Download 1 Unsatisfactory Performance

Lesson Plan Title: Solar System Exploration
Concept/Topic to Teach:
To explore and understand about the nine planets in the Solar System
Standards Addressed:
SC (4) 10
TE (3-5) 1
TE (3-5) 2
TE (3-5) 5
TE (3-5) 6
TE (3-5) 8
TE (3-5) 10
TE (3-5) 12
ELA (4)
ELA (4) 16
ELA (4) 23
ELA (4) 25
ELA (4) 27
ELA (4) 28
ELA (4) 29
ELA (4) 32
ELA (4) 33
ELA (4) 35
ELA (4) 38
ELA (4) 39
Describe components of our solar system.
Use input and output devices of technology systems.
Use various technology applications, including word processing, and multimedia
software.
Practice safe use of technology systems and applications
Describe social and ethical behaviors related to technology use.
Collect information from a variety of digital sources.
Use digital environments to collaborate and communicate.
Create a product using digital tools.
Organize information on a specific topic obtained from grade-appropriate
reference materials.
Interpret information presented orally, visually, or quantitatively (e.g., interactive
elements on Web pages) and explain how the information contributes to an
understanding of the text it appears.
Write informative or explanatory texts to examine a topic and convey ideas and
information clearly.
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single setting.
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a list
of sources.
Engage effectively in a range of collaborative discussions (one-to-one, in groups,
and teacher-led) with diverse partners on Grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
Paraphrase portions of a text aloud or information presented in diverse media and
formats including visually, quantitatively, and orally.
Report on a topic or text, tell a story, or recount an experience in an organized
manner using appropriate facts and relevant, descriptive details to support main
ideas or themes, speak clearly at an understandable pace.
Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
ELA (4) 40
Use knowledge of language and its convention when writing, speaking, reading,
or listening.
Specific Objectives: The student will be able to:




Identify and describe the nine planets in the solar system
Demonstrate an understanding that the nine planets orbit the sun in the solar system
Identify and list the order of the nine planets from the sun
Identify and describe characteristics, facts, and special features of the nine planets
 Demonstrate knowledge of the solar system by designing a poster and a travel brochure
on the planets
Required Materials:
Books:
Video:
WebQuest:
Word Files:
Equipment:
Supplies:
A variety of age and reading level appropriate books about the nine planets
The Book of Planets by Clint Twist
Planets Around the Sun by Seymour Simon
The Planets in our Solar System by Franklyn M. Bransley
The Magic School Bus Lost in the Solar System by Joanna Cole
Visual Tour of the Solar System by Space.About.com
SpaceQuest: A Voyage of the Final Frontier:
http://zunal.com/webquest.php?w=174792
Solar System Note Pads; Spaceship Images; Mission Patch Images; Debriefing
Information Sheets; Explorers Job Duties Sheet; Planet Research Sheet; Space
Quest Travel Brochures; SpaceQuest Checklist; Which Planet Am I? Worksheet
Smart board (digital device with Internet access); Computers w/ Internet access;
Printer; Microsoft Word Software
Poster Boards; Notebook Paper; Crayons; Colored Pencils; Markers; Glue; Tape;
Glue Sticks; Dry Erase Markers; Chart Paper or Board; Printer; Construction
Paper (variety of colors); Scissors; Planet Cut-Outs; Fruits: Pumpkin (giant),
Coffee Bean, Blueberry (large), Cherry, Pea, Grapefruit (large), Orange (very
large), Kiwi, Nectarine, Rice (grain); Timers
Anticipatory Set (Lead-In):
Students will know some information about the planets as well as the sun from previously
taught lessons on other celestial bodies in the solar system. In this lesson, students will build on
this knowledge as they research the nine planets in order to learn the characteristics, special
features, and orders from the sun. The teacher will pose questions, “What city do we live in?
(Mobile); What state do we live in? (Alabama); What country do we live in? (United States);
What continent do we live on? (North America); What planet do we live on? (Earth); What
system does the planets and all other celestial bodies make up? (Solar System); What galaxy
contains our solar system? (Milky Way); What is the center of our solar system? (Sun).” Explain
that they will learn what all of the planets are, their orders from the sun, and what kinds of things
are unique to each one. “Do you ever wonder about travel to the other planets? Today you will
become explorers and take a SpaceQuest virtual tour of the solar system. Your teams will
research a planet and design a travel brochure to persuade others to visit it. Then you will
prepare a report of the collected data and share your presentations with the class. Are you ready
to boldly go where no man has gone before?”
