1. Math & Science Fair Success
The following information slides are taken from Science Fair Success: A Five Step Guide To Making Science Fair an Enjoyable Experience for Teachers, Students, and Families presented at the October 11, 2007 Elementary Math and Science Fair Coordinators Meeting at Grassy waters Elementary School by Thomas Medcalf, District Science Resource teacher.
A Five Step Guide to Making Your
School Fair an Enjoyable Experience
for Teachers, Students, and Families

2. Purpose of a Fair Problem Solving
Students use the scientific method, make predictions, observations, do experiments, and collect data to answer questions about nature and the physical world.
Critical Thinking
Students compare, contrast, analyze, calculate and graph data to understand patterns, sequences, and cycles that occur in nature and the physical world.
Purpose of Science Fair
The purpose of math and science fair is to involve students in problem solving and critical thinking using the investigative process. Science fair is not just another project or assignment in science class; it is a special event. Like all events in school, math and science fair is exciting, challenging, and sometimes frustrating but should also be rewarding for the students who participate. The student’s goal is to produce a high quality display board showing the process skills they used to solve an inquiry. Many of the process skills involved in math and science fair are part of Strand H: The Nature of Science in the Florida Sunshine State Standards and are annually assessed in the Scientific Thinking category of the Grade 5 Science FCAT. To help teachers, students, and families be more successful in the math and science fair experience the School District of Palm Beach County has developed the District Elementary Mathematics and Science Fair Coordinators Handbook. (See the following page in the handbook for more about the purpose of a math and science fair.)
See Page 3 - Introduction

3. SCIENCE FAIR BENCHMARKS
SC.H.1.2.1
SC.H.1.2.2
SC.H.1.2.4
SC.H.1.2.6
SC.H.2.2.1
SC.H.3.2.1
Science Fair Benchmarks
These are the Strand H: Nature of Science benchmarks a student learns when he or she does a science fair project. The student …
SC.H – keeps accurate records and descriptions to provide clues on causes of discrepancies in repeated experiments.
SC.H – knows a successful model to explore the natural world is to observe, record, analyze, and communicate results.
SC.H – knows to compare and contrast observations is an essential skill in science.
SC.H PBC – knows that acceptable safety procedures should be followed when manipulating laboratory equipment and materials.
SC.H – knows that natural events are often predictable and logical.
SC.H – knows people invent tools to solve problems and do work that affects aspects of life outside of science.
SC.H – knows that data are collected and interpreted in order to explain an event or concept.
SC.H – knows that through the use of scientific processes and knowledge people can solve problems, make decisions, and form new ideas.
There are of course many other benchmarks in all seven of the other science strands that are potential topics for science fair projects.
SC.H.3.2.2
SC.H.3.2.4

4. Step 1. Modeling The Process
Presents the scientific method of inquiry as a method solving math and science problems.
Focuses on the steps involved in completing a math and/or science fair project.
Gives students and families a sample of what a school fair project should look like.
Unifies all participants in the same situation with the same expectations.
Step 1. Modeling The Process
Modeling the mathematics and science skills necessary to complete a math and/or science project is important. When students have been provided an example of the stages involved in solving a problem scientifically (the scientific method) and the math skills that are involved (comparing, contrasting, calculation, and graphing) they are more successful in completing their own project ideas.

5. Step 2. Keep Families In The Loop
Explain the purpose, student expectations, and student participation in a fair.
Give families a calendar with assignments, due dates, and a schedule of fair events.
Outline the limits of family involvement.
Provide families with instruction and guidelines to help their children.
Give families the assessment criteria.
Step 2. Keep Families In The Loop
Proper communication is important for a successful fair experience. Because the majority of individual (grades 3-5) projects will be completed by the student at home, families need to be informed how to assist their children with math and science fair projects. The school’s Math and Science Fair Committee is responsible for selecting and approving what, when, where, and how this communication takes place. The following pages in the Coordinators Handbook will help when make key communication decisions.
Page 1 – Calendar of Events
Page 7 – Support and Guidance
Page 8 – Family Members
Page 9 – Helpful Hints for Students
Appendix A & B – Suggested Topics for Math and science Fair Projects
Pages – Rules for Regulations for Math and Science Projects
Page 12 – Rules on Security and Safety
Appendix I-L – Sample Project Display Boards
Keeping parents in the loop can range from print material sent home from school to holding a parent meeting that explains the components of a math and science fair project and outlines limits of parental involvement. Again these school-based decisions are the responsibility of your school’s Coordinator and/or Math and Science Fair Committee.

