The step-by-step guide teachers need to get students Science Fair Ready!

Process and Policies:

The Middle School Manual (grades 6-8) and the High School Manual (grades 9-12) provide a detailed overview to process and policies for Fair participation.  USE THE SEARCH FUNCTION OR TABLE OF CONTENTS TO FIND THE INFORMATION YOU NEED. Email info@scifair.com with questions or for assistance.

High School Science Fair Ready Checklist (5 pages) provides an overview of the process.

The Middle School Student Manual can guidance and activities that walk students through the process.

Paperwork and Dates:

All Massachusetts Fairs use the zFairs system to submit projects for approval and get details for the Fair events. Go to MAMS.zfairs.com for 6-8th grade or MAHS.zfairs.com for 9-12th grade. FOLLOW THE TUTORIALS  for filling out forms and updating paperwork. Email src@scifair.com with questions or for assistance.

It’s important to remember that student projects should represent their own work from the ideation to the presentation. The resources here will help student independence and foster true, open-ended inquiry. While websites like ScienceBuddies.com and Teachers Pay Teachers offer ideas and resources, buying a project or copying one that’s already been done defeats the purpose of the science fair. Projects should reflect original thinking and a unique approach developed by the student. Classroom labs and pre-designed experiments do not qualify as science fair projects. The goal is to explore a scientific question in a new way, using their own curiosity, creativity, and critical thinking.

Make sure you, your students, and their parents are familiar with the language in the MSEF Ethics Statement.

• This student-friendly summary of the ethics statement may be helpful for some students and parents to review.
• MSEF has updated the guidance on the use of Artificial Intelligence (AI) in and for projects. Learn more here.

Setting incremental deadlines for various stages of the projects will set up students for success. Think about how that fits into your classroom schedule and assessment.

We recommend starting with ideation activities, background research, and brainstorming activities early in the school year. This is a challenging stage so more time to build curiosity gives students a leg up on deciding the focus of their project later.

Project plans should be drafted and approved by the teacher in advance of deadlines to allow time for approval and gathering project materials. During this waiting period after plans are submitted and before materials are received, students can still work on their project by creating a mock-up of their paper, continuing background research, or practicing their public speaking.

Use one or more of these resources with students:

• Plan your Work worksheet and timeline
• Student Project Planning Template (make a copy and adapt)
• Science Fair Experiment Planning Template – recommended for students new to scientific experimentation

NOTE ABOUT DEADLINES: We encourage students and teachers to set deadlines for submitting paperwork for project approval based on the work they need to complete. While there are final dates for submission of forms based on regional fair dates, students should be submitting for approval to allow time for feedback, required adjustments and avoid disqualification. Some teachers find it’s helpful to have all students on the same, earlier deadline for approval.

MSEF offers a range of resources to schools and students including mentor hours, on-demand consultations, and student events. Access to supply wishlists are based on eligibility. Sign up for the Teacher Newsletter HERE or email info@scifair.com to learn more.

• Intro to: Webinar Series for students
• MSEF Help Desk – regularly scheduled ‘office hours’ with staff and volunteers
• MSEF Student Symposium for 9-12th graders- Last held October 4, 2025. Keep an eye out for spring and fall dates each year.

Consider a community inventory of people and topics that are locally relevant. For example:

• Talk to someone in local government or a town or city office about challenges that could use innovation or questions that could benefit from research.
• Identify STEM professionals in the community who would be willing to be a resource for student questions
• If students are driven to make their own professional connections, you can share this guidance on contacting STEM professionals for advice and guidance. Encourage them to work with you to ensure they are reasonable and respectful in their outreach.

HOW TO USE RESOURCES: Most MSEF resources are available as hyperlinks – often in Google Drive. Many teachers use Google Classroom or a similar platform to organize resources for their students. We suggest downloading or using the ‘Make a Copy’ option to create your own version of the document. This will help students access the links who might have firewalls setup to external systems. Email info@scifair.com if you are having trouble accessing or adapting resources.

Use this guide to understand the differences and overlap between the 4 steps to participate in a Fair, the 4 phases of project work, and the 5 required components.