Step-By-Step Procedures for Teaching the Lesson:
1. The teacher will draw a Web on chart paper and invite students to share facts they already
know about the solar system (write responses on the chart paper).
2. Question the students about the planets, such as “Can you tell me what the planets are in
our solar system, which planet is closest to the sun, which planet comes next?” And
continue to the farthest planet from the sun (add responses to the Web).
3. The teacher will discuss how the planets orbit (revolution) around the sun, such as the
Earth revolves around the sun. Introduce the concepts revolve meaning a complete turn,
“the Earth makes a complete somewhat circular turn or travel in path around the sun and
rotate means to spin.” Model the concepts; have students hold up one of their left finger
and spin it around or rotate, then take their right hand and make a complete circle around
the left hand to revolve.
4. The teacher will explain what the solar system is and consists of (review), such as the
sun, the planets, and their moons or satellites that orbit around it.
5. The teacher will distribute students the Solar System Note Pads to jot down notes during
the lecture and explain that the note pads will be a part of their grade. Begin the lecture;
“The solar system is comprised of nine planets each with unique features on the surfaces.
The nine planets in our solar system in order from the sun are Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto.” (write the names of the planets on
chart paper).
6. The teacher will teach an acronym for remembrance of the planets in order: My Very
Excited Mother Just Sent Us Nine Pizzas, in which, the first letter in the acronym stands
for each of the planets in order from the sun.
7. The teacher will continue the lecture discussing the two types of planets in the solar
system; “the inner or terrestrial planets are the four planets closest to the sun; Mercury,
Venus, Earth and Mars. They have solid rocky surfaces. The four largest planets,
Jupiter, Saturn, Uranus, and Neptune are called the gas giants because they consist mostly
of gas and liquid. The smallest planet, Pluto has a solid but icier surface than the inner
planets. The atmospheres of the planets determine many of the characteristics of the
planets. In addition, the distance, in which, each planet orbits the sun also determines
many of the characteristics of the planets.” The teacher will pause during the lecture to
write the information on the chart paper and answer students’ questions or responses.
8. Students will view the video, Visual Tour of the Solar System and jot down important
information about the planets. The teacher will lead questions about the video, “So what
did we learn about the planets, are there any questions or comments?” (Responses are
added to the Web).
9. The teacher will explain the SpaceQuest virtual tour and introduce the book, The Magic
School Bus Lost in the Solar System and instruct students to jot down notes during the
reading. Students will record information as it is read through pauses and repetition,
answer questions, and give explanations for reinforcement of comprehension skills.
10. The teacher will discuss the book with the students, posing questions such as, “What are
some of the characteristics of the nine planets, which planets have moons/satellites, how
many moons does each planet have, what are the planets made of,” adding more
information to the Web on the chart paper and answer any questions.
11. The teacher will inform the students that they will also go on a tour of the solar system
like Ms. Frizzle’s class (character from the book), but the tour will be a voyage of the
final frontier. The teacher will introduce the WebQuest, SpaceQuest: A Voyage of The
Final Frontier. “You will be teams of explorers for the UWA Enterprise 12 who will
explore a planet assigned by the Mission Control Chief Commander Burke. You will use
resource links provided by Mission Control to research the planet and collect data.”
12. The teacher will divide the students into 9 groups with 3 students on each team being
ideal. Each team will be assigned a planet and a Team Captain. Team Captains will
assign each explorer duties and a job title: Lieutenant, Specialist, and Engineer. Each
team will work together to complete all the tasks.
13. As a team, students will select a name for their group, an image of a spaceship to travel;
Spaceship Images, and a mission patch; Mission Patch Images. Team Captains will
complete the Debriefing Information Sheets and the Explorers Job Duties Sheets
provided by Mission Control.
14. The teacher will direct students to several resources, such as websites, books, and other
images of the nine planets. This is a great time to talk with students about plagiarism.
Students will be advised to only use the resource links provided by Mission Control and
to cite the sources that they use.
15. Students should click on the site, scan the web page and selectively search through
information concerning their planet jotting down notes on the Solar System Note Pads.
The team of explorers should determine the most pertinent information to use for the
SpaceQuest Travel Brochures and Planet Research Sheets. The teacher will discuss each
task and model how to correctly fill out all the sheets required.
