1. Elementary Science Fair Journal
Name(s):
Title:
Research Question:
Grade:
Science projects are often incorrectly identified as the Science Board that is used to display the student’s work. But science projects are much more than that! A science project is actually the journal that the student uses that includes all of the information that is displayed on the board, along with notes and information to demonstrate the student’s thinking while completing the project.
The project should therefore begin with a journal. This can be a spiral notebook or some paper stapled together with a cover! Remember, science can be messy, but a journal should be organized!
As students complete their projects, the journal will be their “actual project” and will contain everything the student has done throughout their investigation.

2. Table of Contents
A table of contents can also be helpful. Students should leave a blank page at the beginning of their journal so they can write a table of contents and add page numbers later. Therefore, remind your child to number the pages of their journal to make it easier to find their information.
The slides that follow can be used as a guide for completing the project or can be printed out, filled out, and glued into the pages of the students’ s journal. Later, the pieces can be added to a display board, along with pictures and decorations to enhance its appearance.

3. Research Notes Page 1
Before you begin your experiment, take time to read some books on your subject and some articles out of magazines, newspapers, or the Internet. Write notes on what you read on the next 3 pages. Remember to record where you got your information.
Source:
Notes:
Every project begins with the selection of a topic. Some students have particular topics that they enjoy learning about or have a special interest in. Selecting a topic to investigate is a good place to begin. For example, does your child like to play with magnets, grow plants from seeds, or examine different types of rocks? Selecting a topic that is doable for your family is also important. Science should not be expensive, nor should it require purchasing a lot of materials. Look around the house for things to use. Ask your child’s teacher to borrow materials.
One thing to remember is the amount of time needed to complete the experimentation. In other words, many projects can be done in just a day or two, but others may require weeks. Avoid projects that measure the growth of plants and instead select a project that measures the number of days required for a bean seed to germinate (bean seeds germinate quickly!)
Once a topic is selected, the student should complete some research about what they will be doing. Students should research information about how magnets work, what is needed to help speed up the germination of seeds, or how the rock cycle works, depending on what topic they selected. Three sources are best for showing that the student worked to educate themselves on the topic prior to beginning the actual experiment.

4. Research Notes Page 2 Source: Notes:
You can use these pages to record your research.

5. Research Notes Page 3
Source:
Notes:

6. Bibliography—A list of all the sources I used
Vocabulary
Bibliography—A list of all the sources I used
Explanation—A summary of what I learned (related to prediction)
Data—Information I recorded while doing the experiment
Predictions—3 likely outcomes (experiment may show an increase, decrease or no effect)
Materials—What I will need to do my experiment
Observations—What I see when I watch closely
Procedures—The steps I have to go through to complete my experiment
Results—What actually happened (looking at data, make mathematical statements and comparisons)
Source—Where you get information
Title—The name I give my project
Research question—Cause and effect question that is measurable
Independent variable – The one element that is changed
Dependent variable – The element that is to measured
There will be some words that will be helpful to understand throughout the investigative process. Here is a list of the parts of the science project and what they mean.
This can also be included in the student’s journal so that someone who is looking at their project will understand how the student’s work relates to the science vocabulary.

7. What do you think or know that led you to the selected prediction :
Topic
Directions: Fill in the blanks explaining what project you decided to do.
Research Question:
Title:
3 Predictions (then circle your prediction that you think will most likely occur) :
What do you think or know that led you to the selected prediction :
Once a topic has been determined, the next step is formulating a scientific question. This question should be written in the format, “What is the effect of _____(what is being changed/ independent variable)_____ on _____(what is being measured / dependent variable)______?” Students will need to look at something they will manipulate or change on the outcome, which should be measurable.
So, for example, if a student wished to find out if different types of carpet would change how far a marble would roll on those surfaces, their question would be something like, “What is the effect of different carpet surfaces on the distance a marble will roll?” However, that question could also be improved. Details are everything! So that question could be improved by adding the following details: “What is the effect of different types of carpet surfaces, low-pile and high-pile, on the distance a marble will roll in centimeters?” Now anyone looking at that question would know exactly what to expect from that project!
The title of the project could be funky, fun, or both! But it should also relate to what is being examined. So the marble investigation could be entitled, “Rolling Along” or “Carpet Craziness!”
Predictions are pretty predictable! In other words, we know what our three outcomes are most likely to occur. In the marble investigation, it is possible that the marble will roll farther on the low-pile carpet or it may roll farther on the high-pile carpet. However, the third possibility is that it will roll the same distance on both carpet types. Students will need to list the 3 predictions/outcomes for their investigation and circle to outcome they expect to find. This is their hypothesis (educated guess). But why did they pick that prediction? The next question asks them to explain what they already think or know that leads them to their selected prediction. Ask them to explain why they picked that choice. Maybe they noticed how hard it is to move a chair across a shaggy carpet? Maybe they remembered a time when they dropped a grape on the tile floor in the kitchen? Have them explain why they selected that prediction using what they know or have experienced.

