Christa McAuliffe Elementary
830 Hathaway Drive
Colorado Springs, CO 80915
February 6, 2015
Dear Parents/Guardians of Science Fair Students,
As part of our science curriculum your child will be participating in the McAuliffe
Science Fair on Thursday, April 9, 2015. This is an opportunity for your child to research; plan,
conduct and report on his/her own scientific investigation. The science fair project is required
for all 5th grade students and will count as a major portion of their science process skills grade.
The majority of this investigation will be completed at home and families are welcome to
become an active part of the project. During science we will work on the scientific process and
teach the students about Variables, which will prepare your student for the Science Fair.
Students will need to decide on an experiment in the next few weeks. All projects for the
McAuliffe Science Fair must be ready for display by Thursday, April 9, 2015. We will have
students practice their presentations in the classroom the day before the fair.
Due Dates:
Friday, February 13th –Bottom portion of this page due
Friday, February 20th –McAuliffe Science Fair Entry Form due (page 2)
February 23-27 Science Fair Progress Forms due (page 3)
Monday, April 6-9 Projects ready to present
Thursday, April 9th –McAuliffe Science Fair 8-11:10 (Students/Judges only)
Thursday, April 9th –Grades 3-4 tours for McAuliffe 12:15-12:45(5th Grade Hall)
Thursday, April 9th –Science Fair for family viewing 1:00-2:00 (5th Grade Hall)
Monday, April 13th –Award ceremony (1:30-Greene’s Room)
Saturday, April 25th –District Science Fair at Mitchell High School 8:00-2:15
Keep this letter and packet.
Please sign and return bottom portion to teacher as soon as possible.
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Display boards are available for sale at our cost- $3.00 ea. Please check box if you would
like to purchase a board from McAuliffe.
I understand that the Science Fair project is 90% of my child’s grade. Failure to
complete a project will result in a failing grade.
I have read this Science Fair packet. (Please print first and last names).
Student name___________________________________________________
Parent name____________________________________________________
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MCAULIFFE ELEMENTARY SCIENCE FAIR
ENTRY FORM due: Friday, February 20, 2015
NAME _________________________________________ GRADE _____________
Teacher ___________________________________
1. The TITLE of my project is: ________________________________________________
___________________________________________
2. The CATEGORY of my project is:
A. Biological Science _________________________________________
B. Physical Science ___________________________________________
C. Consumer Science __________________________________________
C. Health & Behavioral Science _________________________________
E. Engineering Design _________________________________________
3. I need an electrical outlet for my project - Yes ______ No ______
I understand I cannot bring in real objects to illustrate my work. Photography must be
used to document and show the experiment process.
I certify that the work on this project will be my own and done this current school year.
Student signature __________________________________________
Parent signature ___________________________________________
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McAuliffe Elementary Science Fair
Project Progress due: February 23rd-27th
NAME_________________________________________ TEACHER______________________________
1. My Purpose as stated in my science fair project is: __________________________________________
_____________________________________________________________________________________
2. My Hypothesis as stated in my science fair project is (must be If…..then….because):
_____________________________________________________________________________________
_____________________________________________________________________________________
3. I will be using one or more of the following to display my results.
o
o
o
o
A bar graph
A pie graph
A line graph
Photos
4. I need help with the following:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Student Signature ___________________________________
Parent Signature ____________________________________
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McAuliffe Elementary Science Fair
Congratulation for accepting the challenge of scientific research!
Project Requirements:
1. Follow the SCIENTIFIC PROCESS.
2. Choose a PURPOSE (What are you trying to learn from the experiment. This can be stated as a
question or statement.) Write it out!
3. LEARN about the problem. READ at the library. TALK to professionals.
4. Develop a HYPOTHESIS. Use what was learned to predict the answer to your question.
If……then…..because…..
5. Design an EXPEREIMENT. Carefully plan a test of your hypothesis. It must use COMPARISONS
and MEASUREMENTS.
6. Collect DATA. Do the experiment! Take measurements. Make graphs and complete summary
tables. Use pictures, photographs, models, constructions etc.
7. Draw a CONCLUSION. Compare the results of the data collection with the hypothesis. Was the
hypothesis correct or incorrect? Can what happened be explained? What was learned? What
would you change if you did this experiment again?
8. APPLICATION-the relevance of this experiment to the real world.
9. Construct a DISPLAY….See details in this packet.
PRACTICE YOUR PRESENTATION- DO NOT MEMORIZE IT.
Be able to talk about the project. Look the judges in the eye. Practice in the mirror or with people who
know nothing about the project.
OTHER THINGS YOUR PROJECT CAN INCLUDE:
*Write a REPORT about what was learned by reading about the project.
*Write a BIBLIOGRAPHY.
*Keep a JOURNAL of the work. This is like a diary of the project.
*Keep a TIME LINE. This is a calendar of major events.
*Be colorful! Be bold! Be inventive! Be Artistic!
THE FOLLOWING ARE NOT ACCEPTABLE:
**NO VOLCANOES, CRYSTALS, or CRUELTY TO LIVE ANIMALS.
**DO NOT USE THINGS MADE FROM “KITS.”
**DEMONSTRATIONS or REPORTS ONLY will not be accepted. We are looking for original work and
thinking.
WORK HARD! PLAN AHEAD! DO NOT WAIT UNTIL THE LAST MINUTE!
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Preparing Your Science Fair Project
A science fair project is a time consuming job. Avoid the “last minute” blues by
planning ahead. Get a calendar and set goals and deadlines for yourself. Work
backwards from the day the project is due and set due dates for each step along
the way. Here are some basic steps you’ll want to take in completing your project.
1. Choose a topic.
2. Gather information. Do some research.
3. Ask a question.
4. Develop a hypothesis.
5. Design a procedure.
6. Conduct the experiment.
7. Draw a conclusion.
8. Prepare your presentation.
Choose a Topic:

