1. Third Grade STEM Fair Lessons Power Point
The following slides are an integral part of each weekly lesson.

2. Scientific Method
Please click on the clipboard below to introduce the student to the Scientific Method.
This version of the scientific method is like the alphabet to reading or playing notes on a piano to creating songs with the notes. Our students will learn these basic steps so that they can later go on to rearrange them and be creative with science.
Our students should know that scientists do NOT always use these steps in this order.

3. Scientific Method
Scientists do not always follow these steps in this order or even go through all of them every time, but for STEM Fair we will.
Ask a question and state a purpose.
Research
Hypothesis
Procedures(variables, materials, step by step directions.)
Collect data.
Create a graph.
Draw a conclusion.
This version of the scientific method is like the alphabet to reading or playing notes on a piano to creating songs with the notes. Our students will learn these basic steps so that they can later go on to rearrange them and be creative with science.
Our students should know that scientists do NOT always use these steps in this order.

4. Week 1 Introduction to STEM Fair: Logs, Questions and Topics
This is the introduction to the STEM fair. Prior to this lesson you should decide what the students will use for the logs, and have those materials ready to begin with this lesson. The students will need the logs beginning with this lesson.

5. Essential Question What is a STEM Fair Project?
What is a STEM Fair Log?
What is a testable STEM Fair Question?
Students should be able to answer these questions at the conclusion of this lesson.

6. Log Projects without logs will be disqualified.
The log IS the project. The show board is just a commercial for the project.
Each entry should be dated.
Research notes, measurements, observations, and test results should be included.
Projects without logs will be disqualified.
The log IS the project. The show board is just a commercial for the project.
THE LOG IS THE STEM Fair PROJECT!!!
The first entry should be the when the student begins thinking about the project, the last entry should be the day when the project is turned in.

7. Log
The first thing you need to do to begin a STEM Fair project is to begin writing in a log.
It is a record of everything you think and do as you work on your STEM Fair project.
Projects without logs will be disqualified.
The log IS the project. The show board is just a commercial for the project.
THE LOG IS THE STEM Fair PROJECT!!!
A log may be a notebook, loose-leaf paper in a notebook, paper stapled together, or any other type of log you want your students to use.
In grades 3-5 group project logs can be a compilation of all group members’ work (up to 4 in a group) .
Individual projects should have their own log. Logs can be handwritten, typed, or a combination of both. If student work was handwritten then typed, include both copies.
Spelling and grammar are NOT judged.

8. Log
You should record in your log every time you do anything related to your project.
Your log is like a diary or journal of your progress in your investigation.
Keep everything you write in your log even if you change your mind or start over.
The log is a record of student thinking.

9. Example of log entry for question:
August 20, 2011
I saw a picture of icebergs floating. They look really cool and pretty. Ice floats in a glass of water too. I wonder if ice is lighter than water.
My question is: Does the mass of water change when it goes from a liquid to a solid. No, How does going from a liquid to a solid affect the mass of ice? is better.
The boat in the picture floats too. Is the boat wood or metal? I think metal sinks, but metal boats float. I know wood will float..
Tell your student that they will choose a question that fits the criteria and explain why they chose the question. You may share the above example first.
This entry was written AFTER the student had been taught how to ask a question appropriate for use in STEM Fair. This student had difficulty selecting a topic so her teacher asked her to look for interesting pictures in magazines and questions about the pictures.

10. You can investigate the question yourself.
Good: How do shade trees affect temperature of areas on our playground?
Bad: What are the temperatures on Venus? (though you can look it up, you cannot build a rocket, go to Venus and study this on your own and get back before the due date)
You may need to add that to answer a question on your own you must have access the materials you need. A project that requires expensive materials that are not available is not something you can do yourself.
Students may use any materials in the old or new science kits.

11. A good question is testable.
Good: How does changing the height of the roller coaster affect the distance of the marble?
Bad: Who invented roller coasters?
In order for a question to be testable, you must be able to design and conduct an experiment.