8. Independent Variable: Dependent Variable: Materials:
Plan
Selected prediction:
Independent Variable:
Dependent Variable:
Materials:
Set-up conditions:
Once the prediction has been selected, the student will move onto the next phase of their investigation. They must identify what they will be testing. The independent variable is what they will be changing (the pile of the carpet they are rolling their marble on). The dependent variable is what they will be measuring to see if there was an effect (the number of centimeters the marble actually rolled on the carpets).
As soon as they know what they will be measuring, they must begin to design their project. What will they need to do the project?
For the marble investigation, they need to decide how they will roll the marble. Will they create a ramp? Will they roll it off a table? What will they do that will help them to best determine how to find out the answer to their question? In doing this, they may have to draw a picture of what that will look like. They will not be able to list their materials or write down their step-by-step directions (procedure) until they know what they will be doing. A picture of the set-up of their investigation will be a great part of their journal, so make sure they have thought through what they will need to do.
The students should make a detailed list of the materials they will need to complete their investigation. This should include amounts and items needed for the investigation. For the marble investigation, this could include: one small marble, 3 social studies text books, one meter stick, masking tape, one 12 inch ruler with groove in the center.
Then the students must think broadly. They will need to think about what things need to be kept the same throughout the investigation. These are the set-up conditions. Students will need to think about all of the situations and materials that stay the same in the investigation so they do not affect the outcome. An example of this could be: Same marble, Same ramp height, Same ramp.
Procedures often start with the first step, “Gather all materials.” So make that your step number 1. After that, the steps should describe how the project is set up. For example, “Take three books and place them on top of each other.” Then, “Place the grooved ruler at the edge of the top book making sure to line up the one inch mark with the book’s edge.” Continue until you have fully explained what to do.
The last steps should describe the data collection. For example, “Measure the distance the marble rolled from the bottom of the ruler in centimeters and record on your data table.” Then, “Repeat the last step 9 times.”

9. Step-by-Step Directions:
Plan (continued)
Step-by-Step Directions:
This part of the project is the most important part, as the student will be collecting data that should be reliable and clear.
Parent help with clarifying the directions is helpful.

10. Experiment
Write down observations, problems that occurred and their solutions, and any other pertinent information.
As with any good scientist’s investigation, there will often be problems and unexpected issues during the experimentation phase of the project. It is important to record any problems that were experienced as well as how those problems were solved.
Please remember that when a student encounters a problem, it may be necessary to “throw out” that data because it may be unreliable information. As a result, that problem and how it was handled, should be noted.
For example, with our marbles, if on trial three, the marble rolled and hit the wall by accident, that trial should be redone. Therefore, the student should note that “Trial 3 had to be repeated because the first time it was done, it hit the wall and bounced off.” This section of the project journal is where that information should be recorded.

11. Data: Fill in as you complete each experiment.
Experiment Data for first variable:
Trial # 1
Trial # 2
Trial # 3
Trial # 4
Trial # 5
Trial # 6
Trial # 7
Trial # 8
Trial # 9
Trial # 10
Mean (Average of ten trials)
The data is the heart of the results of this project. Therefore, it should be recorded carefully. Identify the variable at the top of the page and then record (in metric measurements) the results for each trial.
For our marble investigation, one variable would be “low-pile carpet” and the second variable would be “high-pile carpet.”
Please note that ten trials are completed for each of the variables. This helps generate reliable data and makes the results valid.

12. Data: Fill in as you complete each experiment.
Experiment Data for second variable:
Trial # 1
Trial # 2
Trial # 3
Trial # 4
Trial # 5
Trial # 6
Trial # 7
Trial # 8
Trial # 9
Trial # 10
Mean (Average of ten trials)

13. Results Explain what happened using the averages of your trials.
This should include a statement that uses the mathematical outcome of the investigation to explain what actually happened. This should also explain if the results indicate or do not indicate enough of a difference in the variable tested to answer the question.
An example with the marble investigation would be something like this (the averages are made up for the purpose of this explanation): In the investigation, I found out that the marble rolled on average, 2 centimeters farther on the low-pile carpet than it did on the high-pile carpet. Although that shows a difference, it is not large enough to determine the answer to the question. Two centimeters is a very small amount and I do not think it is enough to show a difference.
Look at the means (averages) of each variable and compare the results to your prediction. If your data does not support your prediction, don’t worry. Just explain why you think that occurred.
Decide if what you thought would happen actually did happen.
Note what was discovered and if the prediction was right, then explain why they think they were right.
If they were wrong, they can explain what they learned!

14. Explanations
Evaluate the procedure and possibilities for future study. Suggest ways this information might be used in the real world, based on research.
This section asks the student to look back at what they did. They will think about whether or not the investigation lived up to their expectations and answered their question. If not, what would they change if they redid the investigation? If the investigation turned out the way they expected, what could they do next? What other investigations would this one lead them to? This is the part where those ideas are expressed.
This part can also tie in the research done by the student. Looking at the science topic being studied, how did this investigation connect to what they found out in their research.
Finally, students should think about real world jobs and/or situations where their investigation results could be used. For example, the results of the marble investigation could be useful for a student who liked to skateboard using ramps. It could even be helpful when building a train track or a toy car track.

15. Now, you are all set to write your paper and complete your board.
Board Design: Follow this example to create your science project presentation board!
Project Title
Research Question
Independent Variable
Dependent Variable
Materials List
Set-up conditions
Directions
Predictions
Pictures/Diagrams
Science Journal
Attached to board
Data Collection Table
Graph
Results
Explanations/
Real World Uses
Relating to Research
Now, you are all set to write your paper and complete your board.
Good luck!