16. The teacher will model for the students how to correctly design the travel brochure using
the Sun as an example. Inform students that they are allowed to design the travel
brochure any way they like, but it must include the information as instructed. The travel
brochure has two parts; Part 1 includes pages 2-4. On page 2 (the introduction page), the
teacher will write the name, copy/paste an image of the Sun (from resource links
provided for the class), and write a brief description about it. On page 3, teacher will
describe and list the appearance of the Sun and copy/paste an image of the Sun’s surface.
On page 4, teacher will describe the moons/satellites; how many, names of at least two,
and copy/paste an image of one of the described moons/satellites.
17. Part 2 of the travel brochures includes pages 1, 5-6. On page 1 (the title page), teacher
will write the name, copy/paste an image of the Sun (a different image), and a “catchy”
phrase about the Sun to attract others to visit. On page 5, teacher will write about
interesting discoveries of the Sun (describing why people should visit). Explain to
students “in this section, you really want to ‘sell’ the idea of people visiting the planet.”
On page 6, teacher will write fast facts about the Sun. Inform students to make sure they
save the work as they complete each section. The teacher will pause between each page
and section of the travel brochure to answer any questions students may have and check
for understanding.
18. Travel brochures should be colorful and creative. Encourage students to utilize the MS
Word menu bar to change the font, background, font colors, size, etc. Students can
utilize images from the resource link websites and/or clipart. There must be at least 4
images included in the travel brochure.
19. Students will design and complete each section of the brochure with characteristics and
special features of their planet as the sole purpose to convince others to visit their planet.
Students will copy and paste images of their planet. Each explorer will be assigned by
the Team Captain of which section(s) of the brochure to complete. Team Captains will
print out the brochures and allow each explorer to sign their names and job titles to the
sections they completed.
20. Each team will prepare a short presentation to share what they learned to the class.
Students will present the planets in the order they are located from the sun, starting with
Mercury. As teams present, the teacher will add new information about each of the
planets to the Web on the chart paper. The presentations should only be 3-5 minutes and
time allowed after each presentation for questions. Each team will be given timers to
rehearse what they will say and do.
21. Each student will write a one-page summary of the research on the team’s assigned planet
using MSWord. The MSWord document should be double-spaced, free of
spelling/grammar errors, and demonstrate underline, bold, italicized wording with
varying font usage.
22. Team Captains will be provided a SpaceQuest Checklist to check off each task when it is
completed. Upon completion of the presentations, team captains will turn in all the
required sheets, note pads, brochures, and checklists to Mission Control.
Guided Practice/Monitoring:
1. The teacher will use the following fruit to represent the sun and the nine planets:
 Sun: Pumpkin
 Mercury: Coffee Bean
 Venus: Blueberry
 Earth: Cherry
 Mars: Pea
 Jupiter: Grapefruit
 Saturn: Orange
 Uranus: Kiwi
 Neptune: Nectarine
 Pluto: Rice
2. The teacher will invite 10 students to hold each piece of fruit in front of the class. Ask,
“What do you think the fruit might represent in the solar system?” (The planets). The
teacher will review the lesson concepts of the solar system and ask the students, “Which
fruit do you think might represent the sun?“ (The pumpkin). As a whole group, the
students will work together to arrange the fruits (the students are holding), in the correct
order starting with the fruit (planet) closest to the sun to the fruit (planet) farthest from
the sun. The teacher will question the students, “Which planet is the largest? (Jupiter)
Smallest? (Pluto) Which planet is closest to the sun? (Mercury) Farthest?” (Pluto).
3. The teacher will create a drawing of the solar system on chart paper. Have the students
direct as the teacher draws. The teacher will pause and assess/check for the students
4.
5.
6.
7.
comprehension and ask questions, “What objects should we start with? (The sun) What
planet comes next?” (Mercury) and so on.
The teacher will continue to review the lesson concepts and pose more questions, “What
have we learned? (Various responses) What are the planets in our solar system?
(Mercury, Venus, Earth Mars, Jupiter, Saturn Uranus, Neptune, Pluto) Can you tell me
the acronym to remember the order of the planets? My Very Excited Mother Just Sent
Us Nine Pizzas. Can you tell me a similar characteristic of all the planets? (Orbit the
sun), Can you name some different characteristics between the planets?” Students will
have various responses such as some are rocky, some are made of gas, atmospheres are
different, some are warmer, some are colder, etc. “What are the names of the inner
planets? (Mercury, Venus, Earth, Mars) What are the four planets with rings?” (Saturn,
Jupiter, Uranus, Neptune).
The teacher will revisit the names and order of the planets using the Planet cutouts.
