A Child's 1st Science Project

First, you might wonder:

• “Is it cheating if I help them?”

• “What if I don’t know anything about science?”

• “What if it turns into a total meltdown?”

As a parent and a scientist who works with PhD students every day, let me assure you: helping your child is not cheating. In fact, real science is never done alone. I guide students all the time—offering feedback, brainstorming ideas, troubleshooting experiments, interpreting data, and helping them communicate what they’ve learned. That’s not doing the work for them. That’s doing the work with them.

It’s the same with your child’s first science project: You’re not their lab assistant—you’re their coach, their thought partner, and their biggest fan.

Second, before jumping into project ideas or gathering materials, pause and ask:

What do I want my child to get out of this experience?

This is the most important question to answer—and it sets the tone for the entire project. If your only goal is to win a ribbon, impress the teacher, or just “get it done,” the process can easily become frustrating—for you and your child.

But when you treat it as an opportunity to:

·   Bond with your child

·   Explore what they’re curious about

·   Learn something new together

…then the science project becomes something much more meaningful. It turns into a shared adventure.

My Personal Goals (as a scientist and a parent)

When I did this with my own kids, these were the outcomes I focused on:

·   Have fun doing something hands-on and meaningful

·   Learn the scientific process—asking questions, testing ideas, and seeing how we discover new things

·   Build basic analytical skills—measuring, comparing, spotting patterns, and making sense of data

Why This Step Matters

This is on of the most important part of the entire science fair journey—and where many kids (and parents) get stuck! The right question helps your child stay excited, makes the experiment easier to design, and sets up the whole learning experience. You don’t need to start with a brilliant idea—just curiosity.

Try This with Your Child

Activity:

1.        Start with open-ended questions like:

a.        “What do you really like doing?”

b.        “Have you ever wondered how something works?”

c.        “Is there anything you want to learn more about?”

2.        On a piece of paper, make two columns and make two simple lists together:

a.        Things I Like

b.        Things I Wonder About

3.        Circle one or two ideas that could lead to a testable question.

4.        Brainstorm science fair questions that match their interests.

This will help you turn interests into testable questions.

Parent Tips

·      Guide, don’t do. Kids need help shaping an idea, but the spark should come from them.

·      Don’t overthink it. A great question doesn’t have to be complicated—it just needs to be measurable.

·      Avoid “classic” demo projects (like vinegar volcanoes). These are fun but don’t teach real experimentation.

·      Think about what can be tested. If your child can measure something or compare two things, you’re on the right track.

·      You can know the answer. It’s okay if you know the outcome—as long as they don’t.

What Makes a Good Science Question?

A good science question:

·      Is based on something your child is genuinely interested in

·      Can be answered by measuring or comparing

·      Doesn’t have a clear or obvious answer

·      Can be tested with things you likely already have at home

·      Is right-sized for your child’s age and attention span

Real Examples from Our Kids

Here are three examples from real projects we did this year:

• Example 1
  Age range: 8-10
  Interest: Basketball
  Science Question: What factors influence making a basketball shot?

• Example 2
  Age range: 6-8
  Interest: Hot Wheels cars
  Science Question: What factors make Hot Wheels cars go the farthest?

• Example 3
  Age range: 4-6
  Interest: Popsicles
  Science Question: What type of liquid will melt the fastest?

Each project started with something the child enjoyed—and grew into a question we could test.

Key Takeaway

Let your child lead with what excites them—but help shape it into a question they can test. The best science starts with curiosity, not perfection.

Why This Step Matters

Once your child has a science question, the next step is figuring out how to answer it. That means deciding what to measure. Measurement is what makes a question scientific—it turns curiosity into something you can test, compare, and learn from.

When your child knows what they’re measuring, they’re ready to design the experiment.

Try This with Your Child

This step may need some guidance—but kids usually catch on quickly once they see a few examples.

Activity:

1. Go back to the question your child came up with in Step 2.

2. Ask them:

• “What could we measure to answer that question?”

• “Can we count it? Time it? Measure how far or fast or long something goes?”