Think of things that interest you.

Look in books.

Search the internet.

Ask parents, teachers, and friends for ideas.
Before making a final choice, check the guidelines, rules, and regulations of your
science fair.
Projects can often be grouped into several categories:
Biological Science:
These projects often involve testing growing conditions of living things.
Health and Behavioral Science:
These projects also deal with living things, but the emphasis is more on how
the organism behaves. Topics might include health, hygiene, learning, or social
interactions.
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Physical Science:
These projects deal with non-living things such as sound, heat, light, energy,
magnetism, or electricity.
Consumer Science:
These projects may deal with testing products, testing one product against
another, or trying to find out why people choose the products they choose.
Engineering Design:
These projects include projects that create a solution to a problem or a
need. Topics include designing, building, analyzing, modeling, or improving a device.
Testing and creating materials is also engineering design.
Gather Information
At some point you may want to do some research on your topic. Some science
fairs do not require a written report and some do. Even the ones that don’t require
a report often suggest that as an option. You will probably be asked to present
your project and answer questions about it, so the more you know the better you
will do.
Ask a Question
After you have chosen a topic, you will need to narrow your topic to one
specific question. Sometimes this is called the purpose or the problem. Decide
exactly what it is you want to find out and state that in a question.
Your question must be testable. “Why is the sky blue?” is not a testable
question. Your question must be one that you can answer by conducting the
experiment you have chosen.
Your question should be as specific as possible. Instead of “What will happen
if I give plant food to a plant?” ask “Will plant food make a plant grow faster than
a plant that gets no plant food?” By being specific, you make your question testable
and measurable.
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Develop a Hypothesis
A hypothesis is a prediction about what you thing is going to happen. Often a
hypothesis is stated as an “If…then...” statement. “If Energizer and Duracell
batteries are used in the same radio, then the Energizer battery will last longer.”
Your hypothesis should be based on some good reason and you should be
prepared to explain that reasoning. “The Energizer battery will last longer because
it costs more, and things that cost more are usually better.”
The quality of your projects is not based on whether you are right or wrong
in your hypothesis. Scientists often learn more by being wrong than they do by
being right.
Design a Procedure
The quality of your project is often based on how well you design and carry
out your procedure. Your procedure includes a list of materials and a detailed,
step-by-step explanation of how you conducted your experiment. Your procedure
should be so clear that anyone could repeat your experiment exactly as you did by
following that procedure.
Keep in mind that your experiment should be designed to answer your
question and relate to your hypothesis. The best results are measurement. Try to
design your procedure so that you are measuring something to test the hypothesis
and answer the question. Some results can be based on observations, but the
observations have to be very specific and detailed. The best results are
measurable.
There should be two parts to an experiment:

