This is one of Sequoia’s most popular events. Held each February, all students from Kindergarten through 5th grade are invited to participate in this exciting and rewarding event.

The Sequoia Elementary STEM Fair is scheduled for Thursday, February 7th, 2019. The fair gives students an opportunity to explore science and engineering in a creative way. There are endless possibilities for a project, from models and collections to experiments and demonstrations of a scientific principle or engineering feat. Students may work by themselves or with others (maximum of three students to a team). Allow at least four weeks to plan and prepare the display.

Registration is online using SPA’s Google STEM registration form. Registration can be performed using a computer, tablet, or mobile phone.

You will receive an electronic version of the completed form in email. Save it! You may want to make changes to your registration and the emailed form includes an edit button for that purpose. You can always submit anew if you prefer, however. Registrations due by Friday, January 25th, 2019.

The fair is a lot of work and each year there are many volunteers that help prepare for and run our event. If you or someone you know would like to join us for a great volunteer experience, if you know someone working in the Science industry, or someone with a technical background and they are interested in joining us as a judge, please contact us.


Project Planner

Step 1 – Doing Research.jpg
Step 2 – Stating Hypothesis.jpg
Step 3 – Writing a Procedure.jpg
Step 4 – Observation Log.jpg
Step 5 – Forming a Conclusion.jpg

Not sure how to start? Use the project planner in this folder to help you.

Choosing a Topic & Asking a Question.jpg
Display Board Layout.jpg
Ideas For Projects 1.jpg
Project Planner Overview.jpg
12810 science fair project ideas.pdf

Science Fair Project Ideas and Links

2017 Science Fair Information Packet




The projects from grades 3 – 5 will be “judged” and considered for the district level science fair. Judges will use the following general standards:

  1. Process/Content
    1. For experiments, the scientific method was followed correctly
    2. For models and demonstrations, the methods and scientific concept were clearly explained
  2. Creativity
    1. The topic and methods were original
    2. The project was within the student’s ability and the work was done by student(s)
  3. Display
    1. The display is neat, organized, well-written and uses graphs, tables and pictures

Grade K – 2

At the primary level (K-2), the process skills are mostly organizational in character.

  1. Observing: Students use five senses to identify the characteristics of objects
  2. Communicating: Students describe objects.
  3. Comparing: Students examine objects and events to determine similarities and differences. All measurements (weight, capacity, quantity, relative positions, temperature, etc.) are forms of comparing.
  4. Organizing: Students compile, classify and order objects or data to make conclusions and inferences.

At this level, student projects should illustrate, report or model a scientific concept or subject area.


  1. Experiments
    1. A display of different pictures of fish with each one identified
    2. A model of the solar system
    3. Observational project: “Trees in my Neighborhood”
  2. Demonstrations
    1. Scientific Principles: “How Bikes Work”
    2. Simple Experiments: “Effects of Light on Bean Growth”

Grades 3- 5

At the next level (Grades 3-5), the process skills are relational in character. Experimenting and Reasoning: Students attempt to answer a question or solve a problem using the scientific method:

  1. Identifying the problem/question: Students state what they are attempting to discover or a question they are trying to answer based on researching a topic of interest.
  2. Hypothesis: Students consider what they know about the problem and propose a solution or answer to a question.
  3. Experimental: Students design the experiment to solve the problem or answer the question. Can only test one variable at a time to determine its relative effect. Use a control group and adequate sample size when applicable.
  4. Results: Students present data in a graph, table or chart.
  5. Conclusion: Students state what they discovered by doing the experiment. Is there sufficient evidence from the results to answer the original question? Evaluate the hypothesis.


  1. Experiments
    1. Which metals conduct heat best?
    2. How detergents affect the growth of plants?
    3. Effects of noise on blood pressure
  2. Demonstrations
    1. Pinhole camera
    2. Acids, Bases and pH
    3. Glass recycling