Before any planning can occur. The educators developing the science fair need to design the end goals or learning outcomes for the science fair. The Next Generation Science Standards are an excellent place to start. We knew that our arching goal was to increase student and stakeholder engagement in STEM. Students gain an opportunity to tackle misconceptions and barriers about their perception and role in STEM. We backwards planned with this goal in mind to determine what our outcomes for students would be. Our team outlined the following as our student outcome goals: students will correctly use the engineering design process to develop and construct a STEM project, students will work independently or in small groups collaboratively to design their projects and gain 21st Century Skills, and students will present their ideas/findings during a STEM night where stakeholders (family, staff, community members) will be invited to attend and participate. 

As we established these, we also tackled potential barriers for our students to meet these goals. Barriers included: lack of student interest or knowledge, lack of supplies or funding, time-constraints (not being able to stay after school), no support system, curriculum and pacing, stakeholder buy-in and involvement. Our solution to these issues can be seen in the Steps for Engagement tab.

Once you have the foundational pieces, you need to develop an outline with specific information, expectations, and guidelines. This is the backbone of the design process and will shape the fair. We knew we wanted students to have the opportunity to work on this project and time to think/prepare. We used a GoogleSheet to develop an outline and timeline for what would be needed leading up to the fair. Our school previously approved May 11 as the date for the fair, so we used that date and planned backwards until we hit the current day. You can see our template for outlines and times on the Resource tab.

Our first step is we looked at our pacing calendar to determine what dates would work best. We landed on having ours on Thursday, May 11 (as mentioned above). This worked well as we had finished up units the week prior and students would be able to use class time. We decided on the times to be from 2:00PM-6:00PM with judging immediately after-school. These times worked well as students could ride the activity bus home at 4:00PM and community members had flexibility if they wanted to come see the projects. 

After these were established, our team worked together to develop our expectation and guidelines handbook. The handbook is essentially the one stop for all to learn about the science fair. So, this took a bit of planning, revision, and reflection. This linked to how the science fair was going to be set-up, timelines, project requirements, awards, and more. We used online templates to help ensure we included everything. Please view our editable handbook on the Resource tab. 

The science team reached out to local businesses and our on-sight resource coordinator to see if they would be willing to team up with our students to give supplies, advice, and participate. We chose businesses that were connected to STEM and had an overwhelming turnout of donations and individuals who volunteered to speak in classes about STEM projects and help out during preparation time.

Our biggest needs to design materials was creating a flyer with clear information about the STEM Fair and developing a middle school friendly introductory lesson to "What is a Science Fair"?. We wanted our students and community to feel inclined to particpate in the fair. So, we developed an advertisement flyer through Canva. Our sign-up link was user-friendly with a scannable code that took students directly to the Google Form that asked them basic questions. Developing the STEM Fair Introductory lesson was tedious as we wanted it to excite the students, yet deliever them the necessary information at the same time. We used materials from the handbook and online resources to complete this. You can see the flyer, sign-up form, QR Code, and slide deck on the Resources tab.

Students - Students were introduced the idea of the STEM Fair as an open-ended opportunity for them to produce a fun or interesting project. Like maybe something they saw on TikTok or always wondered about. The educators went through the slidedeck pausing for questions and the interactive components. We made sure to give short examples that would entice students to enter (prizes, examples of unique ideas, working with partners, etc.). At the end of the period, students were given letters to take home and shown on their Canvas courses where all of this material was linked. The generic letter home can be viewed on the Resources tab.

Stakeholders - Stakeholders had multiple introductions to the STEM Fair depending on their role. Parents and guardians were introduced by the letter sent home, flyer and virtual listing in their weekly newsletter, and face-to-face at our student-led conferences. Business and community members saw information through social media postings, flyers hung around town, and if our team reached out to them priorly for support. All of which included the ways that they could get involved and positively impact the students.

After introducing students and stakeholders to the upcoming STEM Fair, we opened a 3 week window for students to sign-up for the fair with potential ideas. We did not have them offically "lock in" their ideas or commitment to join as these are middle schoolers. They change their minds constantly. However, students were committing to at least thinking about it and it prompted great conversation pieces and allows for those who need extra time to prepare/process to do so.

Student-Led Conferences was a great opportunity to connect with immediate family of students to explain the STEM Fair, answer questions, and offer support/encouragement for involvement. We received many sign-ups during this time. Afterwards, in class during free time we gave students outlines to plan their projects with and gave them resources to scour to determine what they want to do. 

Exploration time for learners is essential as it allows them to obtain their own knowledge, make own decisions, and advocate for their ideas.

Student Work :

In-Class Work Time : It is important to give students time during class to work on the science project. Some students may not be able to stay after school, so this gives them a chance to get extra support and time to work. We gave our students a total of 5 class days and extra time after activities throughout the weeks leading up to the fair.

After-School Preparation : There were 6 after school preparation days that students could attend if they wanted too. These days were Tuesday's and Thursday's in the 3 weeks leading up to the STEM fair. The time allotment was 2 hours which was what all after school activities adhered too. Students had transportation provided on the activity bus, walk, or get a ride home. Extra support and supplies was given to these students in a smaller setting. Business owners, additional staff, and community members volunteered to help mentor and aid students on their projects and trifolds.

Faculty Preparation :

Organization : This time can be rather hectic and the level of organization you or your team wants is up to you. My ideas for organization honestly came on a need basis (I thought of something). The biggest organization pieces that I completed included a numerical system for all students and their projects. This way it was easy to organize, track, and judge. This template can be seen on the Resource tab. Another way that I organized was asking for help. Tasks were delegated such as designing our judging rubric (see Resource tab), getting judges, organizing and distributing supplies, etc. This was all listed on a To-Do Sheet that changed by the day.

Communication : Explaining expectations to students and stakeholders, giving updates and more details, communicating any needs with required parties, and continually advocating for participation and engagement.

Miscellaneous : Getting supplies, ribbons, directing and giving advice, and any other random tasks that appear.

The days leading up to the STEM Fair, we designated a location to collect all student completed trifolds and extra materials for the fair. This eliminated stress levels and made it much easier to set-up. I made a box for extra supplies and tools that would be needed such as tape, scissors, glue, and markers. The day before I transported everything to the holding area for the supplies. 

Also, I printed off the rosters of student projects and numbers to help with organizational purposes. We created a last minute activity for students to stop at and work if they finished the judging process early. This area included smal.l STEM games, puzzles and activities. We also cut out award voting slips for student and stakeholder chosen awards. Educators set-up the tables for projects to go on tomorrow.

Two hours before the fair, I began set-up by escorting all of the materials to the cafeteria, where we were holding our fair. The trifolds were organized in lines on the table in a giant square with a line in the middle. The entrance has a welcoming table, place to cast votes, and the outline of student projects. In the back area is the STEM Work Area where students who finish early or are waiting to go home can stay and participate in activities.

At 2:00 PM, the STEM Fair starts. Students come straight to the cafeteria after being dismissed from the last class of the day and participate in the optional judging period. Community and other individuals are welcome to come from 2:00 PM - 5:00 PM. The judges walk around to each booth the rubric and talk to student representatives. Student awards will be announced the following week in our announcements and they will receive their ribbons in their homerooms. During the fair, the educators primary role is to facilitate and assist as needed. But, mainly enjoy and celebrate! Your students have accomplished something wonderful!

At 5:00 PM, you can start clean up and either allow students to take home their projects or move it to the holding location until it can be taken home, saved, or disposed of.

First off, RELAX! You pulled off an amazing feat that positively impacted the students and community. It gave them an opportunity to express themselves and incorporate STEM into real-world application. This is a great time for reflection. Think about what went well, what could change moving forward, and how did our student/stakeholder engagement change?

Afterwards, you will want to go through the rubrics to see who your award recipients are and organize that. As well as disperse the leftover trifolds or materials to their respective locations. Send out thank you notes (having students participate on this is key) to all the stakeholders that volunteered or aided in the preparation process.

Take some time to write down your reflections, organize materials, and prepare ideas for the following year! This will make the 2nd annual STEM Fair that much better and inclusive to all! Congratulations, you have helped students become more involved and engaged in STEM. Stakeholder engagement increased and any barriers have been overcome. All students who participated have gained invaluable self-confidence, skills, and can hopefully see themselves pursuing STEM in the future. We are bridging the gap and giving equitable opportunities to ALL students.