Too many terms to keep track of? Science Fair Glossary

Some teachers find that it’s useful to establish contracts with students. This can establish clear expectations on student role, teacher role, parent role and/or mentor role. See template below and adapt as appropriate.

• Teacher and Adult Contract template

You can also create teacher assessment or self-assessment checks at critical points of the work. Consider tying some or all of these to grades or assessment to provide accountability for students.

• Plan your Work timeline worksheet
• Tracking Progress check-in worksheet (editable doc here)
• Guidance for mentor/teacher check-in 
  • Guidance for check-in: Student edition

Use or adapt this teacher rubric for student assessment, aligned with MassSTE Curriculum Framework.

The culmination of the Fair experience is standing in front of a STEM professional and presenting your work. It is a benefit for students to be aware of what judges will be looking for so they know how to best spend their time, and often make the process feel more achievable. Judges are NOT looking for the most sophisticated project. They ARE looking for student understanding and thoroughness.

Review the Middle School rubric and the High School rubric to see what judges will be looking for in student projects.

Use the Checklist for Judging worksheet to periodically assess their work.

In addition to the lessons below, these planning templates and guides may be useful for your students to use throughout the steps of the process. Choose the one that works best for your classroom. Download or make a copy to your drive.

You can also use and adapt this student planning template. The template includes

• sections for students to reflect on each stage of the project,
• prompts to encourage critical thinking,
• and the opportunity for mentor, teacher or peer feedback.
• Spanish language version available here.

The Science Fair Experiment Planning Template is recommended for students new to scientific experimentation, including Middle School students.

GUIDES:

Science Research Handbook

Engineering Design Handbook

Data from past Science Fair winners has shown that access to labs or expensive equipment does not provide an advantage. While some projects certainly benefit from access to lab equipment and resources, there are many project areas where it is not needed or appropriate. As long as you aren’t working with restricted materials that need a lab, judges appreciate and respect the ingenuity of creating materials and improvising. Students can also consider exploring data analysis, computer modeling, social science or environmental studies among many other focal areas

Teachers can explore opportunities – including those below – to provide additional support for the classroom as a whole and/or individual student projects.

• Some teachers use services like DonorsChoose or ‘Clear the List’ programs.
• The Massachusetts Association of Science Teachers has several funding opportunities like the GET program.
• Society for Science offers opportunities for teachers like all-expenses paid training trips, stipends, and action grants.  https://www.societyforscience.org/
• Massachusetts Life Science Center offers funding and internships to schools. More information here: https://www.masslifesciences.com/funding-programs/
• Teachers and Students in Region 2 have grants available through the Regional Committee. Details here.
• Teacher’s in MSEF’s Getting Science Fair Ready Network also have opportunities & access to resources or ‘wish list’ funding when available. Email info@scifair.com with questions.

Encourage a science fair culture in your classroom. We recommend using a bulletin board in the classroom or hallway as the communication hub.

Create a color-coded, visually engaging bulletin board to prominently display all critical information related to the science fair process. 

• School-Level Fair – Dates, deliverables, and internal deadlines
• Regional Science Fair – Key deadlines and registration details
• State Science Fair (MSEF) – Final submission dates and official event info

Include information about Project guidelines, Report templates, Poster boards, example Presentation tips, Registration website.
You can use scannable QR codes that link directly to sites or print out MSEF resources to share. For example, slide 2 and 3 of the Project Component Guide provide an overview of the project components needed.

You can also use this bulletin board early on in the process to post interesting articles or have students share ideas or questions that can inspire future projects. Consider these prompts:

• Hey, there’s a science fair project in that
• What’s the big idea?
• I’d like to understand the science behind…

Students should start their work with a lab notebook. A classic composition book works well, but for shorter term projects you can use ‘blue books’ and add on if needed. While digital notebooks are currently accepted, MSEF strongly recommends using paper notebooks and handwritten notes. It is easier to show evidence and ownership of your work and, research shows, that handwriting improves comprehension. You can add printed out images or charts if needed.

All entries should be dated!

The notebook is used for

• notes on background research and planning
• drafting research plans
• recording data
• analyzing data or recording findings
• making note of modifications

Setting up your Notebook Worksheet (coming soon)

Example notebooks (coming soon)

Link to Project Component Guide

Consider starting the unit with a high-interest entry event on one topic or several topics to help students start ideating. Entry events can be an opportunity to build community among students and, if possible, with outside resources. Science thrives through collaboration.   