Invite the students to identify the planets as they are shown and describe their order from
the sun. “Which planet do you think this could be? (Venus) Which planet might be
Earth? Mars?”
Introduce the activity, Planet Plate Posters; students will make the sun and the planets
using the art supplies of their choice. They will glue the sun and planets on the paper
plates in the proper order. Students will glue their completed paper plates in the center of
the posters. Students will write at least 3 things that they have learned about the sun and
each planet.
The teacher will walk around to observe and assist the students.
Closure (Reflect Anticipatory Set):
“Today we learned about the nine planets of the solar system, their characteristics, special
features, and facts about them. What is the order of the planets from the sun? (Mercury, Venus,
Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto). We discussed a way that you could
remember that order. Do you remember what we called that method? (An acronym) What was
the acronym? (My Very Excited Mother Just Sent Us Nine Pizzas). The acronym is very helpful
when naming the planets in order from the sun. Now I want you to make up your own acronym
to help you remember it in the future. We also discussed some unique things about each planet
and some similar characteristics. Can you name some unique things? (Possible Responses:
Pluto has an icier surface; some have rings and some don’t; some have a lot of moons and some
only have a few or none; some are smaller and some are larger. That’s right there are some
unique qualities about each planet. What do all the planets have in common? (They all orbit the
sun). What are the two types of planets in the solar system? (Inner planets; Mercury, Venus,
Earth, and Mars and Outer planets; Jupiter, Saturn, Uranus, and Neptune). Now that you have
learned about all the celestial bodies in the solar system, you can now know when gazing at the
sky where the celestial bodies are located, the ones you can see and the ones you think you see.
But, have you ever wondered about day and night? When it’s dark on one side of the world, the
other side of the world has daylight. Night falls as we sleep and the day arises when we awake.
In our next unit of study, we will learn what makes day and night. We read about it with Ms.
Frizzle’s class, but we are going to find out just exactly what happens and what causes it.”
Assessment Based on Objectives: The student will be able to:

Given a class discussion on the nine planets, the students will identify and describe the
nine planets in the solar system with 100% accuracy.
 Given a class discussion on the nine planets, the students will demonstrate an
understanding about the orbit of the planets around the sun in the solar system with 100%
accuracy.
 Given a class discussion on the nine planets, the students will identify and list the planets
in the correct order from the sun with 100% accuracy.
 Given a class discussion on the nine planets, the students will identify and describe the
planets characteristics, facts, and special features with 85% accuracy.
 Given a class discussion on the nine planets, the students will demonstrate knowledge of
the solar system by designing a poster and a travel brochure on the planets individually
and in groups with 100% accuracy.
Adaptations (For Students With Special Needs):
Reading Difficulties:
 Students with reading difficulties will be allowed to take the lead in designing the group’s
visual aid. These students will be allowed to design the SpaceQuest Travel Brochures.
Less Able:
 Less able students will be placed in mixed-ability groups and allowed to receive
assistance from more able peers when completing their job duties of the SpaceQuest.
Difficulty with Speaking:
 Students will be given cues and prompts to help to speak during team presentations.
 Students will be given sentence starters to help to speak during team presentations.
Difficulty with Hearing:
 Students will be provided note-taking assistance (Solar System Note Pads), to allow them
to concentrate on the teacher.
 The teacher will use captioned versions of the Space.About.com video.
 Allow students to wear headphones and the teacher wears the microphone to speak
clearly of the lesson concepts.
Difficulty with Sight:
 Students will be given extra time to complete tasks.
 The teacher will describe what she id doing as she teaches.
Difficulty with Writing:
 The one-page summary will be shortened to a half page for the students.
 The teacher will grade on the basis of content-will not penalize for errors in grammar and
spelling.
 Students will be allowed choices of manuscript or cursive instead of typing.
Extensions (For Advanced Students):
1. Introduce the activity, Guess That Planet. Explain to the students that they will read the
myths of each planet’s name and guess the planet being described. This activity activates
prior knowledge of the lesson concept about the origin of the planets names (students
were to report about the name origin of their assigned planet during the SpaceQuest
journey).
2. The teacher will review the lesson concepts, posing questions “Where did the planets get
their names? (Greek mythology) Who are the planets named after? (Gods and Goddesses)
Are all the planets named after Gods/Goddesses? (No) Which planet is not named after
anyone in Greek Mythology? (Uranus) Which planet was named for Zeus? (Jupiter)
Who was Zeus? (Ruler of the Gods).”
3. The teacher will read the book, The Book of Planets by Clint Twist, pausing in between
readings to answer questions and pose questions to check for comprehension. The
teacher will discuss the book summary with the class and ask, “Which planet was named
after Aphrodite? (Venus) Who was Aphrodite? (Goddess of love and beauty).”
4. Pass out the worksheet; Which Planet Am I? And allow students 10 minutes to guess the
planets name and complete the sheet. While the students complete the worksheets, the
teacher will write each planet’s name on chart paper/board and record responses.
5. As a class, read each name origin myth and match it to the correct planet. The teacher
will record the correct Gods/Goddesses to the correct matching planets names.
6. Have the students look over each match; each planets name to the Gods/Goddesses myth
origin. Ask the students, “What kind of pattern do you see? Are there any particular
similarities between the both?” To reinforce their higher order thinking skills. The
response should be a comparison in the features of the Gods/Goddesses to the features of
the planets.
7. Have the students take out a sheet of notebook paper; starting from the top line and draw
two straight lines down to the bottom line; to make 3 columns. The teacher will do the
same thing on chart paper/board. On the first line, in the center, title the page,
Comparison Chart. On the next line write the word ‘Planets’ in the first column, the
word ‘Alike’ in the second column, and the word ‘Gods/Goddesses’ in the last column.
Skip a line and write the number 1 and record the answer from the worksheet to the
notebook paper.
8. Have the students write the word ‘Mercury’ under the column heading Planets. Instruct
students to read the myth and write the Gods name ‘Hermes’ under the column heading
Gods/Goddesses. Question the students, “How are both of them alike? What does the
planet Mercury have in common with the God Hermes?” Students’ response should be
that the planet Mercury revolves around the sun the fastest and Hermes was swift on his
feet. “What does the word swift mean?” (Fast). “So in the Alike column on the chart,
you would write that they both are fast.”
9. Instruct the students to finish the remaining sheet; writing the words in the correct
columns and their comparisons in the middle column. The teacher will model and fill in
the information on the chart.
10. Once students have completed the paper, the teacher will go over it with the students to
check for their understanding. The chart should look like or similar to the one listed
below. This would be a great introduction activity for a unit of study on Greek
Mythology.
Comparison Chart
Planets
Alike/Same
Gods/Goddesses
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Both are fast
Both are beautiful
Both represent land; Earth has plentiful land
Both are the color of red; means war
Both are the power, largest, magnificent
Both represents Gods; Zeus’s father
N/A
Both represents blue; God of sea; sea looks blue
Both represent the dead; Hades is hell
Hermes
Aphrodite
Terra
Ares
Zeus
Cronus
N/A
Poseidon
Hades
Possible Connections to Other Subjects:




Mathematics: Calculate Earth age and Earth weight on other planets
Art: Create solar system models
Physical Education: Concept of Planetary Movement & Directionality
Social Studies: Mythology of the Planets
Reflection:
Through their research and class discussion, students should have learned that each planet is a
unique world, yet there are some similar characteristics and features between them. I feel the
students will be very excited and motivated to learn when they role-play. With the use of the
SpaceQuest (webQuest), students are more engaged and more involved in the group project. The
idea of using whimsical play in teaching and learning is like an example of intrinsic motivation.
The students use their imagination, as explorers on the virtual tour of the final frontier to make
discoveries of the “unknown” are the reward itself. I think the use of the fruits and vegetables as
representations of the planets was a very engaging hands-on activity. The students demonstrated
their understanding of the planets order from the sun using real-life experiences. It sets the stage
for a future math lesson on comparing scale sizes of planets to their actual sizes. Although, I
didn’t mention it when teaching the lesson plan, students should be made aware about the planet
Pluto. Recently it has become a highly controversial subject as to whether or not it is actually a
planet. It is still considered a planet, however, recent evidence indicates that it was reclassified
as a dwarf planet in 2006.
NAME OF PLANET
Place a different
picture of planet
copied from the
Internet here.
Write a paragraph here
about some of the related
information you collected
concerning the origin of its
name, where the name
came from, who is it named
after, etc.
Written By: name & job title of
the person writing this section
2
Write a paragraph here that
describes the appearance
of the planet,
the surface, temperature, and
atmosphere
etc.
Place a picture here
that shows the
planet's surface.
Write a paragraph here
that tells about the
moons/satellites of the
planets, how many, names
of at least two important
ones, and a description of
at least one well-known
moon/satellite.