3. Look for anything you could put a number or label on.

4. Help them write it down. If they can add a unit (like inches, minutes, or number of times), even better!

Parent Tips

• Guide the process by asking leading questions

• Stick to one main measurement/outcome (older kids may learn more)

• Avoid making it too complex. The simpler and clearer the measurement, the easier it will be to do and understand.

• Use real-world units your child is familiar with (e.g., seconds, number of baskets, centimeters).

What Makes a Good Measurement?

A good measurement:

• Is directly tied to the question your child is asking

• Can be collected using simple tools (ruler, stopwatch, pencil)

• Uses numbers or categories that are easy to compare

• Makes sense to your child (even if you help set it up)

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
What We Measured: Number of shots made
Unit/Type of Data: Count (how many baskets)

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
What We Measured: Distance car travels
Unit/Type of Data: Centimeters

Example 3
Science Question: What type of liquid will melt the fastest?
What We Measured: Time it takes to melt completely
Unit/Type of Data: Minutes

Key Takeaway

Measurement turns a fun question into a real experiment. Help your child decide what they can count, time, or compare—and they’ll be one big step closer to doing real science.

Why This Step Matters

Now that your child knows what they’re measuring, it’s time to figure out what might change it. These are called variables—the different conditions you’ll compare in the experiment.

Identifying variables helps your child think like a scientist. What do they believe will influence the outcome? What can we test to find out?

This step builds critical thinking and sets the stage for designing the experiment.

Try This with Your Child

Activity:

1. Look back at the science question and what you’re measuring.

2. Ask your child:

   • “What do you think will make a difference in the results?”

   • “What might change what we’re measuring?”

3. You can give them some ideas if they are struggling, usually this will help them see what you are asking them to think about.

4. Make a list of all their ideas—even if some seem silly or unlikely.

5. For each one, ask:

   • “How could we measure or compare that?”

   • “What would we need to change or keep the same?”

Encourage your child to think creatively. You can always narrow the list later when designing the experiment.

Parent Tips

• Start with just one variable for younger kids. Older kids can compare multiple.
• Let them explore ideas—even if you suspect some variables won’t matter. It’s part of the learning.
• If your child mentions something vague (like “car size”), help them break it into measurable parts (e.g., height, width, weight).

What Makes a Good Variable?

A good variable:
• Could realistically affect the outcome
• Is something you can measure or observe
• Can be changed between groups or trials
• Can be tested while keeping other things the same

Real Examples from Our Kids

Example 1

Science Question: What factors influence making a basketball shot?

Variables We Tested: Height (cm), Age (years), Years played, Sex, Self-evaluation (1–10), Temperature, “Feels like,” Shot distance (ft), Shot angle (left/straight/right), Whether they like basketball

Example 2

Science Question: What factors make Hot Wheels cars go the farthest?

Variables We Tested: Coolness rating, Color, Weight (g), Length, Width, Height, Ramp angle (high/medium/low), Floor type

Example 3

Science Question: What type of liquid will melt the fastest?

Variables We Tested: Type of liquid (e.g., water, milk, juice, honey)

Each variable gave our kids something to compare—and helped them discover which factors really made a difference.

Key Takeaway

A variable is anything that might change the outcome of the experiment. Let your child suggest what to test—you can help figure out how to measure it later. This step is where the real comparisons begin.

Why This Step Matters

Once your child has picked a question, knows what they’ll measure, and has identified variables, it’s time to make a guess—what scientists call a hypothesis.

This step is all about thinking ahead: What do you think will happen? And most importantly: Why?

Making a hypothesis helps your child clarify what they expect to see—and sets the stage for analyzing the results later.

Try This with Your Child

Activity:

1. Look back at the list of variables from Step 4.

2. For each variable, ask your child:

1. • “Which one do you think will have the biggest effect?”

   • “Which version or condition will lead to the best outcome?”

3. Write down their guesses. Try using this sentence:

1. • “I think [X] will [do better/go farther/melt faster/etc.] because…”

This part is just about making predictions—there are no right or wrong answers.

