UNIT #1 TITLE: Soar Energ! "or #se $ith grades: %rades 3& ' and ( )e*eoped +!: La#ren Rand Marcie ,e++er Sheri -orner 1 PA3 MSP Calender EVENT NOTES DATE September 18 Tue night mtg. NA 9/18/12 Fall Visit 1 October 16 Tue night mtg. LESSON #1 DUE TONIGHT 10/16/12 Fall Visit 2 November 27 Tue night mtg. LESSON #2 DUE TONIGHT 11/27/12 H O L I D A Y B R E A K Januar 1! Tue night mtg. UNIT #1 DUE TONIGHT 1/15/13 "inter#Spr ing Visit 1 Februar 1$ Tue night mtg. NA 2/19/13 %arch 1$ Tue night mtg. LESSON #1 DUE TONIGHT 3/19/13 "inter#Spr ing Visit 2 2 &pril 16 Tue night mtg.
POTENTIAL SPEAKER LESSON #2 DUE TONIGHT 4/16/13 %a 21 Tue night mtg. UNIT #2 DUE TONIGHT POST-TESTING 5/21/13 R.LES AN) RESP.NSI/ILITIES TEAM NAME: NASA ,o0pac1 Team Mem+er Roe Responsi+iities Sheri 'orner (oach )etermine the Stan*ar*s o+ our unit ,auren -an* The brain o+ the bunch .ac/ map the 8 th
gra*e Science stan*ar*s +or ! th
gra*e %arcie "ebber Science 0uru 1rovi*e science bac/groun* an* creative i*eas +or lessons 3 PA 3 Region Mathematics and Science Partnership Participant Port0oio 2312 4 2313 LESSON TITLE: Energy LESSON AUTHOR:Sheri Horner, Lauren Rand, Marcie Webber GRADE S! INSTRU"TING: # $h and %$h SU&'E"T AREAS!: (cience "ONTA"T)S S"HOOL:E*hra$a In$er+edia$e Schoo, 4 REGION "OORDINATOR:S$an Ter-o*o,u( TEAM "ONTA"T .HONE: /012134# TEAM "ONTA"T EMAIL: (5horner6ea(d*a7org TEAM "ONTA"T)( S"HOOL MAILING ADDRESS: 8#/ Ha++on A9e7 E*hra$a, .A Unit #1 .#tine %RA)E LE5EL6S7: 5 th and 8th PA 8.MM.N 8.RE MAT- .R NATI.NAL S8IEN8E STAN)AR)S: S%7A707070 A**,y a**ro*ria$e +ea(ure+en$ (y($e+( e7g7, $i+e, +a((, di($ance, 9o,u+e, $e+*era$ure! $o record and in$er*re$ ob(er9a$ion( under 9arying condi$ion( S%7A70707:2 De(cribe ;ay( $echno,ogy e7g7, +icro(co*e, $e,e(co*e, +icro+e$er, hydrau,ic(, baro+e$er! e<$end( and enhance( hu+an abi,i$ie( =or (*eci=ic *ur*o(e( S%7A7:707:2 Gi9en a +ode, (ho;ing (i+*,e cau(e2 and2e==ec$ re,a$ion(hi*( in a na$ura, (y($e+, *redic$ re(u,$( $ha$ can be u(ed $o $e($ $he a((u+*$ion( in $he +ode, e7g7, *ho$o(yn$he(i(, ;a$er cyc,e, di==u(ion, in=i,$ra$ion!7 S%7&7:7171 E<*,ain $he =,o; o= energy $hrough an eco(y($e+ e7g7, =ood chain(, =ood ;eb(!7 S%7"707170 E<*,ain ho; energy i( $ran(=erred =ro+ one *,ace $o ano$her $hrough con9ec$ion, conduc$ion, or radia$ion S%7"70717: De(cribe ho; one =or+ o= energy e7g7, e,ec$rica,, +echanica,, che+ica,, ,igh$, (ound, nuc,ear! can be con9er$ed in$o a di==eren$ =or+ o= energy S%7"707071 De(cribe $he Sun a( $he +a>or (ource o= energy $ha$ i+*ac$( $he en9iron+en$ ASSESSMENT AN8-.RS: S%7A707070 A**,y a**ro*ria$e +ea(ure+en$ (y($e+( e7g7, $i+e, +a((, di($ance, 9o,u+e, $e+*era$ure! $o record and in$er*re$ ob(er9a$ion( under 9arying condi$ion( S%7A70707:2 De(cribe ;ay( $echno,ogy e7g7, +icro(co*e, $e,e(co*e, +icro+e$er, hydrau,ic(, baro+e$er! e<$end( and enhance( hu+an abi,i$ie( =or (*eci=ic *ur*o(e( S%7A7:707:2 Gi9en a +ode, (ho;ing (i+*,e cau(e2 and2e==ec$ re,a$ion(hi*( in a na$ura, 5 (y($e+, *redic$ re(u,$( $ha$ can be u(ed $o $e($ $he a((u+*$ion( in $he +ode, e7g7, *ho$o(yn$he(i(, ;a$er cyc,e, di==u(ion, in=i,$ra$ion!7 S%7&7:7171 E<*,ain $he =,o; o= energy $hrough an eco(y($e+ e7g7, =ood chain(, =ood ;eb(!7 S%7"707170 E<*,ain ho; energy i( $ran(=erred =ro+ one *,ace $o ano$her $hrough con9ec$ion, conduc$ion, or radia$ion S%7"70717: De(cribe ho; one =or+ o= energy e7g7, e,ec$rica,, +echanica,, che+ica,, ,igh$, (ound, nuc,ear! can be con9er$ed in$o a di==eren$ =or+ o= energy S%7"707071 De(cribe $he Sun a( $he +a>or (ource o= energy $ha$ i+*ac$( $he en9iron+en$ ESSENTIAL 9UESTI.N: 6)E5EL.P A %L./AL 9UESTI.N T-E UNIT IS )ESI%NE) T. A))RESS7 What is energy and how can energy be represented? UNIT ./:E8TI5ES: U(ing $oo,( $o de$er+ine (o,ar energy S$uden$( ;i,, iden$i=y $he (un a( a +a>or (ource o= energy $ha$ i+*ac$( Ear$h7 The energy i( bo$h ,igh$ and hea$ energy7 Thi( energy i( ca,,ed (o,ar energy7 A,, ob>ec$( on ear$h $ran(=er hea$ energy a( in=rared ,igh$7 Thi( i( ca,,ed energy $ran(=er7 A (*ecia, ca+era can de$ec$ in=rared ,igh$ e9en $hough our eye( do no$ de$ec$ in=rared ,igh$7 Identify the greenhouse effect as a result of energy transfer of visible light to infrared light. S$uden$( ;i,, under($and $ha$ $he e==ec$( o= $he (un)( radia$ion 9ary de*ending on $he $y*e o= (ur=ace +a$eria,7 %ENERAL MATERIALS NEE)E) ".R UNIT: 6inc#de technoog!& NASA reso#rces& etc;7 .ro+e$hean ?,i*char$ and board In=rared "a+era and u(b cord $o *ro>ec$ on co+*u$er (creen Ac$i9e In(*ire Learning Re(*on(e de9ice( Chart paper and markers Solar slips ink and blue sticky notes ! .,a($ic con$ainer( Sand Dir$ Wa$er Roc@( Ther+o+e$er( hea$ ,a+* ru,er gra*h *a*er ($o* ;a$ch M.)ELIN% AN) %UI)E) INSTRU8TI.N: 6the $hoe cass $i +e in*o*ed in the 0oo$ing earning e<perience7 8ass Acti*ities and 8ass )isc#ssion 8.LLA/.RATI.N=%R.UP ,.R>: 6pro+em4+ased=in?