Science Fair

We started doing science fair in the spring of 1992. We’ve had anywhere from 50 some kids down to 14, but in spite of fluctuations, we have continued to do it each year.

Preparation for science fair really begins in January, because we begin with a different philosophy. In most instances, science fairs are for those who are already scientifically minded. The prizes go to those whose minds naturally run in that direction. With EHE we wanted to instill in the kids the idea that science is fun – whether it’s a natural thing with them or not. Therefore, we began the practice of giving prizes to every child who entered science fair. Trying to accumulate that many worthwhile prizes takes some time and considerable effort. We are very thankful for both the local businesses and the national ones (Nasco, Aristoplay, Backyard Scientist, etc.) who willingly donated prizes. In addition to prizes, we usually try to present each student with a “goodie” bag of coupons, pencils or other small donated gifts.

We want the work to be the work of the students – not of their parents. It’s more important that the child learn something than that the material is neatly lettered and properly presented (although those things are important!). To that end, we have every child interviewed by the judge. This is also an opportunity to teach proper presentation to our students.

Science projects for grades 3-12 needed to be done in the scientific method—hypothesis, experiment, conclusion. The project needed to be presented on a tri-fold display board that was 48” x 36”. Explanatory material needed to be included with the display. In addition, each student needed to do a 3-5 minute oral presentation before a judge. In grades K-2, we only required something scientific. They could do a display (“Things in my back yard” “Things at the beach”), habitats (birds’ nests, ecosystems, earthworm farms), color wheels, solar system, volcanoes. They also needed to do a display board, but we did not require the same measurments.

One of the most crucial aspects of science fair is choosing judges. We have three criteria for a judge. First, he needs to be a Christian who believes in creation, not evolution. Second, he needs to have a science background (at least for the 4th-12th graders). Third, he needs to be home school friendly. For the K5- third grades, it is not as necessary that the judge have a scientific background, since we don’t make that age do the scientific method. The judges for the youngest students need to present a very “warm and fuzzy” science feeling. In that instance, anyone who knows anything about any part of science, and who loves children, works well.

Part of preparation is making name tags for each of the students. Judges sheets, scheduling, posters to welcome everyone and to commend our judges and prize donors, are also part of preparation. It’s easier to set up the night before the actual fair, although we have been known to be in there at 6 a.m. to set up before everyone shows up at 8! Generally the kids begin coming somewhere between 8 and 9 depending on how many students have signed up. Each student is given a copy of the judges’ sheet to leave at their project. They set up all their boards and then leave the area. The judges arrive and are allowed to have anywhere from 30 minutes to an hour to view the projects, again depending on how many students are involved. Then begins the interviewing process. It’s best to have no more than 12 students per judge, which allows about 10 minutes per interview. Once the interviews are complete, the judges mark their sheets and they are through. Small gifts or gift certificates given to the judges help to show our appreciation for their time and effort.

In the evening we do an awards program. At that time, each student is recognized for his/her project and receives a prize. The most important part is making each child feel that his/her project is worthwhile. We want them to realize that science is fun and can be very educational and interesting. Usually after the awards we have a reception with simple finger foods (cookies and drinks provided by parents). This time allows parents, grandparents and friends to view the projects. If each of the students stands by his/her project, it allows visitors to ask questions--another opportunity to explain the project.

We have revised the judges’ sheets a little, but over all we have benefited greatly from all the work that others have put into fine tuning the science fair and extend to them our appreciation. Judges’ Sheets for Grades 4-12 Preparation

1. Has the student shown intelligence and imagination both in asking the question and arriving at the answer?
2. Is the project consistent with the student’s age level?
3. Does it give the impression of being the student’s work?
4. Is it clear what the student is trying to prove?

1. Does the project follow the scientific method?
2. Is the hypothesis clearly stated?
3. Does the project use controlled experimentation?
4. Are tables, graphs, and illustrations used effectively in illustrating data?
5. Are the procedures clearly explained?
6. Are the observations clearly summarized?
7. Do the conclusions conform to the data gathered?
8. Are the conclusions based only on the data gathered?

1. Are the facts that are presented complete?
2. Has enough experimentations been completed to provide a solid conclusion?
3. Was proper credit given to people who helped with this project?

1. Is the display sound and durable?
2. Does it conform to the 48" x 36" size requirement?
3. Does the project show neatness and creativity?

1. Is the project well organized?
2. Is the project easy to understand as displayed, even by those not technically trained in this area?
3. Are the labels and other written material clear, correct, and easy to read?

1. Was the presentation clear and accurate?
2. Is there evidence the student learned anything?
3. Did the student build or invent any equipment to use in the project?
4. Was additional supporting evidence presented or made available?

1. Does the project show a level of accomplishment consistent with the child’s age level?
2. Does the project show the child developed and seems familiar with the subject?
3. Is it clear what the subject of the project covers?
4. Did the child enjoy his/her project?
5. Did the child learn anything of a scientific nature in his/her project (observations, use of the scientific method, classification, research, etc)?