Parent Tips

• Let them guess freely. Resist the urge to correct or guide them here.
• Wrong is okay. Many of our kids’ guesses were wrong—and that’s a great thing. It sets up learning.
• Focus on reasoning. Encourage them to explain why they think that. It’s not just about picking favorites.
• Make it a game. You can even make your own predictions and see whose hypothesis is closer.

What Makes a Good Hypothesis?

A good hypothesis:
• Makes a clear guess about what will happen
• Is based on something the child can observe or measure
• Connects to the experiment question
• Doesn’t need to be correct—it just needs to be thoughtful

Real Examples from Our Kids

Example 1

Science Question: What factors influence making a basketball shot?

Child’s Hypotheses:

• Height: Taller people will make more shots

• Age: Older kids will make more shots

• Shot Angle: Shooting straight will lead to more baskets

• Temperature: Cooler temperatures will be better

Example 2

Science Question: What factors make Hot Wheels cars go the farthest?

Child’s Hypotheses:

• Weight: Heavier cars will go farther

• Ramp Angle: Steeper ramps will make cars go farther

• Floor Type: Cars will go farther on wood than carpet

Example 3

Science Question: What type of liquid will melt the fastest?

Child’s Hypothesis: Type of Liquid: Water will melt fastest, then milk, then honey

These predictions helped our kids get curious about what might happen—and excited to find out if their guesses were right.

Why This Step Matters

Now that your child has made predictions, it’s time to build the actual experiment that will test them. This step connects their ideas to the real world—and teaches them how scientists set up fair tests.

Designing the experiment means deciding how to collect the data, what to keep the same, and what to change. It’s where your child starts turning their science question into action.

Try This with Your Child

Activity: Your child will likely need more help with this step than others

1. Look at the measurement and variables your child has chosen.

2. Ask:

• “How could we test this?”

• “What should we keep the same so it’s a fair test?”

• “How many times should we try it to be sure?”

3. Help them sketch or talk through a simple experiment setup.

4. For older kids, introduce the idea of trying things multiple times to check if the results are consistent.

Keep it practical and fun. The design doesn’t need to be perfect—it just needs to be testable!

Parent Tips

• Younger kids may need help designing the structure of the experiment—but let them lead where they can.

• Teach them to control the things that might affect the outcome, except the one variable they’re testing.

• Encourage repeating trials (what scientists call replicates) to check for patterns or errors.

• Don’t worry about deep statistics at this stage—just help them understand consistency and fairness.

What Makes a Good Experimental Design?

A good experiment:

• Tests only one variable at a time (especially for younger kids)

• Controls other factors that might influence the results

• Repeats the test more than once (reproducibility)

• Has a plan for how to measure and compare outcomes

• Can be done safely and easily with materials at home

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Designed the Experiment:

• Drew a diagram of a court and marked 3 distances (4, 9, 15 ft) and 3 angles (left, straight, right)

• Took 3 shots from each of 9 spots (to account for chance)

• Recruited 20 people to participate (friends and family)
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Designed the Experiment:

• Built ramps at 3 angles (low, medium, high) using books

• Used 2 floor types (wood, carpet) for 6 test conditions

• Ran each car 3 times to check for consistency

• Chose 12 cars to compare
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
How We Designed the Experiment:

• Measured 20g of each of 13 liquids from around the house

• Froze them in identical ice cube trays

• Removed and placed them on the same kind of plate

• Observed how long each took to melt (only 1 trial, to conserve materials)

Each experiment was simple, fun, and designed to test a real question. Most importantly, our kids understood why they were doing it the way they were.

Key Takeaway

A good experiment is fair, simple, and repeatable. Help your child design something they can test themselves—and that gives real answers to their science question.

Why This Step Matters

Once your child has designed their experiment, they need a plan for how to record the results. This is where they start collecting data—the real observations that will help answer their science question.

Creating a simple system for recording data helps kids stay organized, makes the project easier to complete, and sets the stage for graphing and analysis later on.

Try This with Your Child

Activity:

1. Ask:

• “What do we want to write down when we do the experiment?”

• “How can we keep track of all our measurements?”