#ir! earning7 St#dents $i +e cond#cting e<periments and prod#cing a pro@ectA IN)EPEN)ENT PRA8TI8E: 6st#dent e<poration and ea+oration7 Au$hen$ic ($uden$ *ro>ec$(, co,,abora$ion ;i$h *eer(, di(cu((ion *oin$( ;i$h Ac$i9e&oard (,ide(, In=rared "a+era i+age(, and S*ace I+age(A9ideo ASSESMENT=E5ALUATI.N: 6a#thentic st#dent prod#cts and ho$ assessed7 ?or+a$i9e: Tic@e$ Ou$ $he Door Learning Re(*on(e De9ice( " Su++a$i9e: "o++on Uni$ A((e((+en$ # Lesson Pan #1 Unit #1 A#thor:Sheri -orner %rade Le*e:' Topic=Tite: Soar Energ! Standards: Math 4 PA 8ommon 8oreB Science 4 Nationa Standards S%7"707071 De(cribe $he Sun a( $he +a>or (ource o= energy $ha$ i+*ac$( $he en9iron+en$ S%7A70707:2 De(cribe ;ay( $echno,ogy e7g7, +icro(co*e, $e,e(co*e, +icro+e$er, hydrau,ic(, baro+e$er! e<$end( and enhance( hu+an abi,i$ie( =or (*eci=ic *ur*o(e( S%7&7:7171 E<*,ain $he =,o; o= energy $hrough an eco(y($e+7 .+@ecti*es: S$uden$( ;i,, iden$i=y $he (un a( a +a>or (ource o= energy $ha$ i+*ac$( Ear$h7 The energy i( bo$h ,igh$ and hea$ energy7 Thi( energy i( ca,,ed (o,ar energy7 A,, ob>ec$( on ear$h $ran(=er hea$ energy a( in=rared ,igh$7 Thi( i( ca,,ed energy $ran(=er7 A (*ecia, ca+era can de$ec$ in=rared ,igh$ e9en $hough our eye( do no$ de$ec$ in=rared ,igh$7 Identify the greenhouse effect as a result of energy transfer of visible light to infrared light. Materias: .ro+e$hean ?,i*char$ and board In=rared "a+era and u(b cord $o *ro>ec$ on co+*u$er (creen Ac$i9e In(*ire Learning Re(*on(e de9ice( Chart paper and markers Solar slips ink and blue sticky notes Anticipator! Set: In grou*(, ($uden$( ;i,, brain($or+ a,, $he ;ay( $hey be,ie9e $he (un i+*ac$( $he ear$h7 Ro$a$ing $he +ar@er around $he grou* (o each +e+ber ha( a chance $o ;ri$e do;n idea(7 The grou*( con(i($( o= 32# ($uden$(7 Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 $se the %ctive Inspire &lipchart to vie' impacts of the sun. %s each slide( displaying the ) sun*s impact on earth( is revealed( students 'ill make a check mark on their group*s chart paper to indicate if they listed the impact. If the impact is not listed on the chart paper( no check mark is made. Impacts include+ Solar energy to electricity ,vaporation and the 'ater cycle -rying ob.ects like clothes or skin or suntan( sunburn /arming up ob.ects 'ith heat Creating 'eather and 'ind 0elping plants to gro' 1ight to see Discuss: Energy Transfer-The change of energy from one form to another (such as light to heat), or the movement of energy from one object to another Have students determine objects in the room that they believe are warmer or cooler. Students wor in !airs and move about the room determining the heat transfer of objects. Share out thoughts. "aming one warm and one cool object. #lace blue sticy note on cool object and !in sticy note on a warm object. $iscuss how objects on earth turn solar light into heat (energy transfer) through absor!tion of light $iscuss% Greenhouse effect The heating of a closed s!ace when light energy enters, is transformed into heat, which is unable to dis!erse, resulting in heat buildu! -etermine a tool that could detect heat( infrared. -emonstrate the infrared camera. -iscuss the benefits of detecting infrared light( such as military( firefighters( lost people at night( etc. $se the camera to check student predictions on 'armer and cooler ob.ects in the room. 2he images of ob.ects 'ill appear on the screen. Students 'ill determine if their predictions on 'armer and cooler ob.ects 'ere correct. %lso( demonstrate ho' energy transfers by displaying student hands 'ith the camera. 2hen have the students place their hands on a desk for 13 seconds. 4emove the hands from the desk and vie' the location on the desk to see the handprints still remain in the infrared due to energy transfer. -iscuss ho' 'ith time the handprints 'ill disappear because the heat 'ill dissipate into the air. ,rap4#p: Each ($uden$ ;i,, ;ri$e one =ac$ abou$ (o,ar energy on a (un (,i* $ha$ ;a( no$ ,i($ed on $he grou*)( char$ *a*er7 13 E*a#ation = Assessment: An(;er Bue($ion( on Ac$i9e In(*ire =,i*char$ ;i$h Learning Re(*on(e De9ice(7 Lesson Pan #2 Unit #1 11 A#thor:Sheri -orner %rade Le*e:' Topic=Tite: Land0orms Standards: Math 4 PA 8ommon 8oreB Science 4 Nationa Standards: S%7A7171732 De9e,o* de(cri*$ion(, e<*,ana$ion(, *redic$ion(, and +ode,( u(ing e9idence7 S%7A717:702 U(e e9idence, ob(er9a$ion(, or e<*,ana$ion( $o +a@e in=erence( abou$ change in (y($e+( o9er $i+e and $he 9ariab,e( a==ec$ing $he(e change(7 S%7A717:7:2 E<a+ine (y($e+( changing o9er $i+e, iden$i=ying $he *o((ib,e 9ariab,e( cau(ing $hi( change, and dra;ing in=erence( abou$ ho; $he(e 9ariab,e( a==ec$ $hi( change7 S%7A7:70712 De(cribe ho; (cien$i($( u(e +ode,( $o e<*,ore re,a$ion(hi*( in na$ura, (y($e+( e7g7, an eco(y($e+, ri9er (y($e+, $he (o,ar (y($e+!7 S%7D7171702 De(cribe na$ura, *roce((e( $ha$ change Ear$h)( (ur=ace e7g7, ,and(,ide(, 9o,canic eru*$ion(, ear$hBua@e(, +oun$ain bui,ding, ne; ,and being =or+ed, ;ea$hering, ero(ion, (edi+en$a$ion, (oi, =or+a$ion!7 .