12. A good question cannot be answered yes or no.
(There are exceptions to this rule)
Good: How does the type of water affect the growth rate of a plant?
Bad: Can plants grow in water?
Does the type of water affect the growth rate of a plant? Is a yes or no question. It can be turned into an investigatable question by asking HOW.

13. A good question tells you what you need to measure.
Good: How does the species of the orange affect the amount of juice it has?
Bad: Are oranges juicy?
You can measure the amount of juice an orange has.

14. The answer is a fact, not an opinion.
Good: How does the brand of soap affect the amount of bubbles produced?
Bad: What kind of soap smells the best?

15. Brainstorming Topics (Grades 3-5)
Task:
In your STEM fair log, create a list of as many testable questions that you may want use to design an experiment.
This is a great “getting to know each other” activity for the beginning of the year. Teacher models first. Make a list of things you like. Challenge students to come up with as many ideas as they can think of. After lists are generated model asking as many questions as possible about the topic.
Remind teachers to MODEL each step.
Tip: If a student has trouble thinking of things they like you may let the student look through magazines and cut out interesting pictures to paste in the log or look at pictures to think of ideas to write down. They can also turn and talk and discuss things they like.
Web Sites To Use To Find A Topic
yahooligans.yahoo.com (type in STEM Fair projects)
super-science-fair-projects.com
school.discovery.com/sciencefaircentral

16. Think of as many questions as you can in a list
Think of as many questions as you can in a list. A list of questions might look like this one:
Questions:
How does the shape of the wing affect how far a paper airplane glides?
Does a baseball roll farther on artificial grass?
Do most rocks erode in the rain? Can some rocks float?
What are good ways to cool off when you are hot?
Teacher model first then give time for students to write. You may allow discussion. Prompt and assist students who have trouble asking questions. These are NOT necessarily the questions the students will use for STEM Fair. This is a starting point. Encourage students to ask multiple questions about each topic they have listed.

17. A good science investigation question:
What is a Good Question?
A good science investigation question:
Can not be answered with one word such as yes, no, or purple.
Tells you what you need to measure.
Is something you can investigate yourself.
Is answered with a fact, not an opinion.
Instruct students to look through their questions and place a check mark or star next to questions that meet all of the above criteria. ****Many yes/no questions can be improved and made usable by changing the wording.
An easy way to word questions is “How does ___________affect ___________?”
Help your students choose a question and to change questions to a usable form if needed. Use leading questions to help them decide as much as possible.

18. Choosing a Topic
In your STEM fair log, choose a topic that you would like as your STEM fair project. Explain why you are choosing that question.
Conferencing with your students will be critical each week throughout the STEM fair process. Conferencing will help you keep track of your students progress, help identify individual needs, and opportunities for reteaching. Conferencing will be an important part of the STEM fair process by helping your students maintain proper records in their STEM fair logs.

19. In your notebook record in your log what you did today.
Choosing a Topic
Task:
In your notebook record in your log what you did today.

20. Research Involving Animals
Human/Animal Research form MUST be filled out prior to the beginning of the project.
No surgery or dissection may take place
Neither physiological or psychological harm to the animal can result
Must be supervised by an adult.
If the question involves people or animals in the investigation a Human/Animal Research form MUST be filled out prior to the beginning of the project. The form is on IDEAS under the STEM Fair icon.

21. How to Write Your Purpose & Conduct Research
Week 2
How to Write Your Purpose & Conduct Research

22. Essential Question What is a STEM Fair Purpose?
Where do scientists look to find information?

23. It is really just restating the question.
Purpose
The purpose of the project should tell what you want to find out.
“The purpose of my project is to find out…”
It is really just restating the question.

