Multimedia Project : Cell Theory Presentation Rubric Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Evidence to support component #1 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an that supports the component of cell theory. Presentation contains an image that weakly supports the component of cell theory. does not provide support for cell theory component. Justification of support component #1 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image. Evidence to support component #2 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an image that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #2 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image.
Evidence to support component #3 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #3 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image. Sources Source information collected for all graphics, facts and quotes. All documented in desired format using www.easybib.com. Source information collected for all graphics, facts and quotes. Most documented in desired format using www.easybib.com. Source information collected for graphics, and quotes, but not documented in desired format (www.easybib.com). Very little or no source information was collected. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
I Do Engage Formative Assessment Probe, Video clip, Teacher Demonstration Present cards of invertebrate drawings to small groups. Point out that one characteristic that can be used to separate the set of organisms into two groups is the presence or absence of wings noting that these two large groups still contain very different organisms (Neither an ant or an earthworm have wings). Present the “Domains and Kingdoms” table provided below or other source of similar information to review the domains and kingdoms and model how the information from the pictures can be used to classify all the invertebrates as animals. We Do Explore Labs, Investigations, DI Opportunities Have students create their own groupings of the invertebrates. Students should note the members of larger groups (such as winged and wingless) and more narrow groups. Their final classified organisms should resemble how the Linnaean system of classification goes from broad Domains to specific species. Provide students with a set of mystery organisms that the students will classify into kingdoms. A sample set is provided below. Explain Student products such as CER, DI Menus Students will respond to the essential question based on their experiences in this lesson in the form of a Students may select from a variety of creation/presentation styles to share their CERs such as a creating a poem/song, comic strip, poster, or RAFT written response. You Do Extend/ Elaborate Research, Home Learning Evaluate Exit Slip If a scientist discovers a new species how do you think they classify it? Given an organism of an unknown kingdom, members of which kingdom were the most difficult to classify? Why? GRRM* Gradual Release of Responsibility Model KEY Kingdom Identification (Note that students only need to identify the kingdom, but the organisms have also need identified.) Anthrax - bacteria L.casei – fungi Kelp - protista
Evaluate Exit Slip Compare and contrast the three types of rocks including how they are each formed. GRRM* Gradual Release of Responsibility Summative Assessment Key: C D B Summative Assessment: Many rocks fall to the bottom of the ocean or a river. A scientist notices rock layers that have formed on the ocean bottom. What type of rock is this? a. Lava b. Igneous c. Sedimentary d. Metamorphic When heat and pressure transform a rock type into another rock type, what rock type is formed? Diamonds c. Sedimentary Metamorphic d. Igneous The diagram below shows a rock sample and an identification key. observing the structure of this rock, how should it be classified? a. volcanic c. metamorphic b. sedimentary d. igneous Dig It! (A Thematic Integrated Geology Unit) From CPALMS http://www.cpalms.org/Public/PreviewResource/Preview/26845 Benchmark(s): SC.7.E.6.4: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Station 5: Procedures: 1. your prism on a blank sheet of white paper. 2. Take your flashlight and shine it through the prism. 3. Observe what you see on the white sheet of paper. What did you observe happen to the light when it went through the prism? Why do you think that this happened to the light? Was it reflected, refracted or absorbed? ______________________ How do you know? If you look through the prism, can you see in front of you or do you see to the side or you? ___________________________ Why do you think this happens? Notes for Students Word: Reflections Definition: When light changes direction as it bounces off a smooth, shiny surface Synonym: bounce Why it’s similar: Both change direction Word: Refraction Definition: The bending of a wave as it moves from one medium to another Synonym: fracture Why it’s similar: Both look broken Word: Absorption Definition: Waves that are “soaked up” by a substance Synonym: sponge Why it’s similar: Both ”soak up” The of Energy http://www.cpalms.org/Public/PreviewResource/Preview/28413
Mechanical energy was converted to chemical energy. Electrical energy was converted to thermal energy. Chemical energy was converted to mechanical energy. Why? ______________________________________ _______________________________________ _______________________________________ Potential energy into light energy and mechanical energy. Potential energy into sound and chemical energy. Potential energy into heat and kinetic energy. Why? __________________________________________ __________________________________________ __________________________________________ 3. All of the devices below either use or produce electrical energy. Which one converts mechanical energy to electrical energy? Battery Electrical drill Wind turbine Electric guitar Why? _____________________________________ _____________________________________ _____________________________________ What type of energy is always given off and is not always useful during an energy transformation? Give an example of this energy given off during Many towns and cities in the US rely on windmills to generate electrical power. Explain how windmills use the Law of Conservation of energy when generating electricity. (Hint: Where does the energy come from?)
SC.8.E.5.3 - Distinguish the hierarchical relationships between planets and other astronomical bodies relative to the solar system, galaxy, and universe, including distance, size, and composition. Activity: Using the 8.5”x14” legal sized paper provided, each group member will complete a poster illustrating how the following celestial objects can be arranged in logical order. You must write a label and description for each object listed. Meteor Solar System Atom Star Nebula Galaxy Planet Element Moon Comet International Space Station Constellation Universe Asteroid
We Do Explore Labs, Investigations, DI Opportunities In small groups, students create a model of seasons, eclipses, moon phases, and tides and go through each phase. The materials needed are light sources, globes, and a representation of the moon (an additional round object.). If organizing the groups as stations for each concept, the season station will not need a representation of the moon, but thermometers may be used as an additional tool. Explain Student products such as CER, DI Menus Students use the “Influenced Events” table (below) to explain the interactions among the Sun, Moon, and Earth. The students should share their understandings with the class. The teacher should facilitate the student discussion to avoid and correct misconceptions. Prepared images or a PowerPoint my aid the discussion. You Do Extend/ Elaborate Research, Home Learning Students research a rare event related to the concepts and describe why they are unique. Examples are: super moon, red moon, total solar eclipse Evaluate Exit Slip Summative assessment GRRM* Gradual Release of Responsibility Model