+@ecti*es: identify major landforms on Earth and Mars and classify images of Earth and Mars by observing physical features- discuss the energy that produced the landforms identify how landforms change (energy) on Earth and Mars and speculate about physical processes that create the physical features observed in landforms identify similarities and diferences between the physical processes that occur on Earth and Mars Materias: "har$ *a*er, Mar( and Ear$h I+age(, ($uden$ guiding Bue($ion(, Geodo+e Anticipator! Set: "har$ *a*er ac$i9i$y in grou*(2 bui,ding on *rior @no;,edge =ro+ $he ?o(( Uni$ Ac$i9i$ie( in $he Land=or+ @i$ Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 On chart paper, in groups, have students identify physical processes that shape Earth (students should be identifying earthua!es, volcanoes, "oods, water and wind erosion, glaciation, and mountain building)# $s! students to speculate whether these same processes could occur on other planets in our solar system, particularly Mars# 12 %iscuss as a whole group how both Earth and Mars have an atmosphere# &oth have water, and both have been hit by meteors# 'owever, there are signi(cant diferences that may afect physical processes# &y using Earth as an analogy, scientists hope to learn more about land formation processes on Mars# E)plain the *EO%OME# +his is a type of portal planetarium that will allow us to view landforms on Earth and Mars# +he virtual images are satellite pictures of the solar system# $s we visit Earth and Mars inside the *EO%OME, we will be loo!ing at the surfaces of these two planets to view landforms# $fter our ,virtual- visit into space, we will be discussing the images determining the landforms and physical processes that created and continue to change the landforms# .n the *EO%OME /oom-in on several Earth and Mars landforms including0 Mars-Olympus Mons, $rres 1alles ,+win 2ea!s,- 3uty 4rater, 5arrego 1alles, 6outh 4andor 4hasma, 7orth 2olar 8egion Earth-.sland of Maui, 9avic 9a!e %esert, Meteor 4rater, 3emen, *rand 4anyon, $ntarctica :pon e)isting the *EO%OME, have the students partner up with another student for the ne)t activity# 2airs will be handed a set of unidenti(ed images of both Earth and Mars# 6tudents will begin by sorting the images into pairs, by identifying characteristics on the photos that appear to have been formed by similar physical processes# E)amples of some physical processes are volcanic activity, water or wind erosion, glaciation, tectonics, and impacts from space# One image should be of a location on Earth and the other a location on Mars# 6tudents will then answer guiding uestions about each pair of uestions# +he uestions include0 Identify 'ays the images appear similar. Identify 'ays the images appear different. Identify the similar physical feature5s6 that you observe in both images+ 5mountains( volcano( valleys( .agged cliffs( ice6 Speculate about 'hat physical process5es6 formed the feature identified in 7uestion 3 /hich image is ,arth8 /hich image is 9ars8 9odel the activity 'ith &igure 1:;lympus 9ons( 9ars &igure 2:Island of 9aui( ,arth 2he images are similar by sho'ing 'hat appears to be a volcano. 2he one picture has barren dirt around the volcano( the other picture has plant life and 'ater near the volcano. % volcano is formed by the pressure pushing up from under the surface. ,rap4#p: Identi0! the images& ph!sica processes& and ocation o0 each imageA ?igure :CArre( Da,,e( ET;in .ea@(,F Mar( ?igure /CLa9ic La@e De(er$, Ear$h Wind ero(ion7 Dery dry ,oca$ion ;i$h ,i$$,e 9ege$a$ion $o ho,d +a$eria, do;n ?igure 3CGu$y "ra$er, Mar( ?igure HCMe$eor "ra$er, Ear$h Me$eor i+*ac$( *roduce unu(ua, ,and=or+( on bo$h Ear$h and Mar(7 .,an$( and ,i9ing $hing( on Ear$h can hide (o+e cra$er(7 13 ?igure #CWarrego Da,,e(, Mar( ?igure 11CGe+en, Ear$h Running ;a$er *roduce( $he di($inc$i9e branching *a$$ern o= ($rea+( e9iden$ in bo$h i+age(7 &u$, Ge+en, ,i@e Mar(, ;a( once a +uch ;e$$er en9iron+en$ $han i$ i( $oday7 &o$h i+age( (ho; a ,and=or+ o= dried u* ;a$er ($rea+( or ,and(ca*e(, e9idence o= c,i+a$e change7 ?igure %CGrand "anyon, Ear$h ?igure 8CSou$h "andor "ha(+a, Mar( Running ;a$er can be *o;er=u, enough $o crea$e canyon(7 The *roce((e( i,,u($ra$ed in $he(e i+age( $hough, according $o (cien$i($(, +ay no$ be $he (a+e7 The Grand "anyon ;a( =or+ed by a co+bina$ion o= $;o *roce((e(: ,and *u(hing u* and $he ri9er eroding $he ,and7 Scien$i($( ha9e no$ agreed on $he *roce(( $ha$ =or+ed Sou$h "andor "ha(+a ?igure 14CNor$h .o,ar Region, Mar( ?igure 10CAn$arc$ica, Ear$h .o,ar region( on bo$h Mar( and Ear$h are co9ered by ice (hee$(7 On Ear$h a$ $he .o,e( $he on,y (ub($ance $ha$ can =ree-e i( ;a$er7 On Mar(, ;here i$ i( co,der, carbon dio<ide a,(o =ree-e(7 E*a#ation = Assessment: Sho; : addi$iona, Ear$h *ic$ure(7 S$uden$( +u($ ;or@ ;i$h $heir *ar$ner $o ;ri$e on ($ic@y no$e ;ha$ *roce(( or energy i( cau(ing change in each o= $he : *ho$o(7 14 Lesson Pan #1 Unit #1 A#thor: La#ren Rand %rade Le*e: ( Topic=Tite: Soar Energ! Standards: Math PA 8ommon 8oreB Science Nationa Standards S(A8A2A1A2 E<pain ho$ energ! is trans0erred 0rom one pace to another thro#gh con*ection& cond#ction& or radiationA .+@ecti*es: S$uden$( ;i,, under($and $ha$ $he e==ec$( o= $he (un)( radia$ion 9ary de*ending on $he $y*e o= (ur=ace +a$eria,7 Materias: .,a($ic con$ainer(, (and, dir$, ;a$er, roc@(, $her+o+e$er(, hea$ ,a+*, ru,er, gra*h *a*er, ($o* ;a$ch Anticipator! Set: Re9ie; =ro+ *re9iou( c,a((: Di(*,ay 9ariou( *ic$ure( and a(@ ($uden$( $o iden$i=y $he $y*e o= hea$ $ran(=er in each *ic$ure7 S$uden$( ;i,, re(*ond u(ing *ro+e$hean ac$i9e re(*on(e re+o$e( cou,d u(e dry era(e board( a( an a,$erna$i9e!7 Sho; NASA (o,ar radia$ion 9ideo c,i*: http:==$$$A!o#t#+eAcom=$atchD*Ee0M1(*/en?F Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 Re9ie; $he $hree $y*e( o= hea$ $ran(=er7 Today)( ,e((on ;i,, a,,o; ($uden$( $o e<*eri+en$ ;i$h (o,ar radia$ion: h$$*:AAear$hob(er9a$ory7na(a7go9A?ea$ure(AEnergy&a,anceA*age37*h* Radia$ion Lab2 ($uden$( ;i,, (e$ u* =our con$ainer( ;i$h eBua, a+oun$( o= (and, (oi,, ;a$er and roc@( in $he bo$$o+ o= each7 S$uden$)( ;i,, *,ace a hea$ ,a+* o9er each con$ainer and record $he $e+*era$ure change =or :4 +inu$e(7 They ;i,, $urn o== $he ,igh$ and record $he $e+*era$ure change =or $he ne<$ 14 +inu$e(7 They ;i,, crea$e a =our ,ine gra*h ;i$h $heir da$a ;hi,e ;or@ing7 ,rap4#p: Teacher ;i,, $ra9e, $o each ,ab grou* and ,oo@ a$ $he ($uden$)( gra*h(7 S$uden$( ;i,, ha9e $o e<*,ain $he gra*h $o $he $eacher7 E*a#ation = Assessment: S$uden$( ;i,, co+*,e$e a Goog,e doc =or+ ;i$h Bue($ion( re,a$ed $o $he ,e((on7 h$$*(:AAdoc(7goog,e7co+A(*read(hee$A9ie;=or+I =or+@eyJdE1@G:c$KG*LR@DnK1d9M>U4M?,GNUEHMM 15 7ame;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 2d;;;;;; Radiation Lab +he purpose of this lab is to see how various materials difer in their absorption and radiation of solar energy# Materials0 heat light, plastic containers, thermometer, sand, dirt, water and roc!s, stopwatch# 2rocedure0 <# 2ut on safety goggles# =# 8ead through the entire lab procedure prior to starting the e)periment# ># %evelop a hypothesis for the outcome of this activity# 5hat do you thin! will happen? 5rite your hypothesis in the space below0 @# Aill each plastic container with eual amounts of the following material0 sand, dirt, water and roc!s# ((ll to the line on each container) B# 2lace a heat lamp over each container# Ma!e sure they are eual distances above each container# C# 2lace a thermometer into each container so that the bulb of the thermometer is submerged in each material# D# +urn the heat lamp on and record the temperature# 4ontinue to record the temperature of each container every minute for a total of >E minutes# +his is the heating cycle# F# +urn of the light and continue to ta!e temperature readings for another <E minutes# +his is the cooling cycle# G# 4reate a four line graph as you are collecting data# a# +he ) a)is should have time (E-@E minutes) b# +he y a)is should have temperature readings# c# .n between each reading, plot you readings# d# Ma!e a !ey to distingue between the diferent materials# <E# 8ecord the data in the chart below# Tim e San d Dirt Wat er Roc ks ' E 1! e a t i n g
6 t a g e < = > @ B C D F G <E << <= <> <@ <B <C <D <F <G =E =< == => =@ =B =C =D =F =G 1" >E 4 o o l i n g 6 t a g e >< >= >> >@ >B >C >D >F >G @E $nalysis0 <# 'ow did the four materials compare in their absorption (ta!ing in) and radiation (giving of) of heat energy? =# 5here have you observed solar radiation occurring on earth? ># 'ow does the amount of solar radiation on earth impact living things? 1# @# 'ow did the actual results compare to your hypothesis? 5hat did you learn from this activity? Lesson Pan #2 Unit #1 A#thor: La#ren Rand %rade Le*e: ( Topic=Tite: Soar Energ! Standards: Math 4 PA 8ommon 8oreB Science 4 Nationa Standards: S(A8A2A1A2 E<pain ho$ energ! is trans0erred 0rom one pace to another 1) thro#gh con*ection& cond#ction& or radiationA .+@ecti*es: S$uden$( ;i,, under($and $he ;ay (o,ar energy i( $ran(=erred $hrough conduc$ion and con9ec$ion7 Materias: "on9ec$ion de+o: ho$ ;a$er, iceAco,d ;a$er, *,a($ic (hoebo<, *,a($ic (yringe(, red and b,ue =ood co,oring, S$yro=oa+ cu*( "onduc$ion ($a$ion: ca,ori+e$er, $her+o+e$er(, ho$ and co,d ;a$er, +e$a, u bar, ($o* ;a$ch Anticipator! Set: 14 +inu$e de+o2 "on9ec$ion: In =ron$ o= $he c,a((, $he $eacher ;i,, =i,, a c,ear *,a($ic (hoe bo< ;i$h roo+ $e+*era$ure ;a$er7 Ne<$, $he $eacher ;i,, =i,, a S$yro=oa+ cu* ;i$h ho$ ;a$er and one ;i$h ice o,d ;a$er7 Add a =e; dro*( o= b,ue =ood co,oring $o $he co,d ;a$er, and red co,oring $o $he ho$ ;a$er7 U(ing a (yringe, add each $e+*era$ure o= ;a$er $o $he bo< o= roo+ $e+*era$ure ;a$er and ob(er9e ;ha$ ha**en(7 Di(cu(( con9ec$ion a( a c,a(( and a(@ =or e<a+*,e( o= ;here on ear$h con9ec$ion occur(7 Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 "onduc$ion Lab2 ($uden$( ;i,, (e$ u* $;o ca,ori+e$er(, one ;i$h ho$ ;a$er and one ;i$h co,d7 They ;i,, *,ace a +e$a, u bar be$;een $he $;o ca,ori+e$er( and ca,cu,a$e $he $e+*era$ure change o9er :4 +inu$e(7 They ;i,, record $he $e+*era$ure in one +inu$e incre+en$(7 They ;i,, crea$e a doub,e ,ine gra*h ;i$h $heir da$a ;hi,e ;or@ing7 ,rap4#p: St#dents $i present their graphs to the cass and e<pain their 0indingsA E*a#ation = Assessment: Tic1et o#t the door4 st#dents $i $rite an e<ampe o0 radiation& cond#ction or con*ection on a post it note and p#t it on the door as the! ea*e the roomA 23 7ame;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 2d#;;;;;;;;; Conduction Lab +he purpose of this lab is to e)plore heat transfer by the method of conduction# $ calorimeter is an insulated device that does not allow heat to easily escape (li!e a thermos)# Materials0 = calorimeters, < u bar, = thermometers, hot and cold water, stopwatch# 21 2rocedure0 <# 2ut on safety goggles# =# 8ead through the entire lab procedure prior to starting the e)periment# ># %evelop a hypothesis for the outcome of this activity# 5hat do you thin! will happen? 