Science Science

Fair

Fun

Designing Environmen

Science Projects
Notefor Teacher

This booklet is intended to provide students in 

6 to 8 with ideas and resources for developing en

mental science fair projects, specifically in the area

reducing, reusing, and recycling waste materials.

Environmental terminology and topics in this booklet

are addressed without in-depth definition or discussion

under the assumption that students have been exposed

to these topics already through a classroom environmental science unit. Some kinds of experiments require

more time than others to yield results. Be sure to discuss your intended time frame when helping

students decide on a project.

Note Students: for

To get you started on designing your own environmental science fair experiment, this booklet contains ideas

and suggestions for projects on reducing, reusing, and

recycling.You should work with your teacher to decid

what kind of project you’d like to do and how to tailo

an experiment to your needs.You can ask your teach

for help constructing a hypothesis, defining variables

and determining what kind of equipment is available 

you. Definitions for important solid waste terms use

this booklet can be found in the glossary on page 10

Also, you should note that some kinds of experime

take longer than others to yield results, so be sure 

check if you have a time limit.
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Fair Play: Steps to Conducting a Science Fair Project . . . 

Sample Projects:The Science of the 3 Rs . . . . . . . . . . . . . 

Soap Box Opera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Test Your Strength!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Garbage Away. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

A Trashy Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Creating the Perfect Compost. . . . . . . . . . . . . . . . . . . . 

Secrets of Gardening Success . . . . . . . . . . . . . . . . . . . . 

Maid in the Shade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

How Does Your Garden Grow? . . . . . . . . . . . . . . . . . . . 

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Table of 

Contents

Table of 

Contents
Checklist






Science is fun—especially when you create a science f

project focusing on the environment! Stumped on how to 

or what to do? This booklet can be your guide. Good luc

How to Use This Booklet

This booklet provides a

step-by-step guide on conducting an environmental science fair project and contains

several example projects. The

examples focus on various

aspects of the “3 Rs” (reduce,

reuse, and recycle), such as

measuring the amount of

trash thrown away each week

or determining which waste

items will biodegrade when

placed in a landfill. This booklet also contains a list of useful

resources for developing

potential projects.

Whether you are starting

a science fair program in your

school or are looking to

expand your knowledge of

the 3 Rs, this booklet will

help get you started. Through

science fair projects, you can learn more about the world arou

you and help make a difference in protecting the environment

What is EP

The U.S. Environmental P

Agency (EPA) is a federal ag

exists to protect human hea

natural environment.Within 

Office of Solid Waste (OSW

with ensuring responsible m

of hazardous and nonhazard

OSW’s goals are:

• To conserve resources 

venting waste.

• To reduce the waste th

be prevented.

• To ensure that all waste 

posed of properly.

To achieve these goals and 

promote education and outr

encourages you to learn abo

Rs” (reduce, reuse, and recyc

environmental science fair p

Getting Started
Did you ever notice something and wonder why it ha

or see something and wonder what causes it? Do yo

ever want to know how or why something works? D

you ask questions about what you observe in the world? If so, 

are on your way to conducting a science project! The followin

guidelines offer some steps to follow.

Make Initial Observations

Write down something interesting you

noticed and want to investigate in more det

Make a list of questions about the topic.

Gather Information

Research the topic you want to investigate.

Search the Internet, go to the library, read books

and magazines, or talk to others to learn about

what you are studying. Keep track of where you

obtained your information. 

Give the Project a Title

Choose a title that describes what you 

investigating. The title should summarize 

the investigation will cover. 

ENCYCLOPEDIA

TITLE

Fair Play:

Science Fai

Project

Steps to Conducting a
State the Purpose of the Proj

What do you want to find out? Write 

statement describing what you want to do

your observations and questions to write t

statement. 

Craft a Hypothesis

Make a list of answers to the questions you

have. This can be a list of statements describing

how or why you think the subject of your

experiment works. The hypothesis must be stated so that it can be tested by an experiment. 

Design an Experimental

Procedure to Test the Hypoth

Design an experiment to test each hyp

sis. Make a step-by-step list of what you w

to address the hypothesis. This list is called 

experimental procedure. 

Obtain Materials and Equipment

Make a list of items you need to do the experiments and prepare the items. Try to use everyday,

household items. If you need special equipment,

ask your teacher for assistance. Local colleges or

businesses might be able to loan materials to you. 
Perform the Experiment and

Record Data

Conduct the experiment and record al

numerical measurements made, including q

tity, length, or time. If you are not measur

something, you probably are not doing an

experimental science project. 

Record Observations

Record all your observations while conducting your science project. Observations can be

written descriptions of what you noticed during

an experiment or the problems encountered.

You can also photograph or videotape your

experiment to create a visual record of what you

observed. Keep careful notes of everything you

do and everything that happens. Observations

are valuable when drawing conclusions and useful for locating 

imental errors.