One idea is to set up station rotations with UN Sustainable Development Goals or National Academy of Engineering Grand Challenges. Using observational data and/or personal experiences, students articulate the problem, why the problem is important, root causes of the problem, symptoms of the problem.

Possible tools to explore

• Building Curiosity Worksheet
• Question Generation Phases
• Think Tank Playbook

REMEMBER: Students haven’t yet decided if they will solve a problem through science research, computer science, engineering, or mathematics. They are still focused on the big idea they want to address, not the procedure for getting there.

Student Podcast: Brainstorming

Now that they have some ideas it’s time to start the background research.

Preliminary research will help them narrow down their ideas to get ready for the next phase. Ultimately, students should have at least 3 credible sources for research including journal articles and scholarly publications. Background resources should be age-appropriate. All works should be cited. Use the project notebook to record!

• Consider working with the school or local library for assistance.
• Consider doing a patent search to see if the idea(s) or key components have already been discovered.
• Consider using Perplexity to help find scholarly research.
• They will need to be able to identify credible sources – consider using the CRAAP Test   or  SOAPStone
• Artificial Intelligence should not be used as a background research source

Once they have narrowed down their topics in the next few steps they will likely need to do more research on their chosen topic.

At this stage it’s important for the teacher and students to be familiar with rules and restrictions based on the project area they would like to pursue. We don’t want students to settle on a project idea that will not be allowed.

MSEF’s Updated AI Guidance is available HERE, as well as practical applications and examples.

Students may have identified a starting place like 

(1)     a big idea/topic, 

(2)     a tool they want to use or skill they want to practice

(3)     a scientific or engineering field they’re interested in

but the key to a strong project is connecting the dots between all three of these areas. Their role at this stage is to take the initial spark, the background research they started, and build it into a project that is feasible with the time, materials, and skills available.

The Building Blocks Worksheet was designed to help students connect the dots between a big idea, a skill or tool they want to use, and a procedure/area of science.

Projects should show evidence of scientific research, engineering design, computer science, or mathematics. 

High School Project Categories

Middle School Project Categories

Multi-disciplinary project? Think about what type of judge would be the best fit for your project? Make sure the rubric applies to your project (i.e. engineering vs. science research). You can change your category up to a few weeks before the Regional Fairs but not between Regional and State Fairs.

Students may not have identified if they are working in a team or individually. Help connect students together who are focused on the same topic, or whose skills will compliment each other. Consider the Jigsaw Method.

Students should think about the pros and cons of working with a partner including these questions:

• Are both students clear on expectations and work load from the beginning of the project.
• Are both students interested in the project
• Do your schedules align for work?
• What are the skills you can each provide to the process?
• Go through ‘what if’ scenarios when you create your project timeline (vacation, illness, other commitments).

Once students start experimentation as a team they need to stay teammates through all competitions.

Teachers can email MSEF with questions or to discuss extenuating circumstances.

Problem statements or research questions should include who, what, when, where, and how and be worded so a number of possible solutions are attainable.

The Sentence Starters guide includes several sections of prompts that students can use to brainstorm potential sentence endings to help narrow down the scope of their project. They should use a page or two of their notebook to generate as many possibilities they can think of and then evaluate them for interest and feasibility.

Hypothesis to Conclusion:

Remember, science fair projects do not provide definitive proof. While they can play an important role in the scientific research process, their scope and applicability are often limited. As a result, hypotheses are not “proven,” but rather accepted or rejected based on the data and its analysis.

The results should not drive the project! A science fair project isn’t about proving a predetermined idea the student wants to be true. Data must never be manipulated to fit expectations. Instead, follow the procedures carefully and allow the data to reveal the outcome naturally.

Share this short student podcast for advice from other students on background research and forming a hypothesis: Student Podcast: Background Research and Hypothesis

Once students have their research question or problem statement, it is time to evaluate before moving to the next phase.

Tracking Progress – Check-Ins

Teacher Rubric

Use guiding questions for this stage

Consider –

1. Have students fill out a self-assessment prior to a teacher check-in
2. Make sure students are familiar with rules and restrictions from the MSEF Manuals as well as have an understanding the materials they have access to and the timeline to complete work.

