SOLAR SYSTEM PROJECT

The purpose of this project is to create a model visual of our solar system with the entire system scaled to size.
This grade will count as two-tests (2x 100 200!
Visual requirements:
"a#e a $olar $ystem "odel%poster to demonstrate the $un and eight planets or&iting around it.
'olor your planets as close as possi&le to the images that you can find in &oo#s or the internet.
(repare your display with planetary statistics for each planet.
To ma#e your project more advanced) develop a scaled model of the $olar $ystem.
Science requirements:
*ou will &e graded on accuracy and clarity. *ou should #now and understand the correct voca&ulary that is
associated with the solar system and the units of measure used when descri&ing size and distances in the solar
system in presentation.
(lanets should &e placed in proper order from the $un.
(lanets size and distance from the $un should &e scaled to correct proportions( "odel project only!
$tudents should research the composition of the inner and outer planets and develop a cross section view of
one inner and one outer planet he%she finds the most interesting. This information will e use! for final
"ro#ect re"ort$
$tudents must display the scale formula for their project and how he%she developed it (model project only.!
$tudents must research and include planetary statistics for each planet+ data will &e placed into an organized
data ta&le (must &e included in "odel and poster project.!
$tudent must remem&er to use the proper units when discussing their data during oral presentation.
Research Pa"er requirements:
Typed report (2 sets! containing scientific re,uirements 1 set on the poster) 1 set to &e handed in.
-nclude a cover page with name) date) teacher) and period placed in the &ottom right corner
-nformation is relevant and well organized.
(aper should &e 2-. pages long) paragraphs indented) with each sentence dou&led spaced.
/ll research sources should &e organized into a &i&liography ("0/! format.
$tudent1s research paper must compare and contrast information on the 2 planets they have chosen to highlight
in their visual. -nformation should include type of planet inner or outer planet) planet1s date of discovery)
astronomer that discovered the planet) planet1s composition and all planetary statistics (i.e. distance from $un
in /.2s) num&er of 3arth hours in a day) num&er of 3arth days in a year) num&er of #nown moons) and any
distinct features found only on that planet and planet1s atmospheric composition.!
T%"es of "ro#ects:
Research an! "oster&
-n this type of project you do extensive research on a topic) write a research paper and do a visual of the main
points of what you found in your research. "any times &ac#&oards are used to do the visual part of this
project.
Research an! Mo!el&
-n this of project you do extensive research on a topic) write a research paper and do visual of the main points
of what you found in your research. 4ut) in this type of project you &uild a scaled model to illustrate a
scientific principle) for example a scaled model of the solar system.
Assessment:
$tudents will &e grade according to the attached ru&rics. /ll projects will have an oral presentation.
Research Pa"er Ruric
5ame66666666666666666666666666Topic6666666666666666666
'/T3789* '( '' ') *+
Points
Earne!
Or,ani-ation -nformation is very
organized with
well-constructed
paragraphs and
su&headings.
-nformation is
organized with
well-constructed
paragraphs.
-nformation is
organized) &ut
paragraphs are not
well-constructed.
The information is
disorganized.
.ualit% of
/nformation
-nformation clearly
relates to the main
topic. -t includes
several supporting
details and%or
examples.
-nformation clearly
relates to the main
topic. -t provides
1-2 supporting
details and%or
examples.
-nformation clearly
relates to the main
topic. 5o details
and%or examples
are given.
-nformation has
little or nothing to
do with the main
topic.
Amount of
/nformation
/ll su&topics are
addressed and
information
presented shows
that the student has
an in-depth
understanding of
the information
/ll su&topics are
addressed and
information
presented shows a
&asic
understanding of
the information
"ost su&topics are
addressed and%or
the information
presented is not at
the student:s level
of understanding
0imited
information is
addressed and%or
information is
a&ove or &elow
student:s level of
understanding
Mechanics 5o grammatical)
spelling or
punctuation errors.
/lmost no
grammatical)
spelling or
punctuation errors
/ few grammatical
spelling) or
punctuation errors.
"any
grammatical)
spelling) or
punctuation errors.
Para,ra"h
Construction
/ll paragraphs
include
introductory
sentence)
explanations or
details) and
concluding
sentence.
"ost paragraphs
include
introductory
sentence)
explanations or
details) and
concluding
sentence.
(aragraphs
included related
information &ut
were typically not
constructed well.
(aragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
Total&&&&0
Out of *))
Teacher Comments:
Points will e lost for no wor1s cite! "a,e or if the% are in the incorrect format
Oral Presentation Ruric
2ame: 3333333333333333333333333333To"ic: 33333333333333333334ate: 3333333333333
Cate,or% + ( 5 '
Points
Earne!
Or,ani-ation
$tudent presents
information in
logical) interesting
se,uence which
evaluator can follow.
$tudent presents
information in logical
se,uence which
evaluator can follow.
3valuator has
difficulty following
presentation &ecause
student jumps
around.
3valuator cannot
follow presentation
&ecause there is no
se,uence of
information.
Content
6nowle!,e
$tudent demonstrates
full #nowledge (more
than re,uired! with
explanations and
ela&oration.
$tudent is at ease
with re,uired content)
&ut fails to ela&orate.
