Hydrothermal+Vents+Final+Project+-+AMNH+-+The+Oceans+2010

Joshua Blum Spring 2010 AMNH-The Ocean System Final Project



  This unit will focus on Hydrothermal Vents and how they connect to the student’s plate tectonics unit of study. This unit is geared to help the students interact with web resources, each other, and to help foster excitement for these amazing ocean phenomena. Through these four lessons the students will gain further understanding of the ocean’s chemistry, plate tectonics, and the associated biological and geological factors that allow these vents to exist. Please see objectives for further information and expanded and specific questioning that will be used to assess knowledge gained and synthesized.   New York State Intermediate Core Curriculum Hydrothermal Vents and the discussion of chemosynthesis with a small comparison to photosynthesis will be discussed during this series of four lessons. Since photosynthesis has been learned in sixth grade, this series of lessons is a perfect opportunity to reflect on that topic using a clear connection to topics learned in seventh grade. The main focus will be to discuss what a Hydrothermal Vent is and how it relates to Tectonic activity. Toward the end of the unit a clear connection will be made between the theory that ancient life may have begun in similar extreme environments and increased plate tectonic activity. This topic is not very common within the middle school science curricula as well as the discovery of these such vents has been relatively recent in the world of science. As stated previously this unit is a perfect connection to the start of the evolution theory unit that always engages students on a number of levels. It is an extra special topic at our school since the students come from extremely diverse backgrounds and religions.   The seventh grade curriculum begins with Geology and the study of how the earth has evolved. Plate Tectonics including convection currents, Buoyancy, Sea-floor spreading, Earthquakes: faulting and folding of the earth’s crust, Volcanoes, Mountain building, and the overall topography of Earth’s surface is discussed in detail. This series of lessons would fit nicely after those items are discussed since the students will hopefully have a clear understanding of how the earth behaves and what scientists believe to be ancient behaviors with the influx of volcanic activity linked with addition plate tectonic movement. Since many scientists theorize that these vents could have been the source of the beginnings of life as we know it, this unit would be a perfect introduction to evolution and their theories.   __Lesson 1: Introduce Hydrothermal Vents __  //Goal //: To introduce and explain what a Hydrothermal Vent is and where they can be found. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Questioning (Using Levels I-VI of Blooms Taxonomy): // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Objectives //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Materials //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Time //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: One 45 minute class period <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Scope and Sequence: // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">Vocabulary: <span style="font-family: "TimesNewRoman","serif";"> Hydrothermal Vent, Divergent boundary, Mid-Ocean Ridge, Plume, <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">The lesson will begin by handing out the KWL chart and asking the class what they know (or think they know) and what they want to know about Hydrothermal Vents. After the KWL chart is filled out and the discussion has begun the teacher will bring up <span style="font-family: "Calibri","sans-serif";">[|Image A] and ask what the students are looking at. The diagram shows a basic artificial image of a black and white smoker along with numbers 1-4. We will review what numbers 1-4 represent and why. Next, <span style="font-family: "Calibri","sans-serif";">[|Image C] will be brought up on the screen and it will be discussed as well. During the discussion the student’s prior knowledge will be tapped into including what they remember about divergent boundaries and volcanic activity. The video //<span style="font-family: "Calibri","sans-serif";">Beneath the Sea // will be shown and discussed. The students will be given a colored seafloor topographic map of the world and will be asked to hypothