurately show the evidence you
collected?
Evidence/Results: Written Explanation
1. How does your chart/graph show the results of your investigation trials?
2. Have you included information from all of the trials or did you graph the
measure of central tendency?
3. Does the information in your written explanation reflect the results of your
investigation trials?
Reasoning
1. Did your investigation have the results that you claimed/predicted?
2. Does your reasoning state if your claim was supported or not supported?
3. What did you learn as a result of completing the investigations for this STEM
fair project?
Interview: Understanding
1. If you had to do this STEM fair project again, what would you have done
differently?
2. What suggestions would you give to someone who was interested in
completing your investigation?
3. Now that you have completed your investigation, what new questions do you
have? What new investigation would you conduct based on your results?
Interview: Application
1. How would what you learned in this investigation be useful in solving a real
problem?
2. Can you think of an occupation that would benefit from the information that
you gained as a result of this investigation?
3. As you were completing your investigation, did you think of other questions
that you would like to find answers to in future investigations?
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Scoring Sheet
Scoring criteria
Points
per
Item
Awarded
Score
Project Number:
Comments
Overall Appearance and Organization of the Backboard
 Are all parts of the project included and clearly labeled? Is the backboard neat and
attractive?
5
Question/Claim:
 Does the question relate to a real-world problem or current issue and lead to an
investigation or observations, not a report, demonstration, or model? Can the
question be answered through a simple Internet search?
 Does the prediction/claim state a possible outcome of the experiment or observation
with an accompanying explanation based on research?
 Is evidence present showing research was done prior to predicting?
9
Materials and Procedure - Written Procedure:
 Are materials and equipment listed with specific amounts using metric or customary
units? (experimental projects, only)
 Are all steps to conduct the experiment or observations described and in order?
6
Materials and Procedure - Experimental Design:
 Are the independent, dependent, and controlled variables correctly identified and
listed? (experimental and observational projects)
 Were repeated trials completed (experimental projects) and/or adequate data
collected (experimental and observational projects) to justify the conclusion?
 Does the investigation design test the appropriate variable?
9
Evidence - Graphic Representation and Written Explanation:
 Are data present in the form of a table with appropriate labels and title?
 Are the data from the table displayed using the correct graph?
 Does the explanation analyze and summarize the data to note patterns and trends?
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Reasoning:




Does the argument restate the original question being investigated?
Is a statement included reflecting whether the claim was or was not supported?
Are supporting data referenced?
Are additional questions to investigate included?
12
Interview - Understanding:




What did you learn in your research that helped you in your investigation?
Can you describe what you did in this investigation? What were the procedures?
Based on your data, was your claim supported? Explain.
What did you learn from this investigation/observation that you didn’t already
know?
 Did anything unexpected happen when you conducted your investigation? Any
problems that may have affected your results?
25
Interview – Application:
 Why did you choose to do this investigation? What problem were you trying to
solve?
 Based on the results of your investigation, would you be able to solve your original
problem?
 If you needed to know this information for a job, what job/profession would it be?
 How is what you learned useful to others?
 Now that you have completed this investigation, what questions do you have? What
would you choose to learn next?
25
100
TOTAL SCORE
Judge’s Signature
Judge’s Comments:
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Student Checklist of Judging Criteria
Students: When your STEM Fair Project is finished, use this checklist to make sure
your project is complete and you have everything you need on your backboard.
Read each bullet in the bold categories below. Check YES or NO for each bullet,
based on your project. Then, go back and fix the areas on your project where you
checked NO.
YES
NO
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
B. Question/Problem Formulation
 Did I state the problem?
 Is it a testable question?
_______
_______
_______
_______
C. Claim
 Does my claim state a possible outcome of the
experiment and tell why I think it will happen
that way?
 Did I base my claim on research?
 Have I consulted at least three resources?
_______
_______
_______
_______
_______
_______
D. Procedure: Written Procedure
 Did I list the materials and equipment I used
with specific amounts, including units?
 Did I list all steps of the procedure clearly?
_______
_______
_______
_______
A. Appearance and Organization
 Is my project arranged in a step-by-step order?
 Are all the parts clearly labeled? (Problem,
Hypothesis, etc.)
 Do I have a title?
 Is it neat and organized?
 Is my name on my project?
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Office of Science, PreK-12
YES
NO
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
I. Understanding of Experiment
 Can I clearly explain the procedure and results
of this experiment to someone who does not
know about it?
_______
_______
J. Application of Experiment
 Can I suggest another experiment that I could
do if I wanted to find out more about this topic?
_______
_______
E. Materials and Procedure: Experimental Design
 Did I test it five or more times (multiple trials) or
use a large enough sample size (observational
projects) to support the claim?
 Was I careful to control conditions so that
something unexpected didn’t affect the results
(dependent variables)?
 Are the independent and dependent variables
identified?
F. Evidence Collection and Representation
 Does the data show that I did the experiment or
observation carefully?
 Is the data displayed in an appropriate way such
as graphs, charts, drawings, photographs, etc?
G. Evidence: Written Explanation
 Does my explanation summarize and analyze
the data?
 Does my explanation describe patterns and
trends in the data?
 Does my explanation interpret my graph?
H. Appropriate Scientific Reasoning
 Does my reasoning reflect the data?
 Does my reasoning talk about my Hypothesis?
 Does my reasoning state whether or not my
claim was supported or not supported by
evidence?