24. So, let’s practice writing a purpose.
Model – use some student questions and write them as purposes.
Example: Question: Will a cable-stayed bridge or a beam bridge support the most weight?
Purpose: The purpose of my project is to find out if a cable-stayed bridge or a beam bridge will support the most weight.
Encourage students to write a log entry about their project. They may start to explain what materials they think they might use, ideas for conducting the investigation, or any other thoughts about the project. Do not correct or change what they write at this point. This is purely student thinking and processing at this point. You will address the other steps at a later date.
Student comments and ideas can be recorded in the log.

25. Use your question to write your purpose in your STEM fair log.
Task:
Use your question to write your purpose in your STEM fair log.

26. Research
Before you can begin your project, you need to learn more about the topic.
Write down questions that you would need to know in order to help build knowledge about your topic.
You will write the information that you learned in your STEM Fair log.
You will use this information to make your hypothesis.
Your students can go on-line or into an encyclopedia, book, magazine, or other text or talk to an expert and learn something about the topic. This can be done as a reading or library skills lesson, in the computer lab as a lesson on finding online information, or whatever works best for your class. Have students read informational text related to their topic and jot notes in their logs. (This is like think notes in reading). They should try to find the answer to their questions, or information that leads them to an answer. They will conduct an investigation to prove or disprove what they have read or heard.

27. Research
Task:
After you have recorded the information that you learned, take the opportunity to record in your log what you did today.
Don’t forget the date!!!

28. Week 3
Hypothesis

29. Essential Question
How do you use research to form a hypothesis?

30. Hypothesis
The hypothesis is what you predict will happen when you perform the experiment based on your research.
It doesn’t matter whether you are right or wrong; in your conclusion, you will tell if your hypothesis was correct or not.
It is what you think the results of your experiment will be and WHY you think that.

31. Based on my research, I think… will happen because ...
Hypothesis
In your log write what you think the results of your experiment will be and WHY you think that.
Based on my research, I think… will happen because ...
Remember to use the information from your research to explain why you think this will happen!

32. In your notebook record in your log what you did today.
Hypothesis
Task:
In your notebook record in your log what you did today.
Provide multiple opportunities for your students to reflect and record “journal” in their log. Remind the students every thing they do for their STEM Fair project on any day, they should write about it in their log.

33. Week 4 .
Materials
Use measurements that are appropriate in your grade level.
3-5 should only use measurements that the student understands. Look at the previous grade level’s benchmarks for measurement to find out what your students should know. Projects will not be disqualified if metric is not used. It is recommended that students who understand metric use it.

34. How do you find and formulate a materials list?
Essential Question
How do you find and formulate a materials list?

35. Example of Materials List
2 – 16oz Office Depot clear plastic cups
130ml tap water
1 Thermometer
16 oz of ice from cafeteria ice maker
Discuss with students. Scientists use metric measurement and someday they might only use metric too.
Notice – cups are measured using ounces because that is what is listed on the package. (It is NOT necessary to convert to metric.)
If the student understands metric measurement it can be used to measure, notice the water is measured in milliliters.

36. Materials
This is a list of ALL the materials you need to perform your experiment.
You must also include how much. .

37. HOW, WHEN, and WHERE will you get you materials?
Explain in your log.

38. In your notebook record in your log what you did today.
Materials
Task:
In your notebook record in your log what you did today.

39. Lesson 5
Variables

40. Essential Question What is a Manipulated variable?
What is a Responding variable?
What is a Constant variable?

41. What you are changing on purpose.
Variables
There are 3 kinds of variables. You will list the variables for your STEM Fair project today.
Manipulated
What you are changing on purpose.
2. Responding The changes are you measuring.
3. Held Constant Everything that stays the same.
Students do not need to know the vocabulary independent, dependent, or control.
Projects have to be labeled with some type of terminology, it can be “What I kept the same, changed on purpose, and what changed because of what I did.” Students should understand that investigations should contain these 3 parts.

