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PA 3 Region

Mathematics and Science Partnership


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#
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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!
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55555555555555555555555555555555555555555555555555
55555555555555555555555555555555555555555555555555
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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#