Ohio STEP

 (Science, Technology, and Entrepreneurship Program)

Program and Teacher’s Guide 2025-2026

1.    PLANNING THE PROCESS

Overview of Ohio STEP Process

ProjectBoard

ProjectBoard Navigation and Ohio STEP Resources

Workspace Options

Timeline

Participation 

Integrating Inquiry Based Learning into The Classroom

2.    PROVIDING LESSONS AND GUIDANCE

Student Objectives

Pacing Plan

Lessons

3.    PROGRAM SUPPORT 

Mentors

OAS Staff

ProjectBoard Staff

4.    PREPARING FOR OHIO STEP VIRTUAL STATE COMPETITION

Written STEM Plans

Pitch Guidelines 

Competition

Judging 

5.    ADDITIONAL RULES AND GUIDELINES

1.     PLANNING THE PROCESS

Read this guide to become familiar with the Ohio STEP rules and expectations.  Next, view the Ohio STEP Student Workbooks (Summary Plan and Pitch, STEM Business Plan and Pitch, or STEM Commercialization Plan and Pitch) and the Judging Cards for each project category. Teachers should also explore the Ohio STEP resources to become familiar with the tools available to support students in completing the projects. Teachers may contact the Ohio Academy of Science at info@ohiosci.org with any questions or concerns about the student project expectations.

OVERVIEW OF THE OHIO STEP PROCESS

The Ohio STEP process involves an understanding of STEM topics and how this knowledge can be applied to create new products and services in the marketplace. Using the Ohio STEP Innovation Canvas (See below) as the framework, students develop a solution (product or service) to a problem or market opportunity and assess the market feasibility of their idea. 

STEP 1: Ideate, Define, and Research

STEP 2: Develop and Refine

STEP 3: Proof of Concept

STEP 4: Competition Options

Students begin at the Getting Started section to learn about the process, watch introductory videos, and optionally explore the Emerging Technologies and Entrepreneurial Ecosystem activities for further background and potential product/service ideas for their STEM Plan.

An optional Design Thinking Unit provides an overview of the Design Thinking Process, lesson plans, presentations, videos, and activities to practice this process. Teachers can use the entire unit or select specific items to enhance learning in different sections of the Ohio STEP process.

STEP 1: Define, Ideate, and Research: Students begin in the Problem and Target Customer sections to address what the problem is, who is affected by it, its magnitude, and why it is important to find a solution. STEP 1 has been aligned with the Design Thinking (DT) Process. This unit has been integrated within the Ohio STEP Curriculum Presentations located in the “Teaching Resources” in the OAS Knowledge Base on ProjectBoard and within the Lesson Plans found below under Part 2. “Providing Lessons and Guidance” in this document. The Design Thinking Unit provides an overview of the Design Thinking Process, lesson plans, presentations, videos, and activities to practice this process. Teachers can use the entire unit or select specific items to enhance learning in different sections of the Ohio STEP process. Next, they will work through the Solution and STEM Research sections to focus on how they will solve the problem and how their solution is scientifically sound based on the provided evidence. Next, students will conduct research about the STEM concepts that support their solution and provide evidence that it will work as envisioned. 

STEP 2: Develop and Refine: Further research into their idea will involve assessing who their Competition is and developing their Value Proposition (what sets their product/service ideas apart). Students then develop their assessment of Expected Revenues and Costs.

STEP 3: Proof of Concept Categories: Full STEM Plans (up to 12 pages) include in-depth analysis and application of STEM research, creation and testing of a prototype, or conducting marketing studies and financial projections. Choose one of the following subcategories.

Full STEM Commercialization Plan explains how a new or existing STEM product or service idea, which includes either a prototype, STEM process, or technology, can be used or improved to solve a problem by applying research from various STEM fields. It provides written proof that the product or service is innovative and has the potential to be commercialized.

In this section students will develop their proof of concept by providing:

Full STEM Business Plan is a written document that explains how to create a new product/service or improve an existing one by adding new features or capabilities. This plan aspires to turn an idea into a real-world business opportunity that can be successfully brought to market. It provides written proof that the product or service is not only innovative but also financially viable as a business venture. 

In this section students will develop their proof of concept by providing:

STEP 4: Competition Options:  Students may choose to submit their Ohio STEP STEM Plan to the Virtual State Competition. All students will complete and enter both a written plan and a pitch video for the Virtual State Competition choosing the appropriate submission category for their plan type. See the flow diagram of the Ohio STEP Competition Categories in the figure below.

e Ohio STEP Competition Categories in the figure below. 

 To participate in the Ohio STEP State Competition and to receive important program communications, teachers and students must create an account in ProjectBoard at https://partner.projectboard.world/oas

PROJECTBOARD NAVIGATION AND OHIO STEP RESOURCES

Ohio STEP Resources

Program Information

Getting Started

1. Video 4: Finding Problems, Seeing Opportunities
   

1. Video Worksheet 4: Finding Problems, Seeing Opportunities

Design Thinking Unit 

Solution

STEM Research

Competitors / Value Proposition

Expected Revenues

Assess & Iterate

STEM Commercialization Proof of Concept

1. STEM Commercialization Plan Proof of Concept Worksheet
   

STEM Business Proof of Concept

Plan Templates

Pitch

Judging Cards

Teaching Resources

Sample Projects

Explore additional recent past projects from Ohio STEP by selecting “Ohio STEP” on the menu bar on the ProjectBoard Home page, then clicking on “Explore 2025 Ohio STEP Projects” or, for previous years, select “Project Libraries” from the menu bar then click on either “2024 Ohio STEP Projects” or “2023 Believe in Ohio Projects”. Projects with ribbons attached were awarded scholarships and provide students with the best examples of compelling Ohio STEP STEM Plans. 



WORKSPACE OPTIONS

1. There are two options for student project completion: working within the ProjectBoard platform by opening an “Ohio STEP Project Workspace Template”
   or by downloading an Ohio STEP Student Workbook. Teachers should explore the online “Ohio STEP Project Workspace Template” before choosing a method of delivery.

    Student instructions for creating projects using the “Ohio STEP Project

   Workspace Template” are in the ProjectBoard Navigation section of the OAS Knowledge Base. The Student Workbooks are provided as a .ppt format and can be used to either type online or to print and write by hand for students who do not have consistent access to computers or internet connections.

    TIMELINE

   Consult the OAS Event Timeline as early as possible in the planning process. Provide deadlines to students along with specific in-class due dates for required sections of the Ohio STEP Plan.
   PARTICIPATION
   Participation in Ohio STEP is open to all students in grades 6-12. Students may participate as individuals or as teams of up to 3 students. If working in a team, each member will need to create their own ProjectBoard account.  Then, one member will create the “Ohio STEP Project Workspace” and/or “Ohio STEP Submission Project” template and add the other team members to the project. Consult the instructions for this process in the OAS Knowledge Base under “ProjectBoard Navigation” on ProjectBoard.

    

   INTEGRATING INQUIRY BASED LEARNING INTO THE CLASSROOM
   Develop a plan for what Inquiry Based Learning will look like in your classroom.  Below are some suggestions.
   ·      Break down the process into small sections and provide deadlines for completing each section or tasks within a section.
   ·      Provide students with a checklist of items needed to complete.
   ·      Provide early finisher activities.
   ·    Allow students to ask a friend, another teacher, etc. for assistance.
   ·      Review student work often and provide feedback.  We suggest that the teacher review student work after completion of each “Section” of the Student Workspace Template or Student Workbook. 
   ·      Provide opportunities for students to discuss their work with peers and provide feedback to peers.
   ·      Provide opportunities to meet one-on-one with students or teams to ask questions and receive teacher feedback.

2.    PROVIDING LESSONS AND GUIDANCE

In this section we provide Student Objectives, a Pacing Guide, and Lesson Plans.  These implementation suggestions are designed to give teachers ideas about which resources to use as starting points to guide students in developing their Ohio STEP STEM Plans. Use as many resources, or as few, in your instruction. 

Ohio STEP Learning Objectives

Students will learn the processes involved in innovation and entrepreneurship. (Ohio STEP is loosely based on the Lean Business Model Canvas.)