Based on work in this phase, determine what is needed for student or classroom assistance through MSEF or others.

This can be a great opportunity for an ‘Inspiration Station’.  This is an opportunity for an expert to be present in the classroom or virtually to meet with students individually or by team. STEM professionals can listen to their ideas and provide prompt, potential resources, or reminders about safety. Contact MSEF to learn more at student@scifair.com 

Guidance for mentor/teacher check-in 

• • Guidance for check-in: Student edition

In order to complete this phase, students should have

• Establish testable research question(s)/problem and hypothesis
• Determine if they are working individually or in a team
• Consider schedule, scope, and timeline for designing and implementing their project

Find instructions for science research or engineering design in these handbooks:

• Science Research Handbook
• Engineering Design Handbook

Potential resources

• Teacher Guiding Questions
• Tracking Progress: Check-in Worksheet
• Guidance for mentor/teacher check-in 
  • Guidance for check-in: Student edition
• MSEF Roles and Responsibilities (HS)
• Student Podcast: Experiments and Data Analysis
• Sentence Starters

Start organized, stay organized.

Starting students off with a research plan template helps them understand what information they’ll need to map out their work. This will help with the work they are submitting for approval, as well as pull together information that will help them draft their final report down the line.

Organize your required sections. There are a number of Research Plan Templates available, designed for High School projects but usable for all students. Alternately, the Middle School Form B includes the required research plan questions for submission.

This can be done digitally but students should keep track of notes and planning recorded in their project notebook.

 Sections should include

• Title
• Rationale (Problem)
• Hypothesis (Scientific) OR Goal (Mathematical/Engineering/Computer Science)
• Procedure
• Data Analysis
• Bibliography (resources)

Provide structure and resources based on type of project (science, engineering, computer science, or math). MSEF can help connect to available tools or STEM professionals to help.

Students should research available tools and methodology – take notes, reflect, and discuss. They should identify where they may need additional support. They should identify what set of rules they need to follow.

This reflection should cover these areas for project design:

• Materials (including cost and source; locations; equipment) – consider model organisms, alternatives, equipment availability
• Methods (incl. supervision) – training and safety
• Timeline – use and adapt guides, allow time for approval
• Risk Assessment – encouraged for all projects
• Replication/Repetition
• Expected Outcomes
• Data Analysis Plan (collection and analysis methods) – measurements, metric/SI, statistical interpretations, and displaying data. Guidance here.

Depending on the type of projects students are exploring, the steps to their process and materials they’ll need will vary.

It is THEIR JOB to follow the steps and process and pursue the content and context of their project. Your role as teacher is to make sure they have the framework they need to do this.

Remember to consult the following handbooks for step by step instructions:

Science Research Handbook

Engineering Design Handbook

This STEM Process Poster can also be a useful classroom resource to understand the steps needed for different projects.

Once the planning work is done in the steps above, students are ready to write their procedure. These are the steps taken to complete the project in the proper order. This is crucial to allow the experiment or design to be repeated exactly to get the same results. A well-written and thorough procedure will also make the review process MUCH easier because there will be less need clarification and conversation with SRC reviewers.

Questions students should ask themselves:

• If someone else did the exact steps as written in my procedure, would it match the exact steps that I followed?
• How many times will they need to repeat the experiment or tests to collect enough data and show that the results are reliable?
• Will pictures or diagrams help people understand the experiment or design? (These can be included as an addendum to paperwork if space is needed.)

Consider having students can share the draft of their procedure with peers to test for understanding.

Not all projects are required to submit Form 3 (HS) or Form D (MS) for a formal risk assessment, we strongly encourage ALL students to conduct a risk assessment on their project.

Risk is the potential for harm—physical, emotional, environmental, or ethical—that can result from your experiment. Common types of risk include:

• Physical risk: Injury from sharp objects, electricity, fire, heat, chemicals, biohazards, or equipment failure.
• Health/biological risk: Exposure to harmful substances, microorganisms, allergens, or unsafe conditions.
• Emotional or psychological risk: Especially in human subjects research—discomfort from survey questions, stress, or embarrassment.
• Ethical risk: Violating privacy, working with protected populations (like children or animals), or not getting proper consent.
• Environmental risk: Contamination, pollution, or harm to local wildlife or ecosystems.
• Data/privacy risk: In studies involving personal information, especially in behavioral science or metadata analysis. Consider this area for any use of AI.