Teacher Background Information
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Office of Science, PreK-12
Baltimore County Public Schools
Elementary STEM Fair
Project Guidelines and Regulations
Parent/Guardian/Student Information
Display and Safety: All Projects
A. Project display size is limited to the size of a standard backboard: 61 cm deep
(24 inches); 95 cm wide (36 inches), side to side; and 274 cm high (108 inches)
floor to top. Project backboards are not required at school level fairs. Project
backboards are required for participation at the BCPS STEM Fair, to
ensure fairness for all participants.
B. Evidence that research has been completed may be presented in various
formats (i.e. research paper, logbook, or report) and should include a
bibliography.
C. No materials or equipment used to conduct the experiment may be displayed
with or attached to the project board. You may attach pictures or drawings to
show the progress of the experiment.
Judging: All Projects
A. Each project will be checked by the Display and Safety Committee to be sure
you have followed the rules for display and safety.
B. You may not add to or change the project after approval by the Display and
Safety Committee.
C. If you are selected to represent your school at the
Elementary Science, Technology, Engineering, and
Mathematics Fair you must be available and present at
the fair during the scheduled times for registration
and judging.
D. Individual or group (up to four students) projects may
be submitted for competition at the Baltimore County
Public Schools Elementary Science, Technology,
Engineering, and Mathematics Fair.
Project Guidelines: All Projects
Your project will be either an Experimental Project or an Observational Project. It
will be judged on how well you have followed the guidelines for the type of project
you choose to complete. The guidelines and regulations for both types of projects
are described on the following page.
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14
Office of Science PreK-12
Experimental Projects
Observational Projects
Experimental Projects are
based on a testable question
and include a claim
(hypothesis); materials;
procedure; manipulated
(independent), responding
(dependent), and controlled
variables; evidence (data)
displayed in the form of a chart or graph;
explanation of the evidence (results); and a
paragraph describing the reasoning
(conclusion) that answers the question.
Project Approval
Students choosing to complete an
Experimental Project should follow the
guidelines below. Projects will be accepted
based on approval of the project abstract by
the Elementary Science, Technology,
Engineering, and Mathematics Fair Approval
Committee.
A. Acceptable examples of Experimental
Projects: Include any question that is
answered by doing an experiment or
investigation; and includes a manipulated
(independent), a responding (dependent),
and controlled variables.
B. Unacceptable examples of Experimental
Projects include any question that involves:
 The growth of microorganisms from our
environment such as washed/
unwashed hands, cutting boards, kitchen
sponges, etc. or any microorganisms
obtained from a commercial, research, or
medical source. Growth of mold on food is
not acceptable. (safety concerns).
 The use of vertebrate animals (including
humans) as test subjects
(safety concerns).
 The use of controlled substances such
as drugs, alcohol, or dangerous
chemicals (safety concerns).
 The use of firearms or dangerous
projectiles.
 Models or demonstrations such as
volcanoes or solar systems.
 Questions that can be answered with a
simple Internet search.
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Observational Projects are based on a
question formed from prior observations
and include a claim (hypothesis); known
manipulated (independent) and observed
responding (dependent) variables;
evidence (data) collected by scientists;
observation, or surveys of people, animals,
or the environment displayed in the form of
a chart or graph; an explanation of the data
identifying patterns and trends; and a
paragraph that describes reasoning
(conclusion) that answers the question.
Project Approval
Students choosing to complete an
Observational Project should follow the
guidelines below. Projects will be accepted
based on approval of the project abstract by
the Elementary Science, Technology,
Engineering, and Mathematics Fair Approval
Committee.
A. Acceptable examples of Observational
Projects include the following:
 Questions concerning weather patterns
and cycles.
 Questions concerning Astronomy
patterns and cycles.
 Physical Science questions using math
concepts.
 Environmental questions about
vertebrate animal movements or
behaviors (including humans).
 Pencil and Paper surveys or Opinion
surveys.
 Perception questions, such as color
determination, presented without
treatment.
B. Unacceptable examples of
Observational Projects:
 Any project that involves
the giving or withholding
of food, water, exercise,
medication, or learning
to any vertebrate animal
(including humans) (safety concerns).
 Narrative reports based on a collection
of facts not centered on a question.
 Questions that can be answered with a
simple Internet search.
Office of Science PreK-12
Summary and Approval Form
Baltimore County Public Schools
Elementary STEM Fair
Teacher/School Copy
Student Name(s) (as it should appear on the certificate):
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
School: __________________________Grade: ______________
Title of Project (as it appears on the backboard):
_______________________________________________________
_______________________________________________________
Type of Project: (circle one)
Physical
Science
Life
Science
Earth/Space
Science
Chemical
Science
Technology/
Engineering
Mathematics
Environmental Science
Summary (Abstract)
On a separate sheet of paper, write a paragraph (maximum 150 words) that explains the problem/question you
will investigate and describes in detail the method or procedures you will use in your investigation. Attach it to
this completed Summary and Approval Form and return both to your teacher by _______________________.
Date
Student Approval: I will follow the guidelines as described in the STEM Fair Rules and Regulations for my
STEM Fair Project.
Student Signature
Date
Parent/Guardian Approval: I have read and understand the guidelines described in the
STEM Fair Rules and Regulations and will monitor my child’s project. I consent to my
child participating in this research and completing a STEM Fair Project.
Parent /Guardian Signature
Date
Teacher Approval: I have read and approved this student’s Summary (Abstract) and agree that it meets the
guidelines as described in the STEM Fair Rules and Regulations.
Teacher Signature
Student Packet
Date
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