Perform Calculations

Perform calculations that turn raw 

recorded during experiments into nu

you will need to make tables or graph

draw conclusions. 

Summarize Results

Summarize what happened. This summary

could be a table of numerical data, graphs, or a

written statement of what occurred during the

experiments. 
Draw Conclusions

Using the trends in your experim

data and your experimental observat

try to answer your original question

your hypothesis correct? Now is the 

to pull together what happened and 

the experiments you conducted. 

Prepare a

Presentation

To prepare a presentation,

ask yourself, “What is most

interesting about this project,

what will people want to read

about, and how can I best

communicate this information?” Most of the time, students prepare a poster or

three-sided display to give

their audience a quick

overview of the question

asked, the method used,

results, and conclusions. You

can draw charts, diagrams, or

illustrations to explain your information. 

Some science fairs require oral presen

tions. Use an outline or note cards to ass

you in your presentation. Although indiv

science fairs might have different rules, yo

most likely be required to introduce your

and your topic; state what your investigat

attempted to discover; describe your proc

dure, results, and conclusions; and ackno

edge those who helped you.

What to Do if

a Project Doe

Not Work

No matter what happen

you will learn something.

Science is not only about

finding “the answer.”

Knowing that something d

not work is actually quite

valuable. Experiments that 

not turn out as planned a

an important step in findin

an answer.
The Science

Sample

Projects:

of the 3 Rs

s

s

Soap Box Opera

Usually, it is more economical to buy la

rather than smaller sizes of products.

Purchasing larger quantities is known 

“buying in bulk.” For example, a 5-ou

box of brand X laundry detergent mi

cost $3. Dividing 5 into $3 gives us a 

of 60 cents per ounce. A 10-ounce bo

might only cost $5, making the cost 5

cents per ounce. Buying in bulk migh

have advantages other than cost savings. Exa

the ratio of carton material to the product quant

Does buying in larger quantities also require less packaging m

per unit measure of the product? Could people lessen their im

on the environment by buying in bulk?

s

The Science

Sample

Projects:

of the 3 Rs

The following sample projects were created to provide 

with a basis for designing your own environmental ex

ment. You must expand on any of these ideas by com

with your own hypothesis and exact experimental procedure. Y

can also design an experiment to test a different aspect of any o

topics discussed, or use one of the sample procedures to condu

experiment on a different environmental topic.
Test Your Strength!

Some people question whether products made from recycle

materials can perform their jobs as well as products made from 

ly new materials. Plastics, paper products, aluminum cans, and s

clothing are all commonly available with both new and recycled 

tent. Choose a product, such as writing paper, and compare the

strength and performance of the “virgin” (new)

product to ones made with different percentages

of recycled content. Does manufacturing a product with recycled materials alter its performance

(e.g., strength, durability)? 

Garbage Away

Much of what we throw away

can be returned to the earth to

provide nutrients for the soil

rather than going to a landfill.

Evaluate and record each item

your family throws away for 1

week by collecting, weighing,

and categorizing them as recyclable, reusable, biodegradable, or trash. How much of

what we throw away could be

recycled or is biodegradable and could be returned to the eart

A Trashy Survey

How many people around you save n

papers, bottles, and other items to recy

How many people around you comp

their food scraps or yard trimmings 

their kitchen or backyard? How man

people reuse grocery bags and scrap

paper, donate clothes and books in

of throwing them away, or conduc

other waste reduction activities? Try 

trash

Recyclable

Reusa
determine what percentage of the population around you part

pates in these and other waste reduction activities. Survey a se

number of people, including your neighbors, teachers, friends

store owners, relatives, and others. Extrapolate these figures to

obtain a percentage for your entire community.

Creating the Perfect Compost

Composting can be a good way for gardeners to

reuse food scraps and yard trimmings

while making their gardens healthier.

In order to work properly, a compost

pile needs the right balance of air, moisture,

carbon, and nitrogen. Build several different

compost piles and vary the amounts of air, moisture, carbon,

and nitrogen in each (e.g., one that is very dry, one carbon-rich, 

one nitrogen-rich). For example, a carbon-rich pile would mostly 

tain dead leaves or coffee grounds while a nitrogen-rich pile wou

mostly contain grass clippings or fruit and vegetable peels. Make 

you also build a “perfect” compost pile with good air circulation 

balance of ingredients to control the experiment. What effect wil

ferences in the ingredients have on the finished compost?