Students will:

1. Identify a problem, pain point, or market opportunity.
   

1. Describe and discuss their target customers and intended users.
   

1. Brainstorm multiple solutions to their problem, pain point, or market opportunity.
   

1. Pivot to find an innovative solution that does not currently exist in the market.
   

1. Learn the elements of scientific research.
   

1. Conduct STEM research related to their solution.
   

1. Design a prototype (step by step process, illustrations, and/or actual model) and undergo iterations.
   

1. Describe and discuss direct and indirect competitors and their products.
   

1. Describe and discuss the customer value proposition and how it provides a competitive advantage.
   

1. Determine expected revenue streams.
   

1. Identify expected start-up and operating costs.
   

1. Organize research results and summarize findings in a scientific paper.
   

1. Prepare an oral presentation of their findings using a “pitch” format.
   

1. Create a video of themselves delivering their pitch.
   

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Lesson Plans

ProjectBoard Work Sections (found within the “Ohio STEP Project Workspace Template” or Ohio STEP Student Workbook) you will find: 

1. A description of each Work Section and issues to consider in research. 
   

1. Action Steps to complete for that Work Section that relates to the entire project. 
   

The Ohio STEP Teaching Curriculum slideshow includes:  

1. Lecture notes.
   

1. Activities with instructions and answers.
   

1. Vocabulary and definitions.
   

1. Video links.
   

NOTE: You may modify the Ohio STEP Teaching Curriculum PowerPoint Presentation to meet the needs of your students. The presentation offers ideas and activities to introduce and teach the program.

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1. Getting Started!
   Time:  3 Days (45-minute class periods)
   Lesson Plan: Getting Started!

   
   

   ●      Introduce vocabulary terms:  innovate vs. invent.
   ●      Lecture notes–Introduce Divergent vs. Convergent thinking and how both are needed for innovating!
   ●      Activity 1– Alternative Uses for the Common Toothbrush.
   ●      Students fill in the Mind map for the Alternative Uses for the Common Toothbrush activity.
   ●      Discuss results as a group.
   ●      Show Video 1: The Challenge of the Future (10:00)
   ●      Complete video worksheet and discuss.
   ●      Show Video 2: Introduction to Entrepreneurship (7:00)
   ●      Complete video worksheet and discuss.
   ●      Show Video 3: Think, Innovate, Change (8:00)
   ●      Complete video worksheet and discuss.
   ●      Introduce the vocabulary terms:  entrepreneur, entrepreneurial mindset, venture.
   ●      Have students read the “Getting Started” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   ●      Optional Partner Resources:
   

1. OAS is collaborating with Partner Organizations to share curriculum that may enhance understanding of concepts and provide additional competition opportunities for students using their Ohio STEP STEM Plans. Completing additional elements to meet entry requirements may be necessary. To meet these requirements, students should look first at those competitions with changing themes or content areas. This may help them generate ideas for their chosen problem and solution for their Ohio STEP STEM Plans. These resources also provide teachers with additional activities and strategies for teaching students the entrepreneurial mindset, developing a pitch, and assessing the target market. Introduce these additional activities throughout the curriculum where they will provide the most benefit. Download the Partner Resources List in ProjectBoard under the “OAS” heading in the Knowledge Base – Optional: Not included in pacing time.
   

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STEP 1: Problem, Target Customers, Solution, and STEM Research

Problem and Target Customers

Time: 3 Weeks (45-minute class periods)

Lesson Plan:  Problem

1. Introduce: Identify a Problem, Pain Point, or Market Opportunity you have in your personal lives or in society.
   

1. Show Video 4: Finding Problems, Seeing Opportunity (9:00)
   

1. Complete video worksheet and discuss. 
   

1. Introduce vocabulary terms: Disruption, Problem/Pain Point, Market Opportunity
   

1. Activity 1: What “Bugs” You? 
   

1. Worksheet: What “Bugs” You? Have students write down their ideas.
   

1. Group discussion—what did students come up with?  Students choose a problem for their project. 
   

1. Read the “Problem” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook. 
   
2. Fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

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Lesson Plan:  Target Customers

1. Introduce: How to determine your target customers and intended users.
   

1. Introduce vocabulary terms: target customer (target market), intended user, market, value, survey.
   

1. Lecture notes –Understanding the difference between target customers and intended users.
   

1. Activity 2: Who are your Target Customers and Intended Users
   

1. Have students identify target customers and intended users and discuss results.
   

1. Activity 3:  Determining the Population your Target Customers
   

1. Have students research the percentage of the identified target customers to quantify the magnitude of their problem.  
   

1. Answer the questions and discuss the results. 
   

1. Read the “Target Customers” section Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. Fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