42. Examples of VARIABLES:
Question ?
Manipulated
Variable
(what You Change)
Responding
Variables
(What You Will Measure)
Constants
(What you keep the same)
Do all brands of paper towels absorb the same amount of water?
Brands of paper towels
Amount of water that is absorbed by each towel
Size of paper towel
Amount of water poured on each paper towel
Temperature of the water used
Container towels are placed in
Method of pouring
Amount of time paper towel remains submerged
Read and discuss. Model for students using your class project how to identify as variable.

43. (What You Will Measure) (What you keep the same)
List your VARIABLES:
Question ?
Manipulated
Variable
(what You Change)
Responding
Variables
(What You Will Measure)
Constants
(What you keep the same)
Have students list their variables in their logs.

44. Variables
Task:
In your log, list your variables . Remember to label each variable.
Please do not forget to model for your students your

45. Step by Step Directions
Week 6
Step by step directions makes
a good writing connection.
(Procedural writing)
(National Geographic writing connection books also offer good model lessons)

46. Essential Question
What are Step by Step directions and how are they used in a STEM Fair project?

47. Step by Step Directions
What are Step by Step directions and how are they used in a STEM Fair project?
Step by step directions makes
a good writing connection.
(Procedural writing)
(National Geographic writing connection books also offer good model lessons)
It’s Peanut Butter and Jelly Time! science/writing connection – can be used as a writing lesson
Have your students work in groups to write a recipe for making a peanut butter and jelly sandwich.
Follow the directions EXACTLY to make a sandwich.
If any part of the directions are missing or incomplete, have your students revise them until they can be followed and a sandwich can be made.
Students are very willing to revise when they have to have usable directions in order to get a sandwich.
****In case of peanut allergies make Fluff and jelly sandwiches. *****

48. Step-by-step directions are like a recipe.
Anyone who reads them will be able to duplicate the investigation and get the same results.

49. Step by Step Directions –
Direction steps need to be numbered.
The experiment needs to be done 5 or more times so they will have sufficient data to make an accurate conclusion.
Step number one is always, “Gather materials.”

50. Examples of Directions
Gather Materials
Fill cup to ½ way mark with ice.
Add 130 ml of tap water
Swirl cup for 1 minute. (hold by top edges of the cup)
Record water temperature. (Keep thermometer in water, look at eye level)
Add 2 more ice cubes.
Repeat steps 4 and 5

51. When you write your directions there are a few things to remember:
Write them clearly so someone else may follow them and get the same (or similar) results.
Be very specific and to the point.
Remember to indicate how many trials are necessary.
For Example:
“Repeat steps 2-5 four more times for a total of five trials”
Make sure to indicate when data should be collected and what kind of data.

52. Step-by-step Directions
Task:
In your log, record what you did today.

53. Week 7
DATA
This will be the most time consuming and sometimes messy part of STEM Fair. In grades 3-5 you will spend several science periods collecting data. (See curriculum map).
In grades 3-5 the data collection portion may be done at home IF parents are willing and able to help. Students should record data and bring data along with log entries about the data collection then create the data chart and graph at school.
Look at the math standards from the previous grade. Only what has been previously taught is considered appropriate to use for STEM Fair. Projects WILL NOT be disqualified if metric is not used.
Students will follow directions and collect data. Explain that each group represents 1 trial. 5 groups = 5 trials. Whole class data can be quickly collected, making individual projects more manageable.
Each group should write temp 1 and temp 2 on a sticky note. Collect sticky notes and graph on a bar graph and display. Graph : increased, decreased, stayed the same.
Create data table with the data.
The first several times you do this with children, you will need to model using the data to create a data table and graph. Some students will learn quickly and be able to do their charts and graphs on their own after data is collected. Others will need more support and you may model theirs whole class.
While one student is writing up their data charts and graph, another can be preparing their materials and the rest of the class can be collecting data.

54. Essential Question
What is the difference between quantitative and qualitative data?
What is a data table?
What is a graph and how does a line graph differ from a bar graph?