Secrets of Gardening Success

Compost can help plants grow by adding important nutrien

the soil. You can test the effectiveness of compost as a soil ame

ment by planting two small potted gardens, adding compost to 

and using only soil for the other. Fast growing seeds, such as su

flower or bean seeds, will allow you to see results in a matter o

Make sure both pots receive the same amount of moisture and 

light to control the experiment. Compare the root structures a

stems from plants from the two pots. Does adding compost to 

soil result in healthier, stronger, faster-growing plants?
Maid in the Shade

Paints, cleaners, and other toxic, corrosive,

ignitable or reactive products used at home

may be hazardous to human health and the

environment. There are, however, a number of

natural alternatives that can do the same job

with less risk. Choose several household cleaners, such as glass cleaner, silver polish, laundry bleach, or furniture polish, and compare

their effectiveness with natural do-it-yourself alternatives. Wh

handling household hazardous products, be sure to follow lab

instructions and always request adult supervision. Do the nat

cleaners perform as well as the hazardous ones?

How Does Your Garden Grow?

The number of chemical combinations that have been inven

staggering and continues to grow each year. Many common, ev

items are made from these chemicals, including clothing, applia

food wrappers, and containers, to name a few. Do these items 

decompose naturally when buried in a landfill, or will they rema

they are for long periods of time? Plant a throwaway garden. Do

products made purely from natural substances break down faste

those produced with human-made chemical combinations?

References 

Bonnet, Robert L., and G. Daniel Keen. Environmental Science: 

49 Science Fair Projects, Blue Ridge Summit, PA: TAB Books, 19

Brisk, Marion A. 1001 Ideas for Science Projects, MacMillan: New York,

NY, 1994.

Project Learning Tree Environmental Education Activity Guide: 

Pre K-8, American Forest Foundation, 1997.
Biodegradable—materials that decompose, usually by bacteria or sunli

their original organic components within a reasonably short period of tim

organic materials (paper, grass clippings, food scraps), under the right con

are biodegradable.

Compost—a crumbly, earthy, sweet-smelling mixture of decomposing o

matter (e.g., leaves, food scraps) that is often used to improve the texture

retaining capacity, and aeration of soil.

Corrosive—a substance capable of dissolving or breaking down other su

(especially metals) or causing skin burns. A corrosive substance has a pH 

2 or above 12.5.

Decompose—to break down into basic components, given the right c

of light, air, and moisture; refers to materials such as food and other plan

mal matter. 

Ignitable—capable of burning; will catch fire at temperatures less than 1

Reactive—tending to: react spontaneously with air, solids, or water; exp

dropped; or emit toxic gases.

Natural resources—materials used to make products, generate heat, p

electricity, or perform work.

Toxic—containing compounds that pose a substantial threat to human h

and/or the environment.

Virgin materials—previously unprocessed materials. A tree that is cut d

shredded to make paper is an example of a virgin material. Wood fiber rec

from used paper to make new paper is not a virgin material but a recovere

Recyclable—material that still has useful physical or chemical propertie

serving its original purpose and can be reused or remanufactured to mak

products. Plastic, paper, glass, steel and aluminum cans, and used oil are 

of recyclable materials.

Landfill—disposal sites for non-hazardous solid wastes spread in layers, co

the smallest practical volume, and covered by material applied at the end of 

ating day. Hazardous wastes are taken to special disposal sites selected and d

minimize the chance of a hazardous substance release into the environment

Household hazardous waste—small quantities of unused or leftover 

products used in the home that become waste. Paints, pesticides, and som

are examples of household hazardous waste. Caution must be taken when 

storing, or disposing of these products.

Trash—items that are discarded because they no longer work and are un

cal or impossible to reuse, repair, or recycle.

Glossary Glossary
OSW Publications

The following documents are available from EPA’s toll-free Hotline (800 

at no charge; reference the following publication numbers when ordering

The Quest for Less: A Teacher’s Guide to Reducing, Reusing, and Recycling

EPA530-R-00-008.

Planet Protectors Club Kit (workbooks, certificate, badge, board game). 

EPA530-E-98-002.

A Resource Guide of Solid Waste Educational Materials: Second Edition. 

EPA530-B-99-018.

Adventures of the Garbage Gremlin: Recycle and Combat a Life of Grime 

book). EPA530-SW-90-024.

Ride the Wave of the Future: Recycle Today! (poster). EPA530-SW-90-01

Service-Learning: Education Beyond the Classroom (brochure). EPA530-K

Let’s Reduce, Reuse, and Recycle! (CD-ROM). EPA530-C-00-001

OSW Online Resources

• http://www.epa.gov/epaoswer/osw/careers/

Online Resources for Environmental Science Projects

• http://www.isd77.k12.mn.us/resources/cf/SciProjIntro.html

• www.isd77.k12.mn.us/resources/cf/SciProjIntro.html

• www.detroit.lib.mi.us/is/science_fair.htm

• http://faculty.washington.edu/chudler/fair.html

Other Resources for Teachers

The Environmental Education Collection: A Review of Resources for Educa

Volume 1, North American Association for Environmental Education (

The Environmental Education Collection: A Review of Resources for Educa

Volume 2, North American Association for Environmental Education (

Resources Resources
2 Printed on paper that contains at least 

30 percent postconsumer fiber.

for Private Use

Business

ton, DC 20460

3 lbs.

trash