●      Design Thinking Unit:
This 3-Part Unit is embedded within the “Ohio STEP Curriculum Presentations” but can be used as a separate unit prior to beginning Ohio STEP if desired. This unit allows students to engage in the DT process to learn about and practice brainstorming to understand the needs of the target customer. By empathizing with their situation and needs, students can create a better product/service design. (The time has been included in the pacing plan.) The DT Unit contains a full lesson plan/script, three Curriculum Presentations, three Videos, and two Activity Worksheets. The presentations and videos are identical and can be substituted as desired.
●      Read the detailed DT Lesson Plan found in the “Teaching Resources” under “Ohio STEP” in the Knowledge Base on ProjectBoard and included in the Notes of the Curriculum Presentations.
o  Lesson 1:  Intro to Design Thinking Presentation
o  Video 1:  Ohio STEP Intro to Design Thinking.mp4
●      What is Design Thinking? (3:00)
●      Design Thinking Mindsets (3:00)
o  Creative Confidence
o  Teacher-Led Activity: One-Word Story
●      Steps of Design Thinking (15:00)
o  IDEO Shopping Cart video example (12:00)
o  Review of Steps / Q&A (2:00)
●      Closing Activity: Key Takeaways (5:00)
o  Lesson 2:  Empathize and Define Presentation
o  Lesson 2:  Empathy Map Activity and Problem Statement Worksheet
o  Video 2:  Ohio STEP Empathize and Define.mp4
●      What is Empathy?
o  Empathy vs. Sympathy
o  What is Active Listening?
●      Empathy Interview
o  Interview a Teammate
o  Teacher-Led Activity: How to Make an Empathy Map 
●      Define the Problem
o  Reframe Problem
o  Teacher-Led Activity: Construct a “How Might We…” Statements
●      Closing Activity & Takeaways
o  Lesson 3:  Ideate and Pitch Presentation
o  Lesson 3:  Ideation Activity Worksheet
o  Video 3:  Ohio STEP Ideate and Pitch.mp4
●      Warmup (7:00)
●      Teacher-Led Activity: Ideation Session (15:00)
●      Selection of Ideas (7:00)
●      Teacher-Led Activity: Pitch Your Idea
●      Closing Activity (5:00)

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Solution and STEM Research

Time: 3-4 Weeks (45-minute class periods)

Lesson Plan: Solution

1. Introduce:  Propose a Solution to Your Problem.
   

1. Show Video 5: Proposing Solutions (9:00) 
   

1. Complete video worksheet and discuss. 
   

1. Introduce Vocabulary terms: solution, pivot, incubator, makerspace, patent.
   

1. Activity 1 —Brainstorming solutions.
   

1. Worksheet:  Mind Map. Have students use the Mind Map to list possible solutions to their identified problem, pain point, or market opportunity. 
   

1. Have students choose their best solution. 
   

1. Activity 2:  Determine if your solution already exists! 
   

1. Have students conduct internet research to see if their solution exists and discuss what to do if it already does!
   
2. 
   
3.  Activity 3:  Informal Interview–share the “Informal Interview Questions” worksheet with students
   
1. 
   o  Have students practice interviewing and recording answers by taking turns conducting interviews with their shoulder buddies.
2. o  Discuss the experience or results.
   
3. o   Assign students to conduct interviews with their intended users to get feedback about their problem and solution, then analyze their results.
   

1. Have students use the feedback from their interviews to refine their solutions. 
   

1. Share the “Patent Discussion” document with students. (optional)
   

1. Read the “Solution” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. Fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

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Lesson Plan: STEM Research

1. ●      Introduce:  STEM Research:  Background and Application
   ●      Show Video 6: Using Technology to Execute a Solution (11:00)
   ●      Complete video worksheet and discuss.
   ●      Introduce Vocabulary terms: Research, Science, Technology, Engineering, Math, Prototype, Iterate
   ●      Introduce “Research” lecture notes including:
   o  what is research?
   o  why research
   o  steps to conducting research.
   ●     Complete Activity 4:  Identifying Keywords/Concepts to Research and Fill in Keywords/Concepts Graphic Organizer (GO)–The Cooler Pillow.
   ●     Discuss the activity as a group.