55. DATA Data refers to the information gathered in the investigation
This is in the form of tables and charts.
You can also use photographs or drawings to show the information you gathered but pictures do not replace the data.
Look at the math standards from the previous grade. Only what has been previously taught is considered appropriate to use for STEM Fair. Projects WILL NOT be disqualified if metric is not used.
Students will follow directions and collect data. Explain that each group represents 1 trial. 5 groups = 5 trials. Whole class data can be quickly collected, making individual projects more manageable.
Each group should write temp 1 and temp 2 on a sticky note. Collect sticky notes and graph on a bar graph and display. Graph : increased, decreased, stayed the same.
Create data table with the data.
The first several times you do this with children, you will need to model using the data to create a data table and graph. Some students will learn quickly and be able to do their charts and graphs on their own after data is collected. Others will need more support and you may model theirs whole class.
While one student is writing up their data charts and graph, another can be preparing their materials and the rest of the class can be collecting data.

56. DATA
To collect your data you will follow your step by step directions exactly.
You will complete at least 5 trials and record the information in your log.
You will use the data to create a data chart.

57. DATA
The more trials you do the more accurate the results of your experiment will be.
The minimum for STEM Fair is five trials.
Scientists often repeat experiments thousands of times.

58. How can you collect qualitative data for:
Quantitative and
Qualitative data
Explain the difference between quantitative and qualitative data.
Qualitative has to do with observable qualities. (5 senses) What we can hear, see, feel, taste, smell.
Quantitative is measurable and can be expressed numerically.
Qualitative Data
How can you collect qualitative data for:
How Does drinking Coca Cola affect the color of teeth?
You can use tooth color charts from the dentists office. A numerical value is given to each shade.
How does laundry detergent affect stains?
Example: Use a white T-shirt. Rub in grass until well stained. Cut into squares. Use a clean white square as “0”. Worst stain as “10”. Soak squares in different detergents. Rank by stain and number .
Paint sample cards work well too.

59. Distance a toy car will Roll in Meters
Trial
Tile Floor
Carpet
Sidewalk
Trial 1
4.3
2.4 2
Trial 2
4.4
2.7
Trial 3
3.5
1.8
Trial 4
4.5
2.8
2.5
Trial 5
4.8
1.6
Example of a data chart.
Teacher can model data collection. Use student projects and model, model, model! Again, several groups can do the experiment all at the same time and each group becomes one trial for the student who is doing the project. K-2 will only do one whole class data collection.

60. Task: In your STEM fair log, create your data table. Data Collection
Once the students have completed this step they should be ready to do their experiments and begin collecting their data and observations in their table. Once students have also completed the experiment they should record what happened in their notebook.

61. Data Task: In your log, record what you did today.
Student should also include a narrative of what occurred during their experiment and reflect on the outcome.

62. Week 8 Data Collection& Graphing
Graphs should be grade level appropriate and understood by the student.
Refer to the math standards from the previous school year. Use math resources if needed to reteach graphing. Model graphic using student’s data. Students must be able to explain their graphs to the STEM Fair judges.

63. Essential Questions
What is the difference between quantitative and qualitative data?
What is a data table?
What is a graph and how does a line graph differ from a bar graph?

64. Data Collection & Graphing
Use a bar graph or line graph to display data.
This is the same information gathered and already recorded on your data chart.
Graphs should be grade level appropriate and understood by the student. In 3-5 student should be able to understand and explain their graphs.

65. Graph A bar graph – shows comparative data
A line graph – shows data over time. (such as growing plants)
Horizontal Axis: The manipulated variable (what you changed on purpose) is displayed on the horizontal axis.
Vertical Axis: The responding variable (what happened as a result of what you changed) is displayed on the vertical axis.
Only use this if it is appropriate for your students.