In planning, students should review:

• Materials and Procedures: What chemicals are you using? What devices or tools? Will people or animals be involved? Will you collect personal information?
• What could go wrong? For each material or step, consider the worst-case scenario. Could someone get hurt? Could the data be misused?
• Categorizing Risks: Use the categories above to categorize risks.
• Determining Risk Level: Assess how likely it is that the risk will occur and how severe the consequences could be. If risks are likely and/or potentially severe, the project needs mitigation before proceeding.

In research plans, students should identify what was considered and how risk was ‘mitigated’ or avoided. Including this information -even for projects with low risk -signal to the reviewers that the plan is well thought out and the students prepared for their work.

See lesson 7 in the Science Research Handbook or lesson 7 in the Engineering Design Handbook.

Each MSEF entry is required to submit paperwork in advance of the fair to assure projects have been properly researched, designed, and supervised. 

While projects in restricted areas require approval from the Statewide Scientific Review Committee before experimentation, all projects require teacher approval before proceeding. For that reason, MSEF suggests completing forms before experimentation for all projects.

If schools need accommodations to manage paperwork and approvals, please reach out to src@scifair.com in advance to coordinate.

High School Students (grades 9-12th)

• Consult the High School Manual – you can use the table of contents or search function to find the information you need based on project scope
• Find guidance and tutorials at https://MAHS.zfairs.com
• The forms needed for all projects (1, 1A, 1B and 3) are included in the downloadable paperwork packet. Some projects will need additional forms.
• This chart can be used to determine which forms are needed for different types of projects: Project Approval Decision Grid
• ISEF forms are used for all students so every student is eligible if selected, with the exception of a modified Form 1B that includes MSEF specific permissions

Middle School Students (grades 6-8th)

• Consult the Middle School Manual – you can use the table of contents or search function to find the information you need based on project scope.
• Find guidance and tutorials at https://MAMS.zfairs.com
• The forms need for all projects are included in the MAMS Paperwork Packet. There may be additional forms but you can add on pages for more details if needed. Form C, D, and E are only needed for some projects.
• Middle School rules are different than high school rules. Please review carefully.

Projects in restricted area must have approval before proceeding with experimentation. Please help students plan ahead to allow at least two weeks. Remember that incomplete paperwork or unclear procedures will delay approvals.

Email src@scifair.com with questions.

Deadlines:

• High School Pre-approval project: Rolling review before experimentation and no later than December 15
• High School Approval for all other projects: Rolling review no later than January 15
• Middle School Pre-approval projects: Rolling review before experimentation and no later than 1 month before regional fair dates.
• Middle School all projects: Rolling review no later than 1 month before regional fair dates.

Remember:

• Monitor email and ZFairs regularly for approval and/or feedback and edits required by SRC reviewers
• Avoid ordering materials until approval

While students wait for approval, use the down time as an opportunity for assessment and/or preparing for the work that will come next.

Assessment and Feedback: Use the feedback prompts like those in the Student Project Planning Template for students to take part in peer-to-peer conversation, self-reflection, or teacher check-in. Have them reflect on how their project work went in the first two phases– consider both academic goals as well as social-emotional. Teams should reflect on their work together and clarify expectations.

More Background Research:  Students can use this time to expand their background research and citations. For example, they can look for work in related fields to help build their understanding of the relevance and connections for their project (something judges look for!)

Preparing Project Components: Consult the Project Components Guide to see what will be needed for their project report, project display, and oral presentation. There is a lot of overlap between these three components so mapping out the information they need now will make that process faster later. See slide 3.

Practicing Oral Presentations: The more students practice throughout their project work the better prepared they will be for the fair day. Consider having students do presentation practice games  – i.e., read aloud in small groups, set a spinner for the speed you should talk, practice cadence. You can also encourage students to listen to news or informative podcasts (from reputable sources), radio broadcasts, etc. What are the features of professional speaking that stand out, and why?

