Fantastic+Four


 * ** Traveling through Space **

by Tara Francis Rosie DeStefano Jean Kim Juan Valencia


 * Goal for this project**

How are all planets different from and similar to planet Earth? ||
 * **Standards**

1.1 Earth’s sun is an average size star. The sun is more than a million times greater in volume than Earth. 1.1b Other stars are like the sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system. 2 Many of the phenomena that we observe on Earth involve interactions among components of Earth, water and air. 6.1 c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide and oxygen are examples of substances cycled between the living and non-living environment. ELA standards 1 Students will read, write and listen and speak for information. 2 Students will read, write, listen and speak for critical analysis and evaluation. ||
 * **What will students know and be able to do?**

- Identify physical characteristics (shape, sizes, color, etc.) of the planets. - Identify chemical composition of lithosphere, hydrosphere and atmosphere. - Comprehend the suitable environment for the living organisms. - Evaluate the planet's habitablity based on their scientific knowledge. - Write to explain the characteristics and advertise the features of the planet of their choice. - Create an artistic presentation of their advertisements. ||
 * **Essential Question**

How are all planets different from and similar to planet Earth? ||
 * **Topic and Subtopics**

Planets, sun, moon ||
 * **Define the final product**

Students will be able to create a brochure to advertise a planet. Students will be able to create a poster, PowertPoint Presentation, or 3D model.

non-fiction books about plantes, Internet, sample brochures
 * List the Required Resources**

Visual aides - samples and models of the various types of brochures.
 * Predict how you will differentiate to meet the need of your learners**
 * Provide the learners in need with the template with which they can develop the brochure.
 * Tech Savvy/ Advanced learners - create an infomercial in addtion to the brochure. ||

[|**solar system rubric.doc**Solar system presentation Rubric]


 * || ===Oral Presentation Rubric : The planets===


 * Mr. Valencia** ||  ||


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Comprehension** || Student is able to accurately answer almost all questions posed by classmates about the topic. || Student is able to accurately answer most questions posed by classmates about the topic. || Student is able to accurately answer a few questions posed by classmates about the topic. || Student is unable to accurately answer questions posed by classmates about the topic. ||
 * **Enthusiasm** || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * **Preparedness** || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * **Listens to Other Presentations** || Listens intently. Does not make distracting noises or movements. || Listens intently but has one distracting noise or movement. || Sometimes does not appear to be listening but is not distracting. || Sometimes does not appear to be listening and has distracting noises or movements. ||
 * **Time-Limit** || Presentation is 5-6 minutes long. || Presentation is 4 minutes long. || Presentation is 3 minutes long. || Presentation is less than 3 minutes OR more than 6 minutes. ||
 * **Collaboration with Peers** || Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. || Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. ||