66. Distance Toy Car Travels When Rolled Down Ramp Onto Various Surfaces
Example of a graph:
Distance Toy Car Travels When Rolled Down Ramp Onto Various Surfaces
Key
Meters
We no longer average or find the mean in elementary school.
This graph would not be appropriate for students who have not yet learned to create a triple bar graph.
In primary it would be appropriate to add the results of each trial and create a two-bar bar graph to compare the data.
Trials

67. Week 9
CONCLUSION
We no longer list results – results implies that we averaged the data and we do not.
Finding the mean, or average is no longer part of our math standards.
*If a student does understand and can explain finding a mean it is acceptable for that student to do so.

68. How do you analyze the data in a graph and share your results?
Essential Question
How do you analyze the data in a graph and share your results?
What is a conclusion and what should be included?

69. Analyzing Data *Look at the graph.
*Identify 3 statements about your data
The Example Graph:
The cars travel the farthest on the tile floor.
The cars traveled the least distance on the Sidewalk.
In trial 3, I noticed that the car travel less than all the others.
Teach students how to look at their data and create statements from their graph. We do not teach mean or how to calculate average in Elementary. This is not required. When you are analyzing data, remind the students that should be looking at their graph. Have the students make 3-4 statements about the information given in their graph. Have the students also identify the results of their experiment and record their thinking in their log.

70. CONCLUSION
My hypothesis was supported (or not supported) by the data. (Explain)
I found out that…
If I were to do this project again, I would change…because…..
The way this is connected to the real world is…
These are suggestions for writing conclusions. You and your students may add to this.
Notice we no longer list results – results implies that we averaged the data and we do not.
The conclusion is based on the hypothesis – so student should refer back to it.
If the data did not support the hypothesis, this is where they will state that and give the corrected information

71. CONCLUSION
A problem I had or unusual event was…. Describe your data in detail. What does your data mean? Compare the results with you background information. Explain why the experiment is important.
Statement of support or non-support of the original hypothesis. Revise hypothesis (if data did not support the original hypothesis).

72. Task:
Look at your data and graph, write a conclusion using the format you learned.

73. In you log record what happened today.
Task:
In you log record what happened today.

74. Week 10
Display

75. How do you display all of the components of a STEM Fair Project?
Essential Question
How do you display all of the components of a STEM Fair Project?

76. My Title Purpose Graph Hypothesis Data Procedure: Conclusion Optional
Materials
Variables
Conclusion
How you do your STEM Fair display for your school site based STEM Fair is up to your school site. You may choose to use construction paper mini boards, typed up copies of what goes on the show board, hand written list of show board info, or whatever works for your school. The large cardboard display boards are only needed for the students who win for the school site and are going on to the district STEM Fair.
The information needs to flow, but parts do not necessarily need to be in these positions. (It’s okay if the directions go in the center and the pictures are in various places, etc…)
Parents, art teachers, etc… may assist with the boards. Boards are not judged, what matters most is what the student has learned and can explain and what has been written and drawn in the log.
Step-by-Step
Directions
Optional
Research Paper
Data Log

77. DRAWINGS OR PHOTOGRAPHS
Photographs and drawings are an excellent idea.
School names and students names should not be on showboard.

78. Show what you have learned…
The title can be the question or a cute name for the project. Both work.

80. Displays Must be durable and self-supporting
No student or school name can be on the front of the display, or on/in the log/research paper.
Photos are great, but there should not be school shirts in photos.
Dead animals, plants, and food may NOT be part of display.
Projects involving human blood, mold or fungus are prohibited
Glass items and plastic “baggies” are not to be displayed
Straight pins, tacks, or staples are not to be used to secure materials onto display boards 
This information is on IDEAS in the STEM Fair Handbook.
There is a maximum size for boards. See STEM Fair Handbook.

81. Requirements
ALL projects must have a separate DATA LOG that is clearly marked.
Group project members must each have their own log.
Projects without LOGS will be disqualified
A research paper is not required.
This information is on IDEAS in the STEM Fair Handbook.