Variable: The parts of an experiment that can change are called variables.
As a scientist, you need to choose one variable in your experiment to change.
For example, if you are testing how the use of plant food affects growth,
then using plant food is the only variable you would change. All other
variables like temperature, light, soil, pot, and water stay the same. The only
variable you have changed is plant food. That is the variable you are testing.
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
Control: The control is the part that is used for comparison. If you only grow
one plant and give it plant food, you have no way of knowing if the food
affected the growth. If you grow one plant with plant food (variable) and
one without (control) you have a way of observing the effects of the plant
food. Everything for the two plants must stay the same EXCEPT the use of
the plant food.
An important thing to consider is how many trials there are in your experiment.
The more trials you have, the more accurate your results will be. If you test two
brands of batteries one time, you can conclude which battery lasted longest that
ONE time. If you do 3 trials and one battery lasts longer in all three trails, you
have a much stronger case of saying that that battery will last the longest.
Conduct the Experiment
Gather your materials. Most of the materials you need can be purchased at a
hobby store, hardware store, or grocery store. If you need some specialized
science equipment, ask your teacher. Many elementary schools don’t’ have a lot of
science equipment, but a teacher can sometimes borrow it from the middle school
or high school.
Conduct the experiment by following your procedure. You may find that
something isn’t working and you have to change your procedure. That is all right as
long as you continue to control your variable and revise your procedure.
As you conduct your experiment you will need to collect data and make
observations. It is a good idea to keep a journal of your experiment by writing
down what you do and what you see happening. This is especially important if your
experiment extends over several days and the changes take place slowly. It is also
a good idea to take pictures of what is happening each day. These pictures can
become a valuable part of your display.
Hopefully you have designed your experiment so that you can collect
measureable data. Make sure you know how to use the measuring instrument. For
example, if you are going to time something with a stopwatch, practice with the
watch until you are good at using it. Measure accurately and record your results
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carefully. This data is the backbone of your experiment and your judgments about
what happened will be based on it. You use your data as the factual proof for your
conclusion.
Draw a Conclusion
What did your results tell you about the answer to your question? Was your
hypothesis (prediction) right or wrong? Your conclusion is what you learned from
conduction your experiment.
When you report your conclusion you should answer the question and state
whether your hypothesis was right or wrong. Describe what you learned. If your
data does not allow you to answer your question, tell why. If something went wrong
in your experiment, tell what it was and how it affected the data. The data
(including observations) is the proof for the statements that you make in your
conclusion.
You may want to add any insights you got from doing this project. Maybe you
thought of a better way to do it next time. Maybe this experiment led you to a new
question that you would like to answer. You may want to relate your experiment to
what you found out in your research.
Another optional piece is to relate your experiment to the real world. So
what? What difference do the results of your experiment have to everyday life?
If you test plants growing in plain water and salt water, relate that to the
activities of a man as he tries to keep the roads free from snow and ice.
Prepare Your Presentation
Some things to think about as you prepare your display:

Be sure your display board meets size requirements

Make your title short and interesting. Don’t be too cute. The title should let
the viewer know what the project is about.

Graphs and charts should be neat, and all parts should be labeled.

Labels should be clear, neat, and easy to read.
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
Use color. Green and yellow are good for plant or nature projects. Use red
and black for technology.

Make your display tells a story. Your display should explain your project. If
you aren’t there to explain, will people understand your experiment?

Many science fairs ask that you DO NOT put your name on it. Judging is
often anonymous.

Think about how you will transport your display. It should be lightweight and
easy to put up and take down.