2. Work together to make a simple data table using paper, a notebook, or a spreadsheet.

3. For younger kids, print out a chart they can fill in with pencil. Keep it visual and easy to use.

Let them practice filling in a few pretend examples before starting the real experiment.

Parent Tips

• Kids will definitely need help with this step—especially organizing rows, columns, and labels.

• Keep it as simple as possible. One table per experiment or one row per trial is usually enough.

• If you use a digital tool like Google Sheets, print it out so they can write by hand. It’s more concrete and helps them stay engaged.

• Include both the things you’re measuring (outcomes) and the variables you’re testing (conditions) in the table.

• Use clear column headings like “Trial #,” “Liquid Type,” “Time to Melt (min),” etc.

What Makes a Good Data Table?

A good data collection sheet:

• Has a clear place to write each measurement

• Separates different variables into columns and measurements to rows

• Is easy for a child to use independently (after a quick demo)

• Matches the experiment setup so they don’t get confused

• Makes it easier to analyze or graph the results later

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Recorded the Data:

• Created a Google Sheet with one row per participant

• Columns included: age, height, shot distance, angle, and number of shots made

• Printed the sheet so our child could fill it in with pencil during the experiment
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Recorded the Data:

• Used a Google Sheet with one row per car per condition

• Columns included: car name, ramp angle, floor type, distance traveled (in cm), and trial number

• Printed a version for our child to fill out during testing
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
How We Recorded the Data:

• Created a simple chart on paper with two columns:

  • Type of Liquid

  • Time to Melt (in minutes)

• One row per liquid

• This low-tech approach worked great for our younger child and a one-time trial

Each system was matched to the age of the child and complexity of the experiment. The key was making it easy and fun to keep track of what happened.

Key Takeaway

Science depends on good data. Help your child set up a simple, clear way to record their observations—it will make everything easier (and more fun) in the next steps.

Why This Step Matters

This is the part your child has been waiting for—actually doing the experiment! After all the planning, it’s time to collect real data and test their ideas. This is where science comes alive, and where kids start to see how their predictions hold up.

It’s also a great opportunity to model how to take careful measurements and build independence.

Try This with Your Child

Activity:

1. Help your child set up the experiment space.

2. Show them once how to take a measurement and record it.

3. Let them try it while you watch.

4. Once they get the hang of it, step back and let them take the lead.

5. Support only as needed—encouragement and reminders go a long way.

Treat this like a mini training session. You're not doing the work for them—you’re giving them the tools to do it themselves.

Parent Tips

• Be present for setup and safety, but let your child be the experimenter.
• Model one measurement from start to finish, then observe their attempt.
• Expect to give reminders early on, but kids often surprise you with how quickly they take over.
• Invite friends, siblings, or neighbors to participate if the experiment needs extra data points.
• Take lots of pictures—it helps with presentations later and makes it more fun!

What Makes a Good Experiment Session?

A successful experiment session:
• Has a clear, safe setup
• Starts with modeling, then turns over control to the child
• Allows time for mistakes, retries, and learning
• Results in recorded data in the table you prepared
• Feels fun and rewarding—even if it’s a little messy

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Did the Experiment:

• Used a tape measure to mark 3 distances and 3 angles with chalk on the driveway

• Modeled how to collect data by filling out the form as the first participant

• Had our child collect data on me as the second participant

• He completed the rest of the data collection independently (with a few gentle reminders)

• We helped him invite friends and family to participate by texting them
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Did the Experiment:

• Provided a scale and tape measure for our child to weigh and measure each car

• Modeled one trial by sending a car down the ramp and measuring the distance

• Helped adjust the ramp angles using books and measured the ramp height

• Let him complete all other trials and data collection on his own
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
How We Did the Experiment:

• Helped our child weigh out 20g of each liquid using a kitchen scale

• Poured the liquids into an ice tray and froze them overnight

• After setup, our child timed and observed how long each cube took to melt on a plate

These sessions were filled with excitement, occasional spills, and lots of learning. The key was helping just enough to empower them to do it on their own.