6. Step 3. Assisting Students
Provide class time so students can select topic ideas and collect information.
Provide idea lists and discuss project topics.
Consult with individual students before they begin experimenting.
Check project procedures for safety.
Teach students the process and critical thinking skills they need to complete their projects.
Provide instructional and material support to students as needed and monitor their progress.
Step 3. Assisting Students
A school’s Math and Science Fair Coordinator or School Fair Committee should provide copies of the Coordinators Handbook to all their participating grade-level teachers and review these pages before assigning students any projects.
Page 4 – Developing a Project
Page 5-6 – Choosing a Project
Page 7-8 – Support and Guidance
Page 9 – Helpful Hints for Students
Page – Rules and Regulations for Projects
Page 12 – Rules on Security and Safety
Page 14 – School Judging Procedures
Page 17 – Judging Criteria
Appendix A-B – Suggested Topics
Appendix D – Sample Letter to Parents
Appendix I-L – Sample Project Boards

7. Understanding Terms
Effect (noun) - a result, as in cause and effect of an investigation or experiment.
Affect (verb) - an influence on or act of emotion such as the affects on medicine, technology, environment, or society.
Investigation - a procedure carried out to observe a response (effect) to a stimulus.
Experiment – using the scientific method; research, purpose, hypothesis, procedure, observations, data analysis, and conclusions to understand or solve a problem.
Independent variable – factors you change or manipulate
Dependent variable – factors the experiment changes
Constant variable – unchanged in the experiment.
Understanding Terms
One important way teachers should assist students is by checking their use of language in the descriptions they write for their project display boards and/or research papers. Teachers should know that many of the judges at both school and district science fairs are retired educators, college professors, and community professionals. It is therefore important to make sure that spelling, grammar, and words are used correctly. Student projects should be edited by the teacher for correct punctuation, spelling, grammar, and use of words before being submitted for judging. It is not appropriate to submit projects that are unedited, incorrect, or incomplete.

8. Step 4. Keep It Safe, Simple
Predict what you think will happen (hypothesis).
Identify the experiment variables and controls.
Have your procedure approved before starting.
Use tools, take measurements, make careful observations.
Use a data log to keep accurate written records.
Repeat science experiment 3 times.
Graph the data to compare and contrast results.
Use results to support or reject the hypothesis.
Communicate your results on a project board.
Step 4. Keep It Simple and Steady
It is important to remember the purpose of math and science fair is “to engage students in the scientific processes and problem solving” not stress them out. By posting Step 4. Keep It Safe and Simple, teachers can help students “stay focused” reminding them “it’s the process that is important.”
More explanations for each step
Students should write down their hypothesis (prediction) before experimenting.
2. Students should identify all the variables in their experiment. A variable is any factor that can change in an experiment. In every experiment the student should control all the factors that can change except the ones they are testing in their hypothesis. A control is any variable that “stays the same” or remains fixed in an experiment. Independent variables should have controls, dependant variables should change.
3. Teachers should review all student experimental procedures for safety before the students start experimenting.
4. Teachers should help students learn how to use tools properly to make accurate measurements.
5. Students should write their observations and data in a log or science notebook.
6. Students should repeat their science experiments three times (or have 3 test groups) to confirm their results.
7. Students should graph their results. Place independent variable data on the horizontal axis and dependant variable data on the vertical axis of a graph.
8. Students should rethink their original hypothesis and explain how their results support or reject it.
9. Students should organize and display their results on a project board following all rules and regulations as though they are entering their project into the district fair.
10. Above all, the students should have fun and not stress over their results. It is OK when an experiment does not support or rejects the original hypothesis (that is what the scientific process is intended to do) don’t let student’s change their hypothesis but instead explain why their results do not support their original predictions.