Place a picture here
of one of
the planet's
moon/satellite.
Continue writing a description
of your planet here.
Written By: name & job title of
the person writing this section
Written By: name & job title of
the person writing this section
3
4
INTERESTING
DISCOVERIES
Tell why someone
should visit this
planet, what they
might be able to see
or do, what they will
remember most about
their visit, etc.
FAST FACTS
DISCOVERED BY:
DATE DISCOVERED:
NAMED AFTER:
ORDER FROM THE SUN:
DISTANCE FROM SUN:
COLOR:
PLANET'S
NAME
PLACE A
PICTURE OF
YOUR
PLANET
HERE.
A CATCHY PHRASE
ABOUT YOUR
PLANET THAT
WOULD PERSUADE
SOMEONE TO
VISIT IT.
DIAMETER:
MASS:
SIZE OF PLANET:
Written By: Name & job
title of the person
completing this section
5
This Brochure Published By:
Name of Group
6
1
Solar System Exploration
Team Name _________________________________________
CATEGORY 4 Strong Performance 3 Satisfactory Performance 2 Limited/Partial Performance 1 Unsatisfactory Performance
Requirements All requirements are met All requirements are met.
Content
and exceeded. Notes, job
duties and titles, select
team name, patches and
spaceships, summaries,
checklists, and all
assessments met.
Notes, job duties and titles,
select team name, patches and
spaceships, summaries,
checklists, and all assessments
met.
Covers topic in-depth
with details and
examples. Subject
knowledge is excellent,
highly engaged in class
discussions, worked
extremely well on teams.
Includes essential knowledge
about the topic. Subject
knowledge appears to be good,
well engaged in class
discussions, worked very well
on teams.
Formatting Makes excellent use of
Makes good use of varying
varying font, color,
font, color, graphics, effects,
graphics, effects, etc. to etc. to enhance the brochure
enhance the brochure and and presentation.
presentation.
Each section contains all
information required, all
SpaceQuest: facts are accurate, list at
A Voyage Of least 8-10 facts, very
the Final well creative and
colorful, very well
Frontier
organized, all 4 images
included, no grammatical
errors, gave appropriate
credit to each team
member.
Brochure
Each section contains most
required information, most
facts are accurate, list at least
6-8 facts, well creative and
colorful, well organized, all 4
images included, 1-2
grammatical errors, gave
appropriate credit to each team
member.
One requirement was not
completely met. Notes, job duties
and titles, select team name,
patches, and spaceships,
summaries, checklists, and most
assessments met.
More than one requirement was
not completely met. Notes, job
duties and titles, select team name,
patches, and spaceships,
summaries, checklists, and few
assessments met.
Includes essential information
about the topic but there are 1-2
factual errors, were engaged in
class discussions, and worked well
on teams.
Content is minimal OR there are
several factual errors, participated
minimally in class discussions,
unable to work on teams without
outside assistance.
Makes use of varying font, color,
graphics, effects, etc. but
occasionally these distract from the
brochure and presentation content.
Use of varying font, color,
graphics, effects etc. but these
often distract from the brochure
and presentation content.
Each section contains some
required information, some facts
are accurate, list at least 4-6 facts,
not very creative or colorful,
organized work, all 4 images
included, 2-4 grammatical errors,
gave appropriate credit to each
team member.
Each section contains a few pieces
of required information, few facts
are accurate, list at least 1-4 facts,
no creativity or color, unorganized
work, some images included, too
many grammatical errors, more
than 4, not giving appropriate
credit to each team member.
Interesting, well
Oral
Presentation rehearsed with smooth
Sources
delivery that holds
audience attention, very
well organized report
correctly addressed the
set criteria.
Relatively interesting,
rehearsed with a fairly smooth
delivery that usually holds
audience attention, wellorganized report correctly
addressed most of the set
criteria.
Delivery not smooth, but able to
Delivery not smooth and audience
hold audience attention most of the attention lost, incomplete report
time, organized report correctly
did not address criteria.
addressed some of the set criteria.
Used only the resources
provided; Cited all of the
sources used for the
assignment.
Used only the resources
provided; Cited most of the
sources used for the
assignment.
Used only the resources provided; Used very little or none of the
Cited some of the sources used for resources provided; Cited few or
the assignment.
none of the sources used for the
assignment.
Requirements:
________
Content:
________
Formatting:
________
Brochure:
________
Oral Presentation:
________
Sources:
________
Total Points:
________
Comments:
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