5rite your hypothesis in the space below0 @# One partner should bring up one of the calorimeters to obtain boiling water from the teacher# B# +he other partner should (ll the second calorimeter with the same amount of cold water# C# 2ut the lids on the calorimeters# D# 2lace the u bar through the holes in the top of the calorimeters# Ma!e sure the u bar is submerged into the water# F# 2lace the thermometers into the other hole in the top of the calorimeter# Ma!e sure the bottom of the thermometers is submerged# G# +a!e a temperature reading of each calorimeter every minute for a total of >E minutes# <E# 4reate a double line graph as you are collecting data# a# +he ) a)is should have time (E->E minutes) b# +he y a)is should have temperature readings (loo! at your start temperatures, they should be your highest and lowest for the lab) c# .n between each reading, plot you readings# d# 4onnect you hot water data with a red line and your cold water with a blue line# <<# 8ecord the data in the chart below# Time Cold Hot E < = > @ 22 B C D F G <E << <= <> <@ <B <C <D <F <G =E =< == => =@ =B =C =D =F =G >E $nalysis0 23 <# 'ow is heat energy transferred by conduction? IMPLEMENTATI.N PLAN Unit #1 AA One 9ideo$a*ed ,e((on i( reBuired *er uni$, (a9ed on "D2ROM inc,ude in "D ROM (,ee9e( in *or$=o,io!7 An$ici*a$ed Le((on =or Ta*ing Oc$ober 0410 .,anned Ta*ing da$e(! Oc$ober 0410 /A A *ro=e((iona, de9e,o*+en$ co+*onen$ i( reBuired =or each uni$7 Thi( reBuire+en$ +ay be +e$ in any one o= $he =o,,o;ing =or+( or ano$her o= your choice!: 24 .ro=e((iona, de9e,o*+en$ $raining $o co,,eague(2 $he ,e((on ;a( *re(en$ed $o grade ,e9e, $ea+ a$ de*ar$+en$ +ee$ing7 A,, grade # ($uden$( ;ere in9o,9ed in $he ,e((on7 8A .,an o= i+*,e+en$a$ion Mee$ing(, e9en$(, e$c7!: Wee@,y de*ar$+en$ +ee$ing( crea$ing uni=ied ,e((on( ;i$h o$her grade ,e9e, $eacher( Da$e( Wee@ o= Oc$ober 8 and 1#7 25 UNIT PR.%RESSI.N ".RM: Unit #1 Grou*A"oordina$or: Sheri Horner Da$e: ongoing +on$h,y +ee$ing( UNIT ASSESSMENT The degree to $hich the esson6s7: ,rite a statement to descri+e ho$ this item $as metA Iden$i=ied $he *rior @no;,edge reBuired by $he ($uden$(7 < Students 'orked in groups and brainstormed prior kno'ledge on chart paper. Iden$i=y andAor *ro9ide an au$hen$ic rea,2;or,d *rob,e+ re,e9an$ $o $he ($uden$( =or $he+ $o (o,9e < Students identified ob.ects in the 'orld that emit cooler or 'armer heat. 2o test in infrared. Wa( a,igned ;i$h .A ($andard(7 < Several % # th grade standards 'ere addressed= see lesson plans ?o,,o;ed *rob,e+2 ba(edAinBuiry ,earning +ode,7 < Completing an activity A,,o;ed =or ($uden$ e<*,ora$ion and e,abora$ion7 < -iscussion and lab activities ReBuired au$hen$ic ($uden$ *roduc$(7 < Student created pro.ects In$egra$ed $echno,ogy in$o $he ,e((on(!7 < romethean %ctive >oard( 1earner 4esponse -evices( Infrared Camera( 2op 133 0ubble Images( Spacelace 'ebsite ",ear,y de=ined ho; ($uden$( ;ou,d be a((e((ed7 < 4ubrics( 2icket ;ut the -oor( 1earner 4esponse -evices U$i,i-ed and incor*ora$ed NASA re(ource( $hroughou$ ,e((on(!7 < ?%S% video photo image( 2op 133 0ubble Images( Infrared Camera GROU. ASSESSMENT (ee ne<$ *age =or de$ai,(! The gro#p sho$ed: ,rite a statement to descri+e ho$ this item $as metA "on$ribu$ion(A*ar$ici*a$ion, A$$i$ude < /orked in a collaborative group "oo*era$ionAWor@ing ;i$h o$her( < Shared ideas 'ith others ?ocu( on $a(@Aco++i$+en$ < ,ach person completed assigned task Tea+ ro,e =u,=i,,+en$ < $nit complete %ro#p Signat#res: La#ren Rand& Sheri -orner& Marcie ,e++er )ate: GGGGGGGGGGG 2! Group Work Rubric Team Participant Names: heri !orner" #auren Rand" $arcie Webber ki%%s &asic ound Thorough '(tensi)e Contributio ns@participa tion %ttitude Seldom cooperative( rarely offers useful ideas. Is disruptive. Sometimes cooperative( sometimes offered useful ideas. 4arely displays positive attitude. Cooperative( usually offered useful ideas. Aenerally displays positive attitude. %l'ays 'illing to help and do more( routinely offered useful ideas. %l'ays displays positive attitude. /orking 'ith others@coop eration -id not do any 'ork B does not contribute( does not 'ork 'ell 'ith others( usually argues 'ith teammates. Could have done more of the 'ork B has difficulty( re7uires structure( directions and leadership( sometimes argues. -id their part of the 'ork B cooperative. /orks 'ell 'ith others( rarely argues. -id more than others B highly productive /orks e<tremely 'ell 'ith others( never argues &ocus on task@commi tment ;ften is not a good team member. -oes not focus on the task and 'hat needs to be done. 1ets others do the 'ork. Sometimes not a good team member. Sometimes focuses on the task and 'hat needs to be done. 9ust be prodded and reminded to keep on task. -oes not cause problems in the group. &ocuses on the task and 'hat needs to be done most of the time. Can count on this person. 