Key Takeaway

The experiment is where kids get to be hands-on scientists. Support the setup, model once, then let them take over. The goal isn’t perfection—it’s learning by doing.

Why This Step Matters

Once your child has collected all their data, it’s time to see what it looks like. Plotting the results helps kids find patterns, understand what happened, and make sense of the experiment.

Even if your child already feels like they know the answer, it's important to show it visually. That’s how scientists share evidence—and how your child will connect their measurements to real conclusions.

Try This with Your Child

Activity:

1. Look at the completed data table together.

2. Ask:

• “What kind of graph could help us see the results?”

• “Which one of our variables should go across the bottom (x-axis), and which one goes up the side (y-axis)?”

3. Start with a simple plot using pencil and graph paper.

4. Model the first graph, showing them how to:

• Draw and label the axes (make them big)

• Decide on scale and tick marks (give them the rationale)

• Plot one point at a time (showing them where from the table it is coming from)

5. Then let them try it with your support.

Keep it hands-on! The goal is not perfect charts, but building comfort with turning data into something they can see and talk about.

Parent Tips

• Young children will need a LOT of help—especially the first time they make a graph.

• The repetition can seem boring, but is really good for your kids to understand 

• Use graph paper and colored pencils to make it tactile and visual.

• Print our favorite free graph paper here

• Teach the difference between:

• Bar plots (x = categories, y = a number)

• Scatter plots (x and y are both numbers)

• Show them how to choose axis ranges by finding the biggest values in the data.

• Focus on doing one graph at a time—then repeat the process. Repetition builds confidence.

What Makes a Good Graph?

A good graph:

• Shows a clear relationship between variables

• Has labeled axes with scales that make sense

• Is made by your child—even if it’s messy

• Matches the kind of data you collected

• Helps spark a discussion about the results

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Graphed the Data:

• Created scatter plots (e.g., number of shots made vs. height or age)

• Also made bar plots for categorical variables like shot angle or gender

• Modeled how to make each graph before asking our child to create one independently
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Graphed the Data:

• Made bar graphs comparing car color or floor type to distance

• Created scatter plots of ramp angle or car weight vs. distance traveled

• Graphed together at first, then let our child create their own chart with guidance
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
How We Graphed the Data:

• Did not use formal graphs for this project

• Ordered the liquids from fastest to slowest melting on a simple handwritten list

• Considered using a bar chart, but felt our child was too young for graphing this time

The process of graphing helped our kids truly understand the meaning of their data—and set them up to start making conclusions.

Key Takeaway

Graphs help kids see what the data says. Start with simple charts, model each step, and let them try. Visualizing the results turns numbers into insight.

Why This Step Matters

After visualizing the data, it’s time to figure out what it all means. This is the heart of the scientific process—looking at the evidence and making sense of it.

In this step, your child will compare their results to their predictions, interpret the patterns they see in their graphs, and start forming conclusions. 

Try This with Your Child

Activity:

1. Look at each graph or data list together.

2. Ask:

• “What do you notice?”

• “What goes up or down?”

• “Did your guess match what the data showed?”

3. Try making a conclusion for each variable tested using this sentence:

• “The data showed that when [variable] increased, [result] happened.”

4. Talk about patterns:

• Upward trend? Downward trend? No pattern?

• What could that mean?

You’re helping your child reason from evidence—one of the most valuable thinking skills science teaches.

Parent Tips

• Start with a clear example where the pattern is easy to see.

• Use the graphs as a tool to explain what it means to go “up,” “down,” or show “no trend.”

• Don’t worry if some of the conclusions are rough or unclear. Just encourage effort and observation.

• Have your child go back to their hypotheses and compare:

• Did the result match?

• If not, what might explain the difference?

This is a great chance to show that being “wrong” in science is just part of learning.

What Makes a Good Conclusion?