1. ●     Continue going over the “Research” lecture notes including:
   

2. o  Where To Find Research Sources
   o  Using AI Platforms for Research
   o  OAS AI Policy
   o  Elements of an AI Prompt
   o  Elements of an AI Prompt: Quick Guide
2. ●      Complete Activity 5: AI Prompts for Holo Generator STEM Research. Students start with this scenario – “You have an idea for creating a hologram generator and have ideated a solution. You are preparing to conduct STEM research and plan to start with an AI search.” – and assess the elements of the example prompt.
   ●      Discuss Activity 5: AI Results for Holo Generator. Follow lecture notes.
   ●      Activity 5: Repeating the AI Search for the Holo Generator STEM Research. Copy the
   ●      Discuss the results as a group.
   ●      Activity 6: AI STEM Research Holo Generator Student Practice.
   ●      Share results of student searches. Compare and discuss.
   ●      Continue going over the “Research” lecture notes including:
   
1. o  Research Source Links
   o  How To Cite Sources
   o  Other Important Items to Include
   o  Strategies For Reading Journal Articles
3. ●      Complete Activity 7: Using the STEM Research GO. Read a scientific journal article over cooling pillows. --Teaches students how to go through a scientific article and identify important points. 
   ●      Share the STEM Research GO with students and demonstrate how to fill it in.
   ●      Explain that the STEM Research GO includes background information and the application of the background information. --Students need to be able to discuss the known STEM information related to their solution and how it was applied to develop their solution.
   ●      Share the “Research Resources” document with students.
   ●      Lecture notes: Discuss Prototypes and why they are important when innovating.
   ●      Share the Prototype Graphic Organizers (GO):  Product Prototype GO, App or Computer Program GO, and Service Prototype GO
   ●      Discuss what students should do during prototyping based on whether they developed a product, service, or an App/Computer Program.  If they developed an App/Computer program, they may need to use the App/Computer program GO and the Service GO. For example:  Students may have developed an App (which would be considered a product). Students may then want to deploy the App to provide a type of service.
   ●  Show Video 7: Who Can Benefit from Your Solution? (8:00)
   ●      Complete video worksheet and discuss.
   ●      Have students reflect on how their solution meets the needs of their Target Customers and Intended Users identified in the beginning of STEP 1.
   ●      Have students read the “STEM Research” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   ●      Have students fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.

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STEP 2: –Competitors, Value Proposition, Expected Revenues, Costs (Start-up and Operating Costs)

Competitors and Value Proposition

Time:  1 Week (45-minute class periods)

Lesson Plan:  Competitors

1. Introduce: Who Are Your Competitors?
   

1. Show Video 8: Who Are Your Competitors? (7:00) 
   

1. Complete video worksheet and discuss. 
   

1. Introduce vocabulary terms:  competitor, direct competition, indirect competition.
   

1. Complete Activity 1:  Finding Competitors for Shiny Tooth Toothpaste
   

1. Discuss results as a group.
   

1. Lecture notes:  Go over the Benefits of Competition in Business.
   
2. Have students read the “Competitors” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   
3. Have students fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

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Lesson Plan: Value Proposition

1. Introduce:  Customer Value Proposition and Competitive Advantage
   

1. Show Video 9: What Value Do You Bring to the Market? (7:00) -- Optional–not included in pacing time.
   

1. Complete video worksheet and discuss. --not included in pacing time.
   

1. Introduce vocabulary terms:  Customer Value Proposition, Competitive Advantage
   

1. Lecture notes:  Discuss how to identify customer value and how it leads to competitive advantage and why this is important in setting your product or service apart from the competition. 
   

1. Complete Activity 2: Value Proposition and Competitive Advantage
   

1. Discuss results as a group.  

2. Have students read the “Value Proposition” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

3. Have students fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

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Expected Revenues and Costs

Time:  2-3 Weeks (45-minute class periods)

Lesson Plan: Expected Revenues

1. Introduce: How to Determine Your Revenue Streams.
   

1. Show Video 10: Will Your Idea Generate Revenue? (9:00) 
   

1. Complete video worksheet and discuss. 
   

1. Introduce vocabulary terms:  Revenue, Profit
   

1. Complete Activity 1:  Research and List Common Revenue Streams. 
   

1. Discuss findings as a group—students will use this list for their own future research.
   

1. Lecture notes–go over the types of revenue streams and why each is important to consider.
   

1. Share the “Revenue Streams” document with students.
   

1. Have students read the “Expected Revenues” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. Have students fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.