2ries to keep people 'orking together. %lmost al'ays focused on the task and 'hat needs to be done. Is very self= directed. 2eam role fulfillment articipate in fe' or no group meetings. rovided no leadership. -id little or no 'ork assigned by the group. articipated in some group meetings. rovided some leadership. -id some of the 'ork assigned by the group. articipated in most group meetings. rovided leadership 'hen asked. -id most of the 'ork assigned by the group articipated in all group meetings( assumed leadership role as necessary. -id the 'ork that 'as assigned by the group. Communic ation@listeni ng Information sharing 4arely listens to( shares 'ith( or supports the efforts of others. Is al'ays talking and never listens to others. rovided no feedback to others. -oes not relay any information to teammates $sually listens to( shares 'ith( and supports the efforts of others. Sometimes talks too much. rovided some effective feedback to others. 4elays some basic information B most relates to the topic. %lmost al'ays listens to( shares 'ith( and supports the efforts of others. Seldom talks too much. rovides good feedback to others. 4elays solid basic information B usually relates to the topic. %l'ays listens to( shares 'ith( and supports the efforts of others. rovided effective feedback to other members. 4elays a great deal of information B all relates to the topic. http+@@'''.google.com@ChlDenE7DgroupF'orkFrubricEa7DfEo7DEa7iDg4EfpDflbC24gbdi% 2" PA 3 Region Mathematics and Science Partnership UNIT #2 : Technoog! "or #se $ith grades: %rades 3& '& and ( )e*eoped +!: Sheri -orner La#ren Rand Marcie ,e++er 2# Unit #2 .#tine %RA)E LE5EL6S7: Grades *" 5" and grade 8 PA 8.MM.N 8.RE 4 MAT- .R NATI.NAL S8IEN8E STAN)AR)S: S%7A707070 A**,y a**ro*ria$e +ea(ure+en$ (y($e+( e7g7, $i+e, +a((, di($ance, 9o,u+e, $e+*era$ure! $o record and in$er*re$ ob(er9a$ion( under 9arying condi$ion( S%7A70707:2 De(cribe ;ay( $echno,ogy e7g7, +icro(co*e, $e,e(co*e, +icro+e$er, hydrau,ic(, baro+e$er! e<$end( and enhance( hu+an abi,i$ie( =or (*eci=ic *ur*o(e( S%7A7:707:2 Gi9en a +ode, (ho;ing (i+*,e cau(e2 and2e==ec$ re,a$ion(hi*( in a na$ura, (y($e+, *redic$ re(u,$( $ha$ can be u(ed $o $e($ $he a((u+*$ion( in $he +ode, e7g7, *ho$o(yn$he(i(, ;a$er cyc,e, di==u(ion, in=i,$ra$ion!7 ASSESSMENT AN8-.RS: S%7A707070 A**,y a**ro*ria$e +ea(ure+en$ (y($e+( e7g7, $i+e, +a((, di($ance, 9o,u+e, $e+*era$ure! $o record and in$er*re$ ob(er9a$ion( under 9arying condi$ion( S%7A70707:2 De(cribe ;ay( $echno,ogy e7g7, +icro(co*e, $e,e(co*e, +icro+e$er, hydrau,ic(, baro+e$er! e<$end( and enhance( hu+an abi,i$ie( =or (*eci=ic *ur*o(e( S%7A7:707:2 Gi9en a +ode, (ho;ing (i+*,e cau(e2 and2e==ec$ re,a$ion(hi*( in a na$ura, (y($e+, *redic$ re(u,$( $ha$ can be u(ed $o $e($ $he a((u+*$ion( in $he +ode, e7g7, *ho$o(yn$he(i(, ;a$er cyc,e, di==u(ion, in=i,$ra$ion!7 ESSENTIAL 9UESTI.N: 6)E5EL.P A %L./AL 9UESTI.N T-E UNIT IS )ESI%NE) T. A))RESS7 !ow does techno%ogy he%p us to understand our wor%d and the wor%d beyond the things we can see? UNIT ./:E8TI5ES: St#dents $i #nderstand ho$ technoog! is +eing #tiiHed to gather ne$ 0acts and data a+o#t MarsA St#dents $i compare and contrast the changes in space technoog! o*er the ast se*era decadesA St#dents $i #tiiHe technoog! to ma1e ne$ disco*eriesA St#dents $i determine the impact technoog! has on o#r $ord and space e<porationA 2) %ENERAL MATERIALS NEE)E) ".R UNIT: 6inc#de PIMS technoog!& NASA reso#rces& etc;7 Laptops& Acti*e+oards& NASA $e+sites& Mars Ro*er +#iding materias 6c#ps& stra$s& tape& Iastrona#tsJ& st#dent note+oo1s& Space artices M.)ELLIN% AN) %UI)E) INSTRU8TI.N: 6the $hoe cass $i +e in*o*ed in the 0oo$ing earning e<perience7 St#dents $i earn a+o#t the impact technoog! has on o#r $ord and +e!ondA 8.LLA/.RATI.N=%R.UP ,.R>: 6pro+em4+ased=in?#ir! earning7 St#dent $i $or1 in gro#ps& independent!& and in pairs IN)EPEN)ENT PRA8TI8E: 6st#dent e<poration and ea+oration7 An(;ering a (erie( o= Bue($ion( and de9e,o*ing a *ro>ec$ $o de+on($ra$e $he ,earning ob>ec$i9e( 33 ASSESMENT=E5ALUATI.N: 6a#thentic st#dent prod#cts and ho$ assessed7 ?or+a$i9e: A =ini(hed *ro>ec$ Su++a$i9e: "o++on uni$ a((e((+en$, $ic@e$ ou$ $he door 31 Lesson Pan #1 Unit #2 A#thor:Sheri -orner %rade Le*e:3 Topic=Tite: Mars 8#riosit! Standards: Math 4 PA 8ommon 8oreB Science 4 Nationa Standards: :7:737&71 Iden$i=y *,ane$( in our (o,ar (y($e+ and $heir ba(ic charac$eri($ic(7 De(cribe $he ear$h)( *,ace in $he (o,ar (y($e+7 .