$tudent is only a&le
to present &asic facts
$tudent does not have
grasp of information+
student cannot
answer ,uestions
a&out su&ject.
4eli7er%
$tudent uses a clear
voice with good
volume and correct)
precise pronunciation
of terms.
$tudent:s voice is
clear. $tudent
pronounces most
words correctly.
$tudent incorrectly
pronounces terms.
;ard to hear at times.
$tudent mum&les)
incorrectly
pronounces terms)
and spea#s too
,uietly for all to hear.
E%e Contact
$tudent maintains eye
contact with
audience) seldom
returning to notes.
$tudent usually
maintains eye contact
&ut fre,uently returns
to the report.
$tudent occasionally
uses eye contact) &ut
reads most
information
$tudent reads all
information with no
eye contact.
Time Limit
(resentation ta#es
&etween < and =
minutes.
(resentation ta#es
less than < minutes.
(resentation ta#es
less than > minutes.
(resentation ta#es
less than 2 minutes.
Total&&&&0
Teacher Comments:
Me!ia Ruric
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CATE8ORY *9 *' *) :
Requirements
-ncludes a large
,uantity of
information and
moving graphics
that have &een
created &y
student
-ncludes
sufficient
information and
moving graphics
that have &een
created &y
student
-nformation was
limited or
graphics were not
original
-nformation was
limited or
graphics were not
original
Content
'overs topic in-
depth with details
and examples.
$u&ject
#nowledge is
excellent.
-ncludes essential
#nowledge a&out
the topic. $u&ject
#nowledge
appears to &e
good.
-ncludes essential
information a&out
the topic &ut
there are 1-2
factual errors.
'ontent is
minimal 89 there
are several
factual errors.
Or,ani-ation
'ontent is well
organized using
headings or
&ulleted lists to
group related
material.
2ses headings or
&ulleted lists to
organize) &ut the
overall
organization of
topics appears
flawed.
'ontent is
logically
organized for the
most part.
There was no
clear or logical
organizational
structure) just lots
of facts.
Mechanics
5o misspellings
or grammatical
errors.
Three or fewer
misspellings
and%or
mechanical
errors.
?our misspellings
and%or
grammatical
errors.
"ore than .
errors in spelling
or grammar.
Attracti7eness
"a#es excellent
use of font) color)
graphics) effects)
etc. to enhance
the presentation.
"a#es good use
of font) color)
graphics) effects)
etc. to enhance to
presentation.
"a#es use of
font) color)
effects) etc. &ut
occasionally
these detract
from the
presentation
2se of font)
color) graphics)
effects etc. &ut
these often
distract from the
presentation
Total&&&&0
Out of ;)
Teacher Comments:
Scientific Mo!el<4rawin,s Ruric
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CATE8O
RY *9 *' *) :
Points
Earne
!
Constructi
on =
Materials
or 4rawin,
/ppropriate
materials were
selected and
creatively used or
lines are clear.
8verall the drawing
is very good) color
was used
/ppropriate
materials were
selected and
there was an
attempt at
creative use or
there are few
stray mar#s and
the drawing is
good) color was
used
/ppropriate
materials were
selected or stray
mar#s detract
from drawing or
color was not
used)
,uality of
drawing is fair
-nappropriate
materials were
selected and
contri&uted to a
poorly designed
model or several stay
mar#s) color was not
used) the ,uality of
the drawing is poor
Scientific
6nowle!,e
@isual indicates a
clear and very
accurate
understanding of
science concept
presented.
@isual indicates
a somewhat
accurate
understanding of
science concept
presented
@isual indicates
relatively
accurate
understanding of
science concept
@isual does not
demonstrate an
understanding of
science concept
presented
>unction @isual functions
extraordinarily well
and student can
easily enhance the
concept or all
structures are
drawn accurately
and are
recogniza&le. /ll
structures are
la&eled accurately.
@isual functions
well or most
structures are
drawn accurately
and are
recogniza&le. /ll
structures are
la&eled
accurately
@isual functions
pretty well) &ut
student has
difficulty using
the model to
demonstrate the
concept or many
structures are
drawn
accurately%
recogniza&le.
"any structures
are la&eled
accurately
"ajor flaws in
function ma#e it
difficult to use the
model to demonstrate
concept or few
structures are drawn
and la&eled
accurately
Visual
a""earanc
e
@isual clearly
shows the concept
and a great effort
has &een put into
ma#ing it realistic
and functional or all
@isual shows the
concept and an
effort has &een
put into ma#ing
it somewhat
realistic and
functional
@isual shows the
concept in some
ways and a
limited effort has
&een put into
ma#ing it
realistic and
functional
@isual does not
clearly show the
concept and very
little effort has &een
put into ma#ing it
realistic and
functional
Laels 3very item that
needs to &e
identified has a
la&el. -t is clear
which la&el goes
with which
structure
/lmost all items
that need to &e
identified have
la&els. -t is clear
which la&el goes
with which
structure.
"ost items that
need to &e
identified have
la&els. -t is clear
which la&el goes
with which
structure.
?ew of the items that
need to &e identified
have la&els 89 it is
not clear which la&el
goes with which item.
Total 333333<;)