New Brunswick Provincial STEAM Expo Competition (Qualifying Students)
2018 Gr 8 Science Project Expos Name: ______
New Brunswick Provincial STEAM Expo Competition (qualifying students)
WHO? Grade 8 selected students of New Brunswick. Grade 8 NMS students (all students are welcome)
Note: Students selected from NMS will be those who complete and have their STEAM presentation judged by March 13, 2018 which is the NB STEAM expo registration deadline. This means that the students who wish to qualify for NMS judging must complete their project during classes AND outside of class hours (noon, homework, etc.)
WHAT? STEAM is an annual science expo on the topics of Science Technology Engineering Architecture Math. For more info, please visit
WHEN? The New Brunswick STEAM expo in Woodstock, March 20, 2018
WHERE? Woodstock, New Brunswick
NMS Science Project Expo______
WHO? All Grade 8 NMS Science students
WHEN? The NMS Science project expo preparation, February 12 – March 26
WHEN? The NMS Science expo presentations March 26 – March 30, 2018
STEAM Expo information can be found at WEB SITE
Grade 8 NMS students will prepare for the Science Project expo during Science classes and for homework. Please review the following:
Time-line:
Monday February 12 (Day 1)
- students will be presented with the details of the requirements of the STEAM expo projects
- students will view a video a video with examples of STEAM projects
- students will complete a planning sheet for the development and presentation of their STEAM or Science project (that follows the scientific inquiry process): name, class and type of project (Science Technology Engineering Art/Architecture Math), partner name, individual responsibilities, etc.).
Tuesday, February 13 (Day 2)
- Students will record the titles of three science projects that interest them
– students will present their top three science project ideas to the class
- students will make groups for the project development
Wednesday, February 14 (Day 3)
- students will visit the NB Public Library (on site) to find relevant resources
- photocopies of the books will be made by the students with the teacher.
Thursday, February 15 (Day 4)
- students will record their ideas related to the details of the requirements of the STEAM expoor Science project for the NMS Science Expo as follows:
-title, presentation format (video, poster, live presentation, experiment, etc.), partner name, etc.
Friday, February 15 (Day 5)
-students will review the info that they have gathered via the library books or the internet printouts from home.
- students will record, on their planning sheet, the duties of each group member to complete over the weekend. This may include: gathering presentation material (like bristol board, markers, glue sticks, printouts of photos, etc.), materials for experiments, etc.
Student Planning Sheet
Name of student: ______
Partner name: ______
Project ideas: (domain is either Science Technology Engineering Art/ Architecture Math)
1) ______(domain)
2) ______(domain)
3) ______(domain)
Final project choice: ______(domain)
My responsibilities:
My partner’s responsibilities:
Project Planning Outline: (this is where you could organize your ideas)
Problem and Hypothesis / Problem is new, meaningful, well researched. Hypothesis is clearly stated in the “IF….. THEN” format / Problem is meaningful, and well researched. Hypothesis is clearly stated. / Problem is addressed and researched. Hypothesis is stated. / Problem is somewhat addressed and somewhat researched. Hypothesis is unclear.Background Research / Research is thorough, specific, has many examples. All ideas are clearly explained. History, science, and pros and cons are fully addressed. / Research has many specifics and some examples. Most ideas are explained. Student mostly addresses the history, science, and pros and cons. / Research has little specifics and one example. Two or less ideas are explained. Student doesn’t address all areas: history, Science, and pros and cons. / Research has no specifics and one example. No ideas are explained. Student doesn’t address all areas: history, Science, and pros and cons.
Experimental Design/ Materials/ Procedure / Procedure is detailed, appropriate, and thorough. Steps of procedure are listed and sequential, all materials are listed. Safety issues have been addressed. / Procedure is appropriate, thorough. Steps of procedure are listed and mostly sequential, most materials are listed. Safety issues may have been addressed. / Procedure is appropriate. Steps of procedure are mostly listed. Most materials are listed. Safety issues were not addressed. / Procedure is inadequate. Steps of procedure are mostly listed. Few materials are listed. Safety issues were not addressed.
Variables / Controls/ Sample size / Variables have been identified, controls are appropriate, in place, and explained. Sample size is appropriate and explained. / Variables have been identified, controls are appropriate and in place. Sample size is appropriate. / Variables have somewhat been identified, controls are somewhat known. Sample size is not appropriate. / Missing two or more of the variables or the controls. Sample size is not considered.
Data Collection / Proper measurement. Adequate number of trials/sample size. Appropriate use of photos/charts/graphs to display data. / Use of measurements. Adequate number of trials/sample size. Some use of photos /charts /graphs to display data. / Adequate number of trials/sample size. Fair use of photos/ charts/graphs to display data. / Poor number of trials/sample size. No use of photos/charts/ graphs to display data.
Analysis / Conclusion / Conclusions are supported by the data. Sources of error have been considered. Explanation is made for how or why the hypothesis was supported or rejected. Experimental meaning is conveyed and reflection of what was learned and how it could be made better is made. / Conclusions are supported by the data. Some sources of error have been considered. Explanation is made for how or why the hypothesis was supported or rejected. Reflection of what was learned and how it could be made better is made. / Conclusions are not clearly supported by the data. Some sources of error have been considered. Explanation is attempted for how or why the hypothesis was supported or rejected. Reflection of what was learned and how it could be made better is made. / Conclusions are not supported by the data. No sources of error have been considered. Explanation is not attempted for how or why the hypothesis was supported or rejected. Reflection of what was learned and how it could be made better is not made.
Visual Display Poster Board / Board is neat, attractive, and creative. Spelling and grammar are correct. Graphs and charts are properly labeled. / Board is neat and attractive. Spelling and grammar are mostly correct. Graphs and charts are mostly labeled. / Board is neat. Spelling and grammar are somewhat correct. Graphs and charts are somewhat labeled. / Board is fair. Spelling and grammar have many mistakes. Graphs, visuals and charts are unclear.
Presentation / Each student speaks loudly and clearly, using appropriate grammar and is able to present background knowledge in a succinct manner. / Each student speaks clearly, using good grammar and is able to present background knowledge in a clear manner. / Each student speaks clearly, using good grammar and is able to present background knowledge in a somewhat clear manner. / Each student speaks using moderate grammar and is able to present background knowledge in a somewhat clear manner.
Works Cited / Bibliography / Between five and seven sources cited throughout the paper. The sources are cited properly. / Between five and seven sources cited throughout the paper. The sources are mostly cited properly. / Between three and five sources cited throughout the paper. The sources are not cited properly / Between zero and three sources cited throughout the paper. The sources are not cited properly