+@ecti*es: :7:737&71 Iden$i=y *,ane$( in our (o,ar (y($e+ and $heir ba(ic charac$eri($ic(7 De(cribe $he ear$h)( *,ace in $he (o,ar (y($e+7 Materias: "har$ *a*er, Mar( and Ear$h I+age(, ($uden$ guiding Bue($ion(, Mar( ar$ic,e, Ac$i9eboard (,ide(, gra*hic organi-er, ($uden$ (hee$ o= ;ord( Anticipator! Set: "har$ *a*er ac$i9i$y in grou*(2 iden$i=y i+age( o= Mar( =ro+ $he "urio(i$y +i((ion Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 On chart paper display 4uriosity Mars images# 6tudents try and identify the objects in the images# &y writing on stic!y notes and adding the notes to the chart papers# 'andout a list of words# 6tudents wor! in pairs to sort and group the words# +hen the students decide on a label for each group of words# +he students determine a predictionHs about the concept by using the word groups# +he predictions are listed on the graphic organi/er# :sing the $ctiveboard show the students the latest images and blog postings from the 4uriosity Mission using the 7$6$ Mission to Mars website# %isplay the video called 4uriosity Mission in a Minute video and the 7ews video# 6tudents can add to their graphic organi/er by justifying their predictionHs or refuting them# 'andout the 4uriosity article# 'ave students read the latest news report# $dd to the graphic organi/er#
,rap4#p: 32 )isc#ss st#dentsK 0indingsA -a*e st#dents create a IPress ReeaseJ 0or the magaHine IRo*er ReportsJ +ased on the in0ormation the! earned 0rom the artice and *ideosA The paragraph sho#d inc#de as man! *oca+#ar! $ords as possi+e 0rom the gro#p=a+e sheetA E*a#ation = Assessment: S*ace *aragra*h 33 Lesson Pan #2 Unit #2 A#thor:Sheri -orner %rade Le*e:3 Topic=Tite: Mission to Mars Standards: Math 4 PA 8ommon 8oreB Science 4 Nationa Standards: S:7A707171: Genera$e Bue($ion( abou$ ob>ec$(, organi(+(, or e9en$( $ha$ can be an(;ered $hrough (cien$i=ic in9e($iga$ion(7 S:7A7:7071: Iden$i=y ;ha$ +ode,( re*re(en$ e7g7, (i+*,e +a*( (ho;ing +oun$ain(, 9a,,ey(, ,a@e(, and ri9er(N diora+a(!7 S:7&71717:: De(cribe $he ba(ic need( o= *,an$( and ani+a,( and $heir de*endence on ,igh$, =ood, air, ;a$er, and (he,$er7 S:7&70717:: Iden$i=y charac$eri($ic( =or *,an$ and ani+a, (ur9i9a, in di==eren$ en9iron+en$( e7g7, de(er$, =ore($, ocean!7 S:7D7171 De(cribe 9ariou( +a$eria,( $ha$ +a@e u* Ear$h S:7D717:71: Iden$i=y ;ay( $ha$ cau(e Ear$h)( (ur=ace $o be con($an$,y changing e7g7, ;ind and ;a$er ero(ion, con$rac$ion and e<*an(ion o= (ur=ace(!7 S37A717:7:: Ob(er9e and de(cribe $he change $o ob>ec$( cau(ed by $e+*era$ure change or ,igh$7 S37A7:7070: U(e +ode,( $o +a@e ob(er9a$ion( $o e<*,ain ho; (y($e+( ;or@ e7g7, ;a$er cyc,e, Sun2Ear$h2Moon (y($e+!7 :7:737&71 Iden$i=y *,ane$( in our (o,ar (y($e+ and $heir ba(ic charac$eri($ic(7 De(cribe $he ear$h)( *,ace in $he (o,ar (y($e+7 .+@ecti*es: S$uden$( ;i,, co+*are and con$ra($ Ear$h and Mar( ba(ed on ,oca$ion in $he (o,ar (y($e+, c,i+a$e, day and year ,eng$h, a$+o(*here and $errain S$uden$( ;i,, e<*,ain $he co+*o(i$ion o= Ear$h and Mar( and $he =or+a$ion o= $he *,ane$( S$uden$( ;i,, di(cu(( and no$e de$ai,( o= ge$$ing $o and ,anding on Mar( ba(ed on $he NASA "urio(i$y +i((ion S$uden$( ;i,, crea$e a =unc$ioning +ode, o= a Mar( Lander $ha$ ;i,, (a=e,y ,and 0 Ea($ronau$(F S$uden$( ;i,, iden$i=y condi$ion( and hu+an ba(ic need(! on Mar( $ha$ hu+an( +igh$ be ab,e $o u(e $o e($ab,i(h a co++uni$y7 S$uden$( ;i,, dra; a b,ue*rin$ +ode,! o= a (u($ainab,e Mar( co++uni$y Materias: Day 12"har$ *a*er, *enci,(, no$ing de$ai,( (hee$, co+*u$er( =or 9ideo c,i*(, *ho$ogra*h( o= Mar( and Ear$h, handou$ on Mar( and Ear$h, =,i*char$, NASA ;eb(i$e Day 02 ar$ic,e on ro9er(, =,i*char$, NASA ;eb(i$e, 1 S$yro=oa+ cu*, 3 drin@ing ($ra;(, $a*e, and 0 +ar(h+a,,o;(! =or each ($uden$, 34 Day :2 ,a*$o*(, NASA (i$e, ($ic@y no$e(, *a*er =or Mar( b,ue*rin$, ($uden$ handou$ Anticipator! Set: )a! 14 ,hat does it mean to note detaisD -ando#t o#t Noting )etais posterA E<pain ho$ o*er the ne<t three da!s $e $i +e e<poring the science topic o0 Earth and MarsA ,e $i +e noting detais a+o#t these t$o panetsA Participate in a chart paper spashA St#dents $i $rite detais the! aread! 1no$ a+o#t Mars& Earth& and aso tr! and determine i0 photographs are Earth or MarsA )a! 24 Right no$ 8#riosit! mission is on MarsA ,hat are the chaenges o0 getting to and anding on MarsD )a! 34 ,hat are the essentia needs 0or h#mans to s#r*i*eD 6+rainstorm ideas in gro#ps7 Are there reso#rces on Mars that might hep s#pport i0eD Acti*ities: 6modeing& g#ided practice& independent practice C gro#p $or17 )a! 14,atch *ideo cip4IMars in a Min#teJ and read short artices a+o#t Earth and MarsA 8ompete a *enn diagram comparing Earth and MarsA The 5enn diagram $i contain detais a+o#t the t$o panetsA Day +, !ow ha)e the missions and techno%ogy impro)ed and changed to gather in-ormation about $ars? Read artic%e -rom newspaper on the time%ine o- ro)ers on $ars. Note detai%s on the impro)ements o- the techno%ogy. Watch )ideo o- /uriosity touching down on $ars. tudents bui%d a ro)er. Test and modi-y ro)ers. Teacher drops ro)ers -rom %adder. Day *, What are the essentia% needs -or humans to sur)i)e? 0brainstorm ideas in groups1 2re there resources on $ars that might he%p support %i-e? Watch )ideo 3se%ecting a %anding site4 5i%% in the noting detai%s sheet about water on $ars based on the )ideo. tudents use the %aptops to %earn more about $ars. Recording any $ars -acts that wou%d be needed -or human sur)i)a%. Then students design or draw a b%ueprint o- a $ars community. ,rap4#p: )a! 14,rite a one sentence s#mmar! a+o#t Earth or MarsA )a! 24 ,rite a sentence a+o#t ro*er designA 6tic1et o#t the door7 Day *, hare b%ueprint o- $ars /ommunity E*a#ation = Assessment: )a! 148hec1 st#dent *enn diagrams 0or acc#rate 0actsA )a! 24 8hec1 st#dent tic1et o#t the door sheets )a! 34 -a*e st#dents $rite a de0inition 0or Noting detais on a stic1! noteA 35 IMPLEMENTATI.N PLAN Unit #2 AA One 9ideo$a*ed ,e((on i( reBuired *er uni$, (a9ed on "D2ROM inc,ude in "D ROM (,ee9e( in *or$=o,io!7 An$ici*a$ed Le((on =or Ta*ing 555555555555555555555555555 .,anned da$e(! 