A good conclusion:

• Describes what the data showed (not just what they expected)

• Refers directly to the graph or measurements

• Compares the result to their original hypothesis

• Explains the pattern in simple terms

• Encourages further questions or new ideas

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Graphed the Data:

• Created scatter plots (e.g., number of shots made vs. height or age)

• Also made bar plots for categorical variables like shot angle or gender

• Modeled how to make each graph before asking our child to create one independently
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Graphed the Data:

• Made bar graphs comparing car color or floor type to distance

• Created scatter plots of ramp angle or car weight vs. distance traveled

• Graphed together at first, then let our child create their own chart with guidance
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
How We Graphed the Data:

• Did not use formal graphs for this project

• Ordered the liquids from fastest to slowest melting on a simple handwritten list

• Considered using a bar chart, but felt our child was too young for graphing this time
  
  

Each conclusion helped our kids think critically about what they tested—and opened up great conversations about why the result turned out that way.

Key Takeaway

Analyzing data is where kids become real scientists. Help them compare what they saw to what they expected—and celebrate surprises as opportunities to learn.

Why This Step Matters

After analyzing the results, it’s time to ask: So what? Why do the findings matter? What can we learn or apply from what we discovered?

Helping your child draw real-life takeaways from their experiment turns their project into something more meaningful. It shows them that science isn’t just about data—it’s about understanding the world around them.

This step encourages your child to connect their results to everyday decisions, observations, or future experiments.

Try This with Your Child

Activity:

1. Look at the conclusions from Step 10.

2. Ask:

• “What does this teach us?”

• “If we were doing this again, what would we do differently?”

• “How could someone use this information in real life?”

3. Work together to write one or two sentences that summarize what they learned and why it matters.

These can go on the poster or be shared during their presentation.

Parent Tips

• This step builds scientific relevance—help your child see the impact of their discovery.

• Encourage reflection on what they’d do differently next time.

• Keep it short and simple: “We learned that…” or “This means that…”

• If they’re stuck, prompt with: “If you were teaching someone what you found out, what would you tell them?”

What Makes a Good Takeaway?

A strong takeaway:

• Summarizes what the experiment taught

• Explains why it matters in real life

• Applies the learning to a decision, action, or understanding

• Builds confidence by showing that their work had purpose

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
Takeaway: To make the most shots, you should play more basketball and shoot from close range. Age and experience helped more than anything else—temperature and sex didn’t matter.

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
Takeaway: The best-performing cars were medium weight, narrow, and raced on a wood floor from a high ramp. Color, coolness, and height didn’t make a difference!

Example 3
Science Question: What type of liquid will melt the fastest?
Takeaway: Water and milk melted quickly. Thick liquids like honey barely melted at all. The thicker a liquid is, the slower it melts.

Key Takeaway

This is where science connects to everyday life. Help your child answer “Why does this matter?” and turn their experiment into a discovery that’s personal and practical.

Why This Step Matters

Now that your child has tested their question, collected data, and drawn conclusions, it's a great time to dig into why things happened the way they did.

Background research helps kids connect what they saw in their experiment to real scientific ideas. It reinforces what they learned, fills in gaps, and builds curiosity to go deeper.

While some science fair guides recommend doing this step earlier, we’ve found that elementary-aged kids learn best when they experience the science first—and then explore the explanations afterward.

Try This with Your Child

Activity:

1. Look back at what surprised or interested your child in their experiment.

2. Ask:

• “Why do you think that happened?”

• “Would you like to find out more about it?”

3. Choose a simple, age-appropriate resource:

• A short article or book

• A YouTube video

• A quick explanation from you!

4. Watch or read it together and talk about how it connects to what they discovered.

Keep it light and curious. This isn’t about memorizing facts—it’s about making sense of what they saw.

Parent Tips

• Don’t overload this step—one or two quick resources is enough.

• Tie the content to their experiment: focus on why something melted faster, went farther, or worked better. This connects to underlying scientific principles already known.

• Use media they already enjoy—videos, visuals, and books they can flip through.

• You can guide them through the explanation, or just start a conversation about it.

• Ask what they would want to learn more about next time!

What Makes Good Follow-Up Research?