9. Step 5. Celebrate Success!
Hold a school fair.
Invite judges from the community.
Use the handbook judging form.
Reward the best projects with ribbons.
Acknowledge all participants with certificates.
Register school winners in the District Fair.
Plan a field trip to the District Science Fair.
Sponsor an Activity Table at the Fair.
Step 5. Celebrate Success!
The following pages from the Elementary School (K-5) Mathematics and Science Fair Handbook will help the Science Fair Committee plan a successful school science fair.
Page – Rules for Science Exhibits, Judging, & Rules on Security and Safety
Page – Information for Judges & Science Fair Judging Form
Pages 39 – How To Set Up a School Mathematics/Science Fair
Page 40 – Hands-On Activity Tables & Field Trips
Page 41 – Individual/Class Project Registration Forms
Page 43 – School Sponsored Hands-On Activity Table(s) Registration Form
Page 45 – Intent To Participate Form
Supporting student success can range from loaning out measuring tools for collecting data in investigations done at home to offering after-school assistance through science fair clubs and other support groups that provide additional assistance and supervision to students in need. The type of additional support your school provides is at the discretion of your school’s science fair committee.

10. DON’T FORGET TO
Send in your school’s Intent to Participate in the District Fair by November 30, 2007.
Your School-Sponsored Hands-on Activity Table Request Form is due by Jan. 18, 2007.
Your Project Registration Spreadsheet of entries in the District Mathematics and Science Fair is due by March 28, 2008 via to Thomas Medcalf.
The District Elementary Mathematics and Science Fair is April 21-24, 2008 at the South Florida Fair Grounds.
See the District Elementary Mathematics and Science Fair Coordinators Handbook for other important dates and copies of all forms.
Page 1 – Calendar of Events (important dates)
Appendix N – School Sponsored Hands-On Activity Table(s) Registration From (due by 1/18/2008)
Appendix O – Intent to Participate Form (due by 11/30/2007)
All forms can be sent via the Pony-mail system to Thomas Medcalf, FHESC, C-225.
School that indicate they intend to plan a field trip to the District Fair will receive additional information regarding scheduling their fieldtrips once they have submitted their school’s “Intent to Participate” form.

11. Bibliography
Science Fair Handbook by Anthony D. Fredericks and Isaac Asimov. Ood Year Books, Glenview, IL. ISBN X
Science Fair Handbook by Stephen C. Blume. Merrill Publishing, Columbus, OH. ISBN X
Science Fair Workshop by Marcia J. Daab. Fearon Teachers Aids, Simon & Schuster Supplemental Education Group. ISBN
Science Fairs Plus an NSTA Press Journals Collection. NSTA Press, Arlington, VAISBN
Researched and Complied by Tom Medcalf, Science Resource Teacher, Department of K-12 Curriculum, Palm Beach County School District. West Palm Beach, FL.

12. SC.H.1.2.1
The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experimentations. (AA: MC)

13. SC.H.1.2.2
The student knows that a successful method to explore the natural world is to observe and record and then analyze and communicate the results. (AA: MC, SR, ER)

14. SC.H.1.2.4
The student knows that to compare and contrast observations and results is an essential skill in science. (AA: MC, SR, ER)

15. SC.H P.B.C.
The student knows that proper safety precautions should be followed during scientific investigations. (Essential whenever students are engaged in investigating or experimenting.)

16. SC.H.2.2.1
The student knows that natural events are often predictable and logical. (CS:MC)

17. SC.H.3.2.1
The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. (AA: MC, SR)

18. SC.H.3.2.2
The student knows that data is collected and interpreted in order to explain an event or concept. (AA: MC, SR, ER)

19. SC.H.3.2.4
The student knows that through the use of the science processes and knowledge, people can solve problems, make decisions, and from new ideas. (AA: MC, SR)