55555555555555555555555555555555555555 /A A *ro=e((iona, de9e,o*+en$ co+*onen$ i( reBuired =or each uni$7 Thi( reBuire+en$ +ay be +e$ in any one o= $he =o,,o;ing =or+( or ano$her o= your choice!: .ro=e((iona, de9e,o*+en$ $raining $o co,,eague( Loca, *rogra+ $o (hare ;i$h co++uni$y .re(en$a$ion a$ a con=erence Dideo docu+en$ary $o du*,ica$e and (hare ;i$h o$her( On,ine re(ource( and 9ideo =or di($ric$ ;eb(i$e /. .,an o= i+*,e+en$a$ion: Mee$ing(, e9en$(, e$c7! 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 55555555555555555555555555555555555555555555555555 3! UNIT PR.%RESSI.N ".RM: Unit #GGGG Grou*A"oordina$or: 5555555555555555555555555555555555555555 Da$e: 55555555555555555555 UNIT ASSESSMENT The degree to $hich the esson6s7: ,rite a statement to descri+e ho$ this item $as met: Iden$i=ied $he *rior @no;,edge reBuired by $he ($uden$(7 Iden$i=y andAor *ro9ide an au$hen$ic rea,2;or,d *rob,e+ re,e9an$ $o $he ($uden$( =or $he+ $o (o,9e Wa( a,igned ;i$h .A ($andard(7 ?o,,o;ed *rob,e+2 ba(edAinBuiry ,earning +ode,7 A,,o;ed =or ($uden$ e<*,ora$ion and e,abora$ion7 ReBuired au$hen$ic ($uden$ *roduc$(7 In$egra$ed $echno,ogy in$o $he ,e((on(!7 ",ear,y de=ined ho; ($uden$( ;ou,d be a((e((ed7 U$i,i-ed and incor*ora$ed NASA re(ource( $hroughou$ ,e((on(!7 GROU. ASSESSMENT (ee de$ai,( on ne<$ *age! The gro#p sho$ed: ,rite a statement to descri+e ho$ this item $as met: "on$ribu$ionA*ar$ici*a$ion, .o(i$i9e a$$i$ude "oo*era$ionAWor@ing ;i$h o$her( ?ocu( on $a(@Aco++i$+en$ Tea+ ro,e =u,=i,,+en$ %ro#p Signat#res: GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG )ate: GGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG )ate: GGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG )ate: GGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG )ate: GGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG )ate: GGGGGGGGGGG 3" Group Work Rubric Team $embers6 Names: 777777777777777777777777777777777777777 ki%%s &asic ound Thorough '(tensi)e Contributio ns@participa tion %ttitude Seldom cooperative( rarely offers useful ideas. Is disruptive. Sometimes cooperative( sometimes offered useful ideas. 4arely displays positive attitude. Cooperative( usually offered useful ideas. Aenerally displays positive attitude. %l'ays 'illing to help and do more( routinely offered useful ideas. %l'ays displays positive attitude. /orking 'ith others@coop eration -id not do any 'ork B does not contribute( does not 'ork 'ell 'ith others( usually argues 'ith teammates. Could have done more of the 'ork B has difficulty( re7uires structure( directions and leadership( sometimes argues. -id their part of the 'ork B cooperative. /orks 'ell 'ith others( rarely argues. -id more than others B highly productive /orks e<tremely 'ell 'ith others( never argues &ocus on task@commi tment ;ften is not a good team member. -oes not focus on the task and 'hat needs to be done. 1ets others do the 'ork. Sometimes not a good team member. Sometimes focuses on the task and 'hat needs to be done. 9ust be prodded and reminded to keep on task. -oes not cause problems in the group. &ocuses on the task and 'hat needs to be done most of the time. Can count on this person. 2ries to keep people 'orking together. %lmost al'ays focused on the task and 'hat needs to be done. Is very self= directed. 2eam role fulfillment articipate in fe' or no group meetings. rovided no leadership. -id little or no 'ork assigned by the group. articipated in some group meetings. rovided some leadership. -id some of the 'ork assigned by the group. articipated in most group meetings. rovided leadership 'hen asked. -id most of the 'ork assigned by the group articipated in all group meetings( assumed leadership role as necessary. -id the 'ork that 'as assigned by the group. Communic ation@listeni ng Information sharing 4arely listens to( shares 'ith( or supports the efforts of others. Is al'ays talking and never listens to others. rovided no feedback to others. -oes not relay any information to teammates $sually listens to( shares 'ith( and supports the efforts of others. Sometimes talks too much. rovided some effective feedback to others. 4elays some basic information B most relates to the topic. %lmost al'ays listens to( shares 'ith( and supports the efforts of others. Seldom talks too much. rovides good feedback to others. 4elays solid basic information B usually relates to the topic. %l'ays listens to( shares 'ith( and supports the efforts of others. rovided effective feedback to other members. 4elays a great deal of information B all relates to the topic. http+@@'''.google.com@ChlDenE7DgroupF'orkFrubricEa7DfEo7DEa7iDg4EfpDflbC24gbdi% 3#