Good follow-Up research:

• Explains something your child observed or measured with known science

• Connects directly to the variables or outcome of the experiment

• Is short and accessible—no textbooks required

• Reinforces the “why” behind their conclusion

• Sparks curiosity for future projects

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
Follow-Up Resource:

• A kid-friendly book about NBA statistics and basketball performance

• Helped explain how player experience, shot location, and mechanics affect success
  
  

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
Follow-Up Resource:

• A YouTube video about how ramps, friction, and car shape affect speed

• Helped connect the experiment to basic physics like gravity and resistance
  
  

Example 3
Science Question: What type of liquid will melt the fastest?
Follow-Up Resource:

• A conversation about viscosity, comparing thick liquids like honey to water

• Helped explain why some materials resist melting due to their structure

Key Takeaway

Background research helps kids connect their observations to real scientific ideas. After the experiment, take time to explore why things worked the way they did—this deepens learning and builds lasting understanding.

Why This Step Matters

Sharing the project is one of the most rewarding parts of the science fair process. Whether it's at a school event, a community fair, or just in your living room, presenting helps your child reflect on their work, build communication skills, and gain confidence in what they’ve learned.

A science fair project isn’t complete until it’s been shared—this is where kids truly take ownership of their discovery.

Try This with Your Child

Activity:

1. Make a simple display or poster together using printed materials, drawings, and photos.

2. Organize the poster around five simple sections:

• Question / Hypothesis – What were we trying to find out?

• Background – Why did we choose this project?

• Methods – What did we do?

• Results – What did we find?

• Conclusion – What does it mean?

3. Use real photos, drawings, or cut-and-paste summaries to keep it fun and tactile.

4. Add an interactive element if possible—something others can touch, try, or play with!

Parent Tips

• The display doesn’t need to be fancy—just clear and expressive of what your child did.

• Let them help design it: arrange pictures, choose colors, write or dictate short sections.

• Print out photos from throughout the process—they make the project more personal and relatable.

• You can make the poster more engaging with colored paper, borders, or handwritten labels, but don’t worry about making it perfect.

• Use the poster as a guide—not a script—for presenting.

What Makes a Good Presentation?

A good science fair presentation:

• Covers the big ideas, not every detail

• Lets the child speak in their own words

• Highlights what they enjoyed most

• Connects the story of the experiment from start to finish

• Includes visual aids to help them remember what to say

Practice Makes Progress

How to practice:

1. Go section by section and have your child answer:

o What’s your question?

o Why did you do this project?

o What did you find?

o What does it mean?

o What was your favorite part?

2. Link each point to something visual (a graph, a photo, a result on the poster).

3. Practice 2–3 times, giving gentle encouragement and feedback.

Important:

This should feel natural and relaxed—not scripted or memorized. Focus on helping your child understand and communicate what they did, not recite facts.

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Presented It: Poster included photos, graphs, and a mini basketball hoop for visitors to try their own shots.

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Presented It: Poster displayed results and setup photos. A Hot Wheels ramp let other kids test cars live.

Example 3
Science Question: What type of liquid will melt the fastest?
How We Presented It: Poster used photos and labels, and we brought the actual bottles of liquids used in the test.

Key Takeaway

Presenting is where your child becomes the teacher. Help them share their discovery with others—whether it’s at a fair, in the kitchen, or in the driveway. The goal is connection, confidence, and celebration.

Why This Step Matters

Sharing the project is one of the most rewarding parts of the science fair process. Whether it's at a school event, a community fair, or just in your living room, presenting helps your child reflect on their work, build communication skills, and gain confidence in what they’ve learned.

A science fair project isn’t complete until it’s been shared—this is where kids truly take ownership of their discovery.

Try This with Your Child

Activity:

1. Make a simple display or poster together using printed materials, drawings, and photos.

2. Organize the poster around five simple sections:

• Question / Hypothesis – What were we trying to find out?

• Background – Why did we choose this project?

• Methods – What did we do?

• Results – What did we find?

• Conclusion – What does it mean?

3. Use real photos, drawings, or cut-and-paste summaries to keep it fun and tactile.

4. Add an interactive element if possible—something others can touch, try, or play with!

Parent Tips

• The display doesn’t need to be fancy—just clear and expressive of what your child did.

