Look at the world around you. What you see and the way things act are called scientific "phenomena". What questions do you have about them:

• What happens if I... ?

• What is the fastest/strongest/loudest... ?

• Which method produces the most/least/coolest/strangest... ?

Want some examples? Here are a few from past years:

• What type of bat (wood or aluminum) hits the ball farther?

• What style of paper airplane flies the furthest?

• What do plants really need to survive?

• What cooking powders dissolve in water?

• What fruits float?

• Do fidget spinners actually help concentration?

You will know if you have a good question if you:

(1) don't already know the answer to it and

(2) can think of a way to find the answer by setting up an "Investigation"... your next step!

(Remember that a science investigation is different than a research project. You can research black holes, but it's hard to investigate them!)

Make sure this is something you can do safely with the materials and amount of time that you have available to you. Think about:

• What are the "variables" of your investigation (what one thing will you change while the others stay the same)?

• How will you measure what happens in your investigation?

• How will you explain what happens (see "Using Models" below!)

Draw a model (image) of what you think is happening in the investigation. Use arrows, colors, labels etc. to explain the Science behind what is being observed in the investigation. This should come from the student's head, not from Google!

(*Your science investigation can also include research -- Just make sure that you go through the investigation process first before you go to Google!)

What were your predications, and what were your findings?

Let your audience know what you learned from the investigation, and what you would like to try next!