Give credit to sources you used or anyone who helped you.
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Scientific Process Criteria
This criterion should be documented on the exhibit and in your notebook.
Scientific Process:
 Title-this should be the same title as is included on the Project Application Form and on
the students display board.
 Testable question
 Background research
 Hypothesis (use an “if…then” statement)
 State the variables- Clearly identify the independent (manipulated) and the dependent
(responding) variable.
 Design of the experiment
 Procedures/Test Method to include measurement and comparisons
 Communicate results (in table, chart, and/or graph form with corresponding units)
 Conclusion (supported or not supported)
Example of a Science Fair Experiment:
An experiment should follow a scientific process of which the results are not obvious. Variables
should be used in the procedure/test methods. A rule to follow: If the hypothesis is easily
obtained from resources or classroom science experiences, it usually is considered a
demonstration.
The following testable question is a typical example: “Does light increase the reproduction of
Paramecium?
Title: Light and the Reproduction of Paramecium
Testable Question: Does light increase the reproduction of Paramecium?
Hypothesis: If light is increased, the reproduction of Paramecium will increase.
Variables: Independent variable- amount of light Dependent variable-number of
Paramecium
Materials: Four culture dishes, microscope with camera, slides, Slo solution, light, and
eyedropper
Experimental Design: how will the experiment be done?
Procedure-Test Method:
Steps used in the experiment; list only what’s necessary, and use diagrams to cut words.
Measurement: the number of paramecia
Comparison: growth at different light levels
Results: Daily data table with data collection, photos, graph comparing the number of
paramecia in the different cultures. (You cannot bring in life organisms such as these.)
Conclusion: This is a detailed discussion of the student’s findings as it relates to the
hypothesis; the student should include inferences based on the results; the student should state
whether the hypothesis is supported or not supported and explain the reasons for the statement.
The student should NOT state that the hypothesis was proven or correct. The student should
use evidence from the experiment to support their findings. Then reflect on what they learned.
What might the next steps be? What was learned on reflection of the data?
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Complete graphs have a TITLE, SCALE on each axis, and a LABEL and UNIT for each scale.
Bar graphs are used for categories; i.e., type of fertilizer, type of trash, brand of product. Order does not
matter.
Line graphs are used for continuous data; i.e., time, dates, amount of substance used. Order does matter.
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Engineering Design Process Criteria
This criterion should be documented on the exhibit and in your notebook.
Engineering Design Process:
 Title-this should be the same title as is included on the Project Application Form and on
the student’s display board
 Define the problem
 Background research
 Design statement/specify requirements/materials/variables
 Brainstorm, evaluate, and choose a solution (preliminary designs)
 Prototype description and its development (redesign, test methods)
 Test, data, and results (tables/charts/graphs)
 Conclusion/Communicate results (did the solution meet the requirements?)
Example of an Engineering Design Project:
An engineering design project should solve a problem; the work should create a solution for a
specific need. Your project may include using the scientific method while best solving the
problem.
The following problem definition is a typical example:
“What is the best material to put in a sandbag to block water, such as during a flood?”
Title: Stop the Water!
Define the Problem: What is the best material to put in a sandbag to block water during a
flashflood?
Background Research: What is typically used for sandbags (inside as well as outside) and its
effectiveness, other possible material, absorption, etc.
Requirements: Sandbag must block/deflect water for an extended period of time and be safe
for the environment as well.
Solutions: For the research, possible materials are discussed as well as how to test. First
discussion of variables could happen here.
Prototype Description: Discussion of the material(s) chosen, creation steps and testing
protocols.
Results: How did the material(s) hold up? What was discovered during testing? Did other
variables become apparent?
Conclusion/Communication: This is a detailed discussion of the student’s findings as it relates
to the problem; the student should include inferences based on the results; the student should
state whether the problem was solved, was it reliable, and cost-effective. The student should
use evidence from the prototype testing to support their findings. Then reflect on what they
learned. What might the next steps be? What was learned on reflection of the data?
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Complete graphs have a TITLE, SCALE on each axis, and a LABEL and UNIT for each scale.
Bar graphs are used for categories; i.e., type of fertilizer, type of trash, brand of product. Order does not
matter.
Line graphs are used for continuous data; i.e., time, dates, amount of substance used. Order does matter.
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