• Let them help design it: arrange pictures, choose colors, write or dictate short sections.

• Print out photos from throughout the process—they make the project more personal and relatable.

• You can make the poster more engaging with colored paper, borders, or handwritten labels, but don’t worry about making it perfect.

• Use the poster as a guide—not a script—for presenting.

What Makes a Good Presentation?

A good science fair presentation:

• Covers the big ideas, not every detail

• Lets the child speak in their own words

• Highlights what they enjoyed most

• Connects the story of the experiment from start to finish

• Includes visual aids to help them remember what to say

Practice Makes Progress

How to practice:

1. Go section by section and have your child answer:

o What’s your question?

o Why did you do this project?

o What did you find?

o What does it mean?

o What was your favorite part?

2. Link each point to something visual (a graph, a photo, a result on the poster).

3. Practice 2–3 times, giving gentle encouragement and feedback.

Important:

This should feel natural and relaxed—not scripted or memorized. Focus on helping your child understand and communicate what they did, not recite facts.

Real Examples from Our Kids

Example 1
Science Question: What factors influence making a basketball shot?
How We Presented It: Poster included photos, graphs, and a mini basketball hoop for visitors to try their own shots.

Example 2
Science Question: What factors make Hot Wheels cars go the farthest?
How We Presented It: Poster displayed results and setup photos. A Hot Wheels ramp let other kids test cars live.

Example 3
Science Question: What type of liquid will melt the fastest?
How We Presented It: Poster used photos and labels, and we brought the actual bottles of liquids used in the test.

Key Takeaway

Presenting is where your child becomes the teacher. Help them share their discovery with others—whether it’s at a fair, in the kitchen, or in the driveway. The goal is connection, confidence, and celebration.

Avoiding Common Pitfalls

• Trying to do it all in one weekend. You don’t need to do the whole project in one day. In fact, it’s often better to spread it out across several days or weekends. Each step can be its own activity—and that helps keep your child engaged without feeling overwhelmed.

• No deadline. If your school doesn’t provide one, make your own! Consider hosting a small neighborhood or family science fair—check out [our post on how to organize one] for ideas and planning tips.

• Choosing a topic that’s too complex. Keep it testable and age-appropriate.

• Too much help from parents. Model first, then let kids lead.

  • Often times you are figuring things out the same time your child is which can lead to taking over. One solution to this is if you’re feeling nervous or unsure, do your own mini science project first. It’s fun, low-pressure, and gives you a preview of what your child will experience. Plus, it shows your child that science is something you enjoy too.

  • Other times there can be too much focus on “winning” rather than growing for your child. Remind yourself of the purpose frequently. Another solution I like is to take lots of pictures. Capture each step of the process: brainstorming, building, testing, graphing, and presenting. Photos make the final presentation stronger, help your child remember what they did, make a great keepsake of your shared project, and remind you where you should be guiding/observing and not doing everything.

• Fear of failure. Remind them science is about learning, not being right.

Why Every Kid Should Try Science

Science isn’t just for future scientists. Doing a science project teaches kids how to:

• Ask better questions

• Solve real problems

• Think critically about the world

• Work through challenges and unexpected results

• Communicate ideas clearly

• Build confidence through discovery

Whether your child becomes a scientist, artist, teacher, engineer, or anything else, learning to think like a scientist gives them skills they can use everywhere.

Science helps kids:

• See that it’s okay to be wrong—and to learn from it

• Understand that asking why leads to better answers

• Feel proud of figuring something out themselves

This process isn't about a perfect poster or the “right” answer. It’s about giving your child the chance to wonder, explore, and grow.

You just helped your child complete their first science fair project—and that’s something to celebrate! Whether they become a scientist or not, they’ve practiced curiosity, critical thinking, experimentation, and communication. That’s a big win.

We hope this guide helped make the process easier, more fun, and more meaningful for your family.

We’d love to hear from you! If you tried one of the projects, adapted the guide, or hosted your own science fair—send us a photo or story. We are always looking to improve.