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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: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________