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Lesson Plan: Costs

1. Introduce:  How to Determine Operating Costs/Expenses and Start-Up Costs/Investments.
   

1. Video 11:  What Will It Cost to Get Started? (7:00)
   

1. Complete video worksheet and discuss. 
   

1. Video 12:  What Are the Operating Costs? (7:00)
   

1. Complete video worksheet and discuss. 
   

1. Introduce vocabulary terms: Operating Costs, Start-Up Costs, Fixed Costs, Variable Costs, Research and Development, Outsource
   

1. Lecture notes: –Introduce the Holo Generator as an innovation to provide background for the upcoming activities. (Optional article over Holograms)
   

1. Complete Activity 1:  Operating Costs/Expenses worksheet for the Holo Generator Innovation. (2 slides)
   

1. Discuss the results as a group.
   

1. Complete Activity 2:  Start Up Costs worksheet for the Holo Generator Innovation
   

1. Discuss the results as a group.
   

1. Share the “Start-up and Operating Costs” worksheet with students.  Have students use the worksheet to help them with this section.
   

1. Have students read the “Costs” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. Have students fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.

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Assess and Iterate 

Time:  2 Days (45-minute class periods)

Lesson Plan: Assess and Iterate

1. Introduce:  Assess and Iterate
   

1. Show Video 13:  Does Your Idea Get a Green Light? (7:00) -- Optional–not included in pacing time.
   

1. Complete video worksheet and discuss. --not included in pacing time.
   

1. Have students review their work thus far, go back to previous Sections as needed, and make any necessary changes.
   

1. Read the “Assess and Iterate” section in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. Fill in Action Steps in the “ProjectBoard Project Workspace Template” or Ohio STEP Student Workbook.
   

1. MIDDLE SCHOOL TEACHERS: Proceed ONLY to the Summary Paper and Pitch Video section directly below.
   

1. HIGH SCHOOL TEACHERS: Proceed ONLY to Step 3: Proof of Concept and follow either the Full STEM Business Plan and Pitch Video OR the Full STEM Commercialization Plan and Pitch Video sections below. 
   

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Summary Plan and Pitch Video:

Time:  2-3 weeks (45-minute class periods)

Lesson Plan

1. Lecture notes: Introduce “What is an Elevator Pitch?” 
   

1. Share the Pitch Builder G.O. with students and discuss required elements.
   

1. Students plan the elements of their pitch and fill in the G.O.

2. Read and complete the Action Steps in the “What is Next?” section in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.
   View previous Summary and Pitch Video Projects under the Ohio STEP tab on the menu bar in ProjectBoard.

1. Share the Summary and Pitch Judging Card with students and go over. 
   

1. Share the Summary Plan Template with students and go over the required elements.
   

1. Students can copy and paste their written descriptions from each PB Work Section and revise their text to conform to the template prompts to create their summary. 
   

1. Save as a PDF.
   

1. Record and save pitch video.
   

1. Create an Ohio STEP Middle School Submission Template once the submission window opens in December.
   

1. Upload video, summary, and OAS Consent and Release Form to workspace area within this project submission section.
   

1. Click on the SUBMIT button and follow the submission instructions provided.
   

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STEP 3: Proof of Concept: STEM Commercialization Plan or STEM Business Plan

Time:  3-5 weeks (45-minute class periods)

Lesson Plan: STEM Commercialization Plan

1. Introduce:  STEM Commercialization Proof of Concept
   

1. Introduce vocabulary terms: Proof of Concept, Feasible, Commercialization
   

1. Complete Activity 1a:  STEM Background and Application:  Have students read the article and answer the questions.  This article gives students an understanding and guide for developing their commercialization proof of concept.
   

1. Discuss as a group. 
   

1. Complete Activity 2:  STEM Background and Application:  Have students read the additional articles.
   

1. Discuss as a group.
   

1. Read the “STEM Commercialization Proof of Concept Section” section in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.
   

1. Fill in Action Steps in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.

Full Plan and Pitch Video: STEM Commercialization Plan

1. Lecture notes: Introduce “What is an Elevator Pitch?” 
   

1. Share the Pitch Builder G.O. with students and discuss required elements.
   

1. Students plan the elements of their pitch and fill in the G.O.
   

1. ●      Have students read and complete the Action Steps in the “What is Next?” section in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.
   

2. Have students view previous STEM Commercialization Plan and Pitch Video Projects under the Ohio STEP tab on the menu bar in ProjectBoard.
   

1. Share the STEM Commercialization Plan and Pitch Judging Card with students and go over. 
   

1. Share the STEM Commercialization Plan Template with students and go over the required elements. 
   

1. Students can copy and paste their written descriptions from each PB Work Section and revise their text to conform to the template prompts to create their STEM Commercialization Plan. 
   

1. Save as a PDF.
   

1. Record and save pitch video.
   

1. Create an Ohio STEP High School Submission Template once the submission window opens in December.
   

1. Upload video, full plan, and OAS Consent and Release Form to workspace area within this project submission section.
   

1. Click on the SUBMIT button and follow the submission instructions provided.
   

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Time:  4-5 weeks (45-minute class periods)

Lesson Plan:  STEM Business Plan

1. Introduce: STEM Business Proof of Concept.
   

1. Introduce vocabulary terms: Proof of Concept, Feasible, Marketing, B2B, B2C, Advertising, Cost of Sales, Overhead, Price Point, Profit, Sales and Revenues, Pure Risk, Speculative Risk, Return on Investment (ROI)
   

1. Complete Activity 1:  Introduce the 4 Ps of Marketing–Promotion: Have students read the article about the difference between advertising and marketing.  List advertising types and discuss which they would choose to advertise the Holo Generator.
   

1. Discuss the results as a group. 
   

1. Complete Activity 2:  Introduce the 4 Ps of Marketing–Place:  Have students read the article about Distribution channels.  List distribution channels and discuss which they would choose to distribute the Holo Generator.
   

1. Discuss the results as a group. 
   

1. Lecture notes:  Introduce what is included in calculating the cost of sales and use the provided calculator to determine their cost of sales. Discuss how to calculate the price point for a product or service.
   

1. Complete Activity 3:  Have students calculate the Cost of Sales and Price Point for the Holo Generator
   

1. Discuss the results as a group. 
   

1. Complete Activity 4: Have students calculate their Sales and Revenue for the Holo Generator.
   

1. Discuss the results as a group. 
   

1. Complete Activity 5: Have students read the article over risks and list types of pure and speculative risks. Have students decide risks associated with bringing the Holo Generator to the market. 
   

1. Discuss the results as a group. 
   

1. Complete Activity 6:  Have students analyze the Holo Generator 3-year financial Projection.  Have students determine the following:
   

1. Review the “Additional Start-up and Operating Costs” worksheet with students.
   

1. Review the “Start-Up Costs Help Guide” with students.
   

1. Review the “Types of Investors” document with students.
   

1. Hand out the 3-Year Financial Projection Template to students and review vocabulary and required elements.
   

1. Hand out the ”3-Year Financial Projection Help Guide” and go over each section with students. 
   

1. Read the “STEM Business Proof of Concept” section in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.
   

1. Fill in Action Steps in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.
   

Full Plan and Pitch Video: STEM Business Plan

1. Lecture notes: Introduce “What is an Elevator Pitch?” 
   

1. Share the Pitch Builder G.O. with students and discuss required elements.
   

1. Students plan the elements of their pitch and fill in the G.O.
   
2.  Have students read and complete the Action Steps in the “What is Next?” section in the “ProjectBoard Workspace Template” or Ohio STEP Student Workbook.

1. Have students view previous STEM Business Plan and Pitch Video Projects under the Ohio STEP tab.
   

1. Share the STEM Business Plan and Pitch Judging Card with students and go over. 
   

1. Share the STEM Business Plan Template with students and go over the required elements. 
   

1. Students can copy and paste their written descriptions from each PB Work Section and revise their text to conform to the template prompts to create their STEM Business Plan. 
   

1. Save as a PDF.
   

1. Record and save pitch video.
   

1. Create an Ohio STEP High School Submission Template once the submission window opens in December.
   

1. Upload video, full plan, and OAS Consent and Release Form to workspace area within this project submission section.
   

1. Click on the SUBMIT button and follow the submission instructions provided.
   

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3.    PROGRAM SUPPORT 

MENTORS

Teachers and Independent Students who use the online ProjectBoard Project Workspace Template to build student projects may invite mentors from their community to review student work, suggest additional resources by attaching documents, videos, and URLs, and comment on the plan throughout the process. Teachers can provide links to their student’s projects within ProjectBoard after the mentors have created a Mentor Account on ProjectBoard and have completed the OAS training process.

OAS STAFF

Contact Ohio Academy of Science staff with questions about the Ohio STEP process, curriculum, or competition by email at info@ohiosci.org or by phone at 614.389.2182. 

PROJECTBOARD STAFF

Questions may arise as students and teachers progress through account creation, class creation, project development, and/or project submission. Consult the Knowledge Base within ProjectBoard for help answering common questions or click on the Chat Bot in the bottom right-hand corner of the screen to filter your questions to find the proper resource. For questions not covered by these resources, leave a message for ProjectBoard support staff by clicking on “Help” then “Contact Us” on the menu bar. 

4.    PREPARING FOR OHIO STEP VIRTUAL STATE COMPETITION

WRITTEN STEM PLANS

COMPETITION

Ohio Step Virtual State Competition Student Submission Checklist:

1. Written STEM Plan
   

1. Pitch Video Presentation
   

1. 3-Year Financial Projection pdf (STEM Business Plans only)
   

1. Signed OAS Consent and Release Form 
   

The option to create a Submission Template will only be activated when the Virtual State Competition submission window opens. A “SUBMIT” button will be at the top of this template. When clicked, students will complete the required information provided in the template. Consult the OAS Knowledge Base for complete submission instructions.

Number of Submissions: Each school year high school students may submit only one plan for competition. If a student is required to develop a plan for two different classes, e.g., one commercialization, one business, they must choose one of the two for competition. 

Carryover Projects: Although ideas may be spin-offs of previous work, Ohio STEP Does Not Permit carryover projects for State Competition. New ideas must be generated in subsequent years. Students must briefly discuss the previous idea if the new idea is related to a previous project.

Previously Unsubmitted or Enhanced Projects: If a student created a STEM Plan in the previous school year that was never submitted for competition, they may enter that Plan for the current year’s State Competition if it is updated to follow current guidelines, templates, and judging cards.

Extension of a Previously Entered Summary Plan and Pitch Video: If a student completed the Summary Plan and Pitch Video option for State Competition in one school year and would like to develop the project further by completing either of the Proof of Concept Categories for their earlier summary, they may complete the additional required work and create a Pitch Video that includes the additional research for that STEM Plan to be judged according to the appropriate current judging card in the following year.

JUDGING

Plans submitted to ProjectBoard by the deadline will be judged in the Virtual State Competition within the ProjectBoard platform using the appropriate Ohio STEP category judging card. Plans and pitches will be judged in each competition category. Projects with the highest combined scores will receive sponsored awards.

5.    ADDITIONAL RULES AND GUIDELINES 

PATENT, INTELLECTUAL PROPERTY, AND PUBLICATION

When students submit an Ohio STEP STEM Plan for review or judging, they are making a public disclosure of their ideas, concepts, research, etc. Therefore, they retain no proprietary interest in those ideas, concepts, research or results, etc. unless they have made an appropriate patent or intellectual property filing to protect their interests prior to submitting their plan for review. Students/parents interested in protecting their intellectual property rights should consult an attorney for advice. 

Ohio STEP participants should understand that all teachers, mentors, judges, and any other people in any way connected with the Ohio STEP program, The Ohio Academy of Science or any other person involved with the Ohio STEP program in any capacity are under no duty whatsoever to maintain the confidentiality of any concepts, ideas, or research included in any plan submitted for review and judging. Additionally, the student acknowledges that any plan that they submit may be published or publicized, in whole or in part, along with their name by the Ohio Academy of Science, particularly if their plan is chosen as an awardee in the Ohio STEP plan competitions. 

US PATENT & TRADEMARK OFFICE (USPTO): 

1. How to file a provisional patent application, http://www.uspto.gov/patents/resources/types/provapp.jsp 

1. The overall patent filing process: http://www.uspto.gov/patents-getting-started/patent-process-overview