Scientists and engineers plan and carry out systematic investigations in the field or laboratory that produce data that must be analyzed to derive meaning. Because data trends and patterns are not always obvious, scientists and engineers use various tools and argumentation to identify the significant features and patterns within the data. Finally, they must be able to clearly communicate information, evidence, and ideas in multiple ways using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions. This work with data (collection, organization, and communication) is called data science. As a teacher and volunteer organizer for your K-8 school’s upcoming Science, Health, and Engineering Fair, you will be supporting teachers, students, and families in the development of their projects. To do so, you have been tasked with creating an example of the project, a handout to share with families with the project details, and a rubric for the judges to use at the event. Part 1: Project Example Use a free digital platform (Canva, Genially, PowerPoint) to create a mock-up or by creating a physical model, develop an example project that demonstrates for families all the requirements of the project. The project example should include: A science or health phenomenon question or an engineering problem that is the focus of your project. The topic should be taken from the NGSS or your state standards. Note: You may use a topic generated from the standards used in the Topic 2 or Topic 3 assignments. An investigation to help answer the driving question, including examples of the steps you will take to address the phenomenon question or engineering problem. Examples of tools, including at least one technology tool, that will be utilized to collect, organize, and communicate data for your investigation (e.g., charts, graphs, tables) and support student inquiry. This may include mock data or a possible outcome of the investigation. Part 2: Communication with Families Create a two-page digital handout to share with families. Your handout should include the following: A list of at least 10 science, health, or engineering topics that students may select from to complete their project. The topics should be related to the NGSS or your state standards. Note: Suggested topics should be different than the topic selected for the project example in Part 1. A description of the assignment directions that students will follow, including generating a driving question or problem, steps for investigation, and technology tools to collect, organize, and communicate data. A link to the mock-up or picture of the project example you created in Part 1. The scoring/grading rubric aligned with the project details. At least two community resources or organizations that could be utilized to help students complete the project. At least three ideas for how families can engage and support their student with the project, including ways to differentiate if their child is struggling. Support your deliverable with 2-3 scholarly resources.

How to Write Science, Health, and Engineering Fair Project Development

Introduction

Science, health, and engineering activities help students develop inquiry skills, critical thinking abilities, and problem-solving strategies through active exploration and investigation. Data science plays a significant role in these experiences because students collect, organize, analyze, and communicate information in ways that allow them to draw conclusions from evidence. Science and engineering fairs create opportunities for students to investigate real-world phenomena and apply concepts learned in the classroom to authentic situations. Supporting students and families through clear instructions, examples, and assessment tools strengthens participation and promotes successful learning outcomes. This project demonstrates an example science fair investigation, communication materials for families, and an assessment rubric aligned with science education standards.

Section 1: Part 1 Project Example

Selected Standard

Tennessee Science Standard: 4.LS1.2

“Use evidence to support an explanation of how plants receive and use external inputs to grow, survive, and reproduce.”

Science Phenomenon Driving Question

How does the amount of sunlight affect plant growth?

Project Investigation

The purpose of the investigation is to determine whether different amounts of sunlight influence plant growth.

Students will plant three identical bean plants using the same type of soil, container size, and amount of water.

Plant One will receive full sunlight.

Plant Two will receive partial sunlight.

Plant Three will receive minimal sunlight.

Students will observe the plants for two weeks and collect data daily regarding plant height, leaf color, and overall appearance.

At the conclusion of the investigation, students will analyze results and determine whether sunlight affected growth.

Steps for Investigation

Students identify the phenomenon question.

Students make predictions regarding expected outcomes.

Students gather materials.

Students conduct the investigation.

Students collect observations and measurements.

Students organize collected data.

Students analyze patterns and trends.

Students communicate conclusions using evidence.

Tools Used to Collect, Organize, and Communicate Data

Data Collection Tools

Ruler for measuring plant growth

Observation journal

Camera or tablet for daily pictures

Technology Tool

Google Sheets for recording and organizing daily measurements

Communication Tools

Bar graph displaying plant height differences

Data tables

Digital presentation using Canva or PowerPoint

Example Mock Data

Day	Full Sunlight	Partial Sunlight	Minimal Sunlight
Day 1	2 cm	2 cm	2 cm
Day 5	5 cm	4 cm	3 cm
Day 10	8 cm	6 cm	4 cm
Day 14	12 cm	9 cm	5 cm

Students analyze data patterns and determine that plants exposed to greater sunlight demonstrate stronger growth.

Section 2: Part 2 Communication with Families

Science, Health, and Engineering Fair Family Handout

Welcome Families

Students will participate in our annual Science, Health, and Engineering Fair to investigate questions and solve real-world problems through scientific inquiry and engineering practices. Students will create projects involving observations, investigations, data collection, and communication of findings.

Student Project Directions

Students will complete the following process:

Choose a science, health, or engineering topic.

Develop a driving question or engineering problem.

Research background information.

Create a prediction or proposed solution.

Design and conduct an investigation.

Collect and organize data.

Use technology tools to communicate findings.

Present conclusions using charts, graphs, pictures, and explanations.

Examples of technology tools include:

Google Sheets

PowerPoint

Canva

Table generators

Graph creators

Digital cameras

Project Example Link

Insert Canva, PowerPoint, or image link of completed mock project example here.

Scoring Rubric

Question and Investigation

Excellent performance demonstrates a clear question and well-developed investigation procedures.

Satisfactory performance demonstrates an understandable question with minor gaps.

Needs improvement demonstrates incomplete or unclear investigation procedures.

Data Collection and Organization

Excellent performance includes complete charts, graphs, and organized data.

Satisfactory performance includes some organized data.

Needs improvement demonstrates limited organization.

Analysis and Conclusions

Excellent performance includes strong evidence and logical conclusions.

Satisfactory performance includes basic conclusions.

Needs improvement includes incomplete explanations.

Creativity and Presentation

Excellent performance demonstrates strong visual presentation and organization.

Satisfactory performance demonstrates adequate presentation.

Needs improvement demonstrates limited effort.

Communication Skills

Excellent performance demonstrates clear explanations and understanding.

Satisfactory performance demonstrates basic understanding.

Needs improvement demonstrates difficulty explaining findings.

Community Resources

Local public library science resources and technology center

Local science museums or community STEM organizations

Tennessee Department of Education science resources

University science outreach programs

Ways Families Can Support Student Learning

Families can help students brainstorm project ideas and discuss questions about topics of interest.

Families can assist students with organizing investigation materials and monitoring timelines.

Families can encourage students to explain observations and discuss findings.

If students struggle, families can support learning by breaking projects into smaller tasks and using pictures, videos, graphic organizers, and demonstrations.

Families may also encourage peer collaboration and provide additional time for project completion.

Scholarly Support

Family involvement and inquiry-based learning improve student motivation and achievement while strengthening scientific thinking skills. Research indicates that student-centered investigations promote deeper understanding of science concepts and increase engagement through meaningful learning experiences (National Research Council, 2018).

Conclusion

Science, health, and engineering projects provide opportunities for students to engage in authentic learning through investigation, data analysis, and communication. Strong support systems involving teachers, families, and community resources improve learning outcomes and encourage scientific inquiry. Project examples, clear expectations, and structured assessment tools help students develop confidence and successfully apply science and engineering practices.

References

National Research Council. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.

NGSS Lead States. (2019). Next generation science standards: For states, by states. National Academies Press.

Wright, G., & Lee, H. (2021). Inquiry-based science instruction and family engagement in elementary education. Journal of Science Education, 45(3), 211–225.

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