If you haven’t yet, set up regular check-ins with students to make sure they are on the right track with their work. This can be critical to maintain timelines, but also to make sure students are working independently and feel empowered. Check-ins can be in person, or you can have students turn in or submit their responses for your review.

Use a check-in framework like this, modify as needed. You can also use the guidance below.

• Guidance for mentor/teacher check-in: Teacher Edition 
• Guidance for check-in: Student edition

Even students who are working with outside sponsors for their project should have a check-in with teachers to make sure there is a mutual understanding of the work and emphasis on student learning.

Once projects are approved, students can gather supplies and place orders.

• Order and/or make your materials/equipment.
• Keep track of order dates and expected arrival dates.
• Monitor any delays or substitutions.
• Have a plan to store your materials when they arrive.
• Immediately reach out to your mentor when there are issues – don’t wait for the check-in.

If your project requires a revision of materials or scope of work, you may need to request re-approval. Reach out if you’re not sure.

Some schools are eligible to receive support from MSEF for project supplies. Email info@scifair.com to learn more.

Begin experimentation and prototype construction, recording your data and process in your lab notebook

• • Use significant figures with measurements
  • Use tables to accurately keep track of your data
  • Use proper lab notebook documentation protocols
  • Date all entries

Use this guidance for recording work in your project notebook. (Coming soon)

While experimental error is a risk to the validity of a research project, it is not a safety hazard/risk (it does not need to be included in risk assessment paperwork, but it should be considered before beginning experimentation.)

• What is experimental error? Experimental error refers to any variation or inaccuracy that can affect your results. It doesn’t mean you made a mistake—it just means that there are factors that can influence your data and make it less reliable or harder to interpret.
  • Random Error: Unpredictable changes that affect measurements. Usually minor and vary. (example: a stopwatch started a half-second late by accident)
  • Systematic Error: A consistent problem in your setup or design that skews all your results. (example: a scale that always reads 2g too heavy)
• Strategies for Reducing Experimental Error
  • Replication and repetition; consider running a trial version of the experiment to spot issues in advance
  • Keep variables controlled (change only one thing at a time); record any conditions that could affect experimental results
  • Calibrate or test equipment before use; use accurate measuring tools
  • Randomize sample order to avoid bias in data collection
  • Analysis: identify and explain outliers; use averages or graphs to show trends in teh data; include possible sources of error in your analysis and conclusions

During experimentation and design, students can make modifications to their procedure or materials within the scope of the approved project. Additional modifications can be emailed to src@scifair.com for reapproval if needed.

If there is not time or ability to adjust the work then it is important for students to remember that it is still an acceptable project if they disprove their hypothesis, weren’t able to complete enough tests, or were not successful in other ways. Being able to identify problems and articulate what they could have done differently shows judges that they have an understanding of their project area. Sometimes we actually learn more about the process and ourselves when things don’t go to plan. MSEF Alumni report that the mistakes they made in Middle School and High School projects helped them be stronger in STEM, both academically and professionally.

Students should statistically analyze their data as appropriate for their skillset. There is a wide range of possible approaches to take with data analysis based on project scope and student experience. Please guide them in this process and consider consulting other teachers for support if needed.

• Ask students what patterns emerge from their data, considering error bars and variability
• Offer resources for data analysis and graphing, including sample charts, graphing tools, or digital software recommendations.

Students should

• calculate an average or aggregate
• report using the metric system
• use significant figures/scientific notation when appropriate.
• if able, perform significance testing

Use this Data Analysis Guide as a resource. (Google doc version can be found here.)

Once all experimentation is finished, make sure students have disposed of everything properly. Any excess materials should be taken care of safely (stored or disposed of) and approved of by your teacher or mentor.

Student reflection is important at this phase. This will improve their ability to show their critical thinking, independence, and resilience when speaking with judges about their work.

Consider assigning a thought exercise for students to record in their notebook.

• • Revise at least two aspects of your plan… ? If/then

You can also use the feedback prompts like those in the Student Project Planning Template for students to take part in peer-to-peer conversation, self-reflection, or teacher check-in.

Make sure all students are aware of the deadlines and deliverables they’ll need for the fair event — school fair, regional, and/or state.

Make sure you are keeping an eye on your emails for instructions from the regional or state fair about which students will participate and any necessary permissions or releases. Reach out to info@scifair.com if you haven’t received any information since messages sometimes get caught in SPAM filters.

Set incremental deadlines for drafts and review of the different components.

By having students map out their three final project components  (oral, visual, paper) they will see where to duplicate effort – it’s not three completely different components! Slide 2 and 3 of the Project Component Guide provide an overview of the project components needed.

Keep these tips in mind as students prepare their project components

• Reflect on all aspects of their project, including how data was represented and analyzed. Evaluate whether the chosen methods effectively support the conclusions.
• Identify and select additional tools—such as visuals, models, or interactive elements—that will help clearly communicate the story of their project.
• Develop a digital version (soft copy) of their poster materials, ensuring all content is scientifically accurate, well-organized, and visually clear.
• Review and revise the clarity, structure, and logical flow of information across both written and visual materials.
• Prepare and practice an oral presentation tailored to different audiences—simplifying concepts for general viewers while using appropriate terminology and depth for expert judges.
  

Project Reports do not need to be lengthy, potentially-publishable papers. Many judges prefer shorter documents (no more than 5 pages) that clearly demonstrate student projects and their ability to organize their work.

Remember this guidance for their project report and consider working with other staff or faculty in the school to support student writing practice.

• Formal Academic Language (avoid contractions like don’t), age appropriate
• Third person point of view ( not “I found” instead say ‘The researcher found’)
• Preferably indirect speech (the study states that the reaction is spontaneous)
• In paragraph form
• With a logical sequence

Engineering Project Report and Science Project Report guides are available.

Exemplars can be found here

Project Report assessment rubric (coming soon)

A short summary of the project is similar to an abstract which is common in scientific papers.  MSEF requests submission of this project description so we can learn more about your project. At the High School level the abstracts are shared with judges and compiled into a booklet at the State Fair.

Submission to zFairs will ask for a project description. While students may have included a draft of your project early on, make sure they finalize the language before the fair according to instructions and deadlines provided.

We encourage listing KEYWORDS so the important topics or fields of study can ‘jump out’ on a search of abstracts. For example, keywords may be highlighting big topics like ‘Women’s Health; Clean Energy; Endangered Species; Cancer; Machine Learning.”

A students project display is designed to help to add impact and aid understanding to their project. Emphasize:

• Simple, easy-to-understand language -avoid jargon
• Bold headings and subheading
• Short sentences in active voice
• Captions should be short and bulleted if appropriate
• Highlighted keywords
• One sentence captions under pictures
• Labeled diagram

This should be a physical, visual display students will use for their presentation- typically a tri-fold board. It can be professionally printed or patched together from several print outs- both are acceptable.

• It needs to be self-standing and on a table. 
• There may be the opportunity to also use a digital slideshow, especially if they have code to share, but they should still have a larger project display.
• No exhibit may be larger than 48 inches wide X 30 inches deep X 78 inches above the table. (108 inches off the floor)
• If schools need assistance in purchasing tri-fold boards reach out to MSEF for options.

More suggestions for formatting and display can be found in here.

Sample display boards and general formatting visuals can be found here. 

Exemplars can be found here.

This is the  5-8 minute ‘pitch’ about your project, plus the Q&A with judges. Students don’t have much time so need to stay focused and not to try to cover too every detail.

• Students should be persuasive and enthusiastic
• They can use visual and written aids (point to visuals during the presentation)
• They should practice on pacing, clarity, and eye contact

Review these tips to prepare and practice the presentation.

Make sure they review the judging rubrics for their grade so that they know what judges will be looking for in their presentation. This will help them focus on where to spend their time and what to be sure to mention. For example in both rubrics student independence is 10 points out of 100.

• High School Rubric
• Middle School Rubric

Make sure students review what is allowed at the Fair event (safety rules are available in both Manuals). There are restrictions on bringing electrical components, water, and other devices or materials.

Students should write a packing list as they prepare for the event so they don’t forget anything last minute if they are rushing.

And students should be reminded often to enjoy this work! This is the celebration of their work. They should get to know the students around them and not see them as competitors but as other students who have some exciting work to share.