MEMO To: From: Subject: Date: Joshua Call Sydney Micucci Document Analysis- EPA Science Fair Fun

Booklet 2000 19 January 2014

The following memo evaluates the effectiveness of the Science Fair Fun booklet published by the Environmental Protection Agency (EPA) in December 2000. Designed to guide middle school students (grades 6 to 8) and their teachers in the planning and creation of environmental science projects, this document successfully achieves its intended purpose. Summary It is evident, through content and design, that this booklet efficiently conveys appropriate environmental science topics and tools for the target audience. Deliberate, informational text and graphics help both students and teachers accomplish the task of designing a science project with clarity and ease. Subtle yet encouraging, the booklets messages also reflect the underlying goals and culture of the EPA to inspire positive change in world. Target Audience: Through strategic organization and content, the EPA reveals the intended primary audience for this booklet: middle school students in grades 6 to 8 and their respective science teachers. Specifically, direct citing of the audiences, graphic design tactics, subject matter, and linguistic style each suggest a definite population of readers. Firstly, and most explicitly, the booklet states its particular audience in the introductory section Note for Teachers and Note for Students. Here, students in grades 6 to 8 are clearly mentioned as the intended readers, while science teachers are identified as facilitators for the education and implementation of the booklets material for students projects. The phrases ...helping students... and You should work with your teacher... confirm this joint audience and purpose. Secondly, structure and graphic design cater to audience needs. As the document is designed for in-classroom use, a booklet format (similar to school textbooks) provides an appropriate and recognizable layout for middle school students and teachers. Moreover, colorful, cartoonish images and large, easily readable font appeal to young students by creating a friendly and engaging setting for exploring environmental science topics. Thus, the EPA does well to present issues in a kid-friendly manner. Likewise, simplified scientific subject matter and straightforward explanations reflect the objectives of a middle school learning curriculum. Information is communicated in concise, simple sentences using age appropriate vocabulary and terminology. More complex terms are necessarily defined in a short Glossary, handy for reference by both students and instructors. Finally, the booklet title itself, Science Fair Fun, and creative project names such as A Trashy Survey, Test Your Strength! and Maid in the Shade reveal a playful intention to encourage a fun learning experience and cater to student interests.

Purpose and Design As defined in the introductory notes, the purpose of the booklet is to provide students with ideas and resources for developing environmental science fair projects. In this way, the document functions as a useful tool for helping students (and teachers) solve a basic problem: developing a science project. Guidance, through useful recommendations and encouragement, support the achievement of this goal. Perhaps also to solve a moral problem, this booklet encourages learning about the natural world to inspire affirmative thought and action: Through science fair projects you can...help make a difference in protecting the environment (1). Thus, strategic booklet design, including structure, words, and images effectively address the purposes of project development and community motivation. Clear words and images guide students in their discovery of science fair project components. Plainly delineated topics (e.g. Steps to Conducting a Science Fair Project, and Sample Projects) provide both the essential descriptions of scientific processes as well as useful project suggestions to facilitate concept understanding and brainstorming. Bolded headers, like gather information or craft a hypothesis highlight key steps in project planning and allow for easy navigation of the material. These brief statements, and succinct wording in the corresponding descriptions, offer students digestible bits of guidance. Further, small matching images break up the monotony of text and reinforce ideas with memorable representations. Given the intended audience, readability and accessibility of the information presented is crucial to learning and retention. A defined structure, as presented in an easily navigable table of contents, uses sections and page numbers to increase accessibility to document contents. Moreover, the smooth transition among topics achieved by the booklets step-by-step format, organizes content into a fluid outline for students and teachers as they proceed through project development. Additionally, document design offers encouragement and support. For teachers, reinforcement of concepts may be gained by accessing the Resources section, providing them with additional references (even a toll-free hotline) for the elucidation of topics or student questions. For students, What to do if a project does not work? (5), offers reassurance in their endeavors. The phrases, Good Luck! and No matter what youll learn something! bolster student confidence towards the achievement of their goal. Collaboration and Culture It is apparent, through effective and comprehensive booklet design, that collaboration was vital to document construction. This also reflects the culture of the EPA, an advocate for community cooperation and effort to achieve positive change in the world. Partners in booklet design such as EPA faculty, environmentalists, community educators, editors, and graphic designers etc., demonstrate a mastery of material, specific audience needs, and effective communication strategies. Thus, their combined expertise affords readers a thorough grasp of the 3 Rs as a suitable method for environmental conservation through science fair projects. A focus on student-teacher collaboration and the 3 Rs, being a central dogma of the EPA, reflects the agencys values. Specifically, What is the EPA?(1) clarifies its goals and culture and inspires student participation. Using science fair projects to promote education and outreach in a user-friendly manner embodies the EPAs effort to make environmental science approachable and fun.