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Name ____________________________________ Date _________________________ S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system. EQ: How do I demonstrate my understanding of the relationships between stars, planets, and our moon in the universe? Solar System Research Project with Artifact You have been assigned ___________________________________ Task: Your job is to teach the rest of the class about your assigned topic. Gather information from internet, science textbook, EdHelpers, library books, and/or other appropriate sources. Then create an artifact to teach the class about your topic. Give key information in your artifact. Your visual artifact can be a model, poster, brochure, book, PowerPoint, game, and so on. Use your creativity! You will have some time to work on in class but will also need to work on this project at home. Parents are welcome to help but don’t overtake the project please. :o) This project will be due Tuesday, March 27, 2012. Answer the following questions: 1. Describe your topic. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. What GP standard am I working on? _______________________________________________________________________ _______________________________________________________________________ 3. What connection does my topic have on the solar system? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. What is my weight on my topic? (Some of you will not be able to answer this) _______________________________________________________________________ _______________________________________________________________________ 5. What is my age on my topic ? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6. What is my topic’s distance from the Sun? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 7. What is the length of day/year on my topic? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 8. What the approximate age of my topic? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 9. Other interesting facts about my topic? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Write all information in complete sentences. Sentences must be complete, capitalized and punctuated corrected. Do not copy sentences. Write your OWN!!!! ** Show where your topic is located in the solar system. Make a museum artifact of your assigned topic. For example, you could build a model of your topic. You could also design a booklet, poster, brochure, game that includes all of the required information or you can create a PowerPoint to share with the class. Use books, magazines, and websites to help you find out all you can about the topic that you have chosen. You may find a list of helpful links attached. (Provides information for all of the solar system topics) You will give a brief presentation to share some of the information you learn. Do not read your report to the class. Just tell us about something interesting that you learned. You will turn in this completed information packet along with your own written report for an individual grade. You may type or write your report. Student Signature: ________________________ Date: ___________ Parent Signature: _________________________ Date: ___________ Solar System Project is due: _________________________________ Check List: Did I….. 1) ______ identify my topic? 2) ______ identify which GPS standard I am working on? 3) ______ identify my topics connection or purpose in the solar system? 4) ______ organize my information in a logical manner? 5) ______ give key information on my topic? ________ my weight on this planet ________ my age on this planet ________ distance from the Sun ________ length of a Day/Year on this planet ________ approximate age of this planet ________ explain how my topic got its name ________ give other interesting facts 6) ______ use creativity to create my artifact? 7) ______ use graphics (drawings, internet pictures, or other graphics) in artifact? Remember to use your creativity! This project is supposed to be both fun and educational. (Not stressful! Everybody loves the solar system! ) You may not be able to answer all of the above questions with your topic, but the checklist is to get you thinking bigger and deeper about your subject. Use your brain and knock my socks off! Rubric for Making a Game Name ____________________________________________ Date ___________________________ 4 3 2 1 Knowledge Gained All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. Most students in the group could easily and correctly state 12 facts about the topic used for the game without looking at the game. Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. Accuracy of Content All information cards All but one of the made for the game information cards are correct. made for the game are correct. All but two of the information cards made for the game are correct. Several information cards made for the game are not accurate. Attractiveness Contrasting colors and at least 3 original graphics were used to give the cards and game board visual appeal. Contrasting colors and at least 1 original graphic were used to give the cards and game board visual appeal. Contrasting colors and "borrowed" graphics were used to give the cards and game board visual appeal. Little or no color or fewer than 3 graphics were included. Rules Rules were written clearly enough that all could easily participate. Rules were written, but one part of the game needed slightly more explanation. Rules were written, The rules were not but people had some written. difficulty figuring out the game. Creativity The student put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. The student put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters. The student tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. CATEGORY Little thought was put into making the game interesting or fun. Rubric for Making a Brochure, Book, Report, Poster or PowerPoint Name ____________________________________________ Date ___________________________ 4 3 2 1 Writing Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Writing Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. CATEGORY Attractiveness & The brochure has exceptionally Organization attractive formatting and well-organized information. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Content Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Creativity The student put a lot The student put of thought into some thought into making the artifact making the artifact. interesting and attractive. The student tried to make artifact understandable or enjoyable but missed the mark. Little thought was put into making the artifact interesting or fun. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly Information has little relates to the main or nothing to do with topic. No details the main topic. and/or examples are given. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Helpful Websites for Solar System Research Kids Astronomy http://www.kidsastronomy.com/solar_system.htm Manatee K12 Solar System Information http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm NASA for Kids http://science.nasa.gov/kids/kids-solar-system/ The Nine Planets Website http://kids.nineplanets.org/ National Geographic: Moon Quiz http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/quizyournoodle-the-moon/ Phases of the Moon http://www.woodlands-junior.kent.sch.uk/time/moon/phases.html Phases of the Moon and Other Info http://www.moonconnection.com/moon_phases.phtml Our Moon's Information http://lunarscience.arc.nasa.gov/kids/moon_facts Your weight on other Worlds http://www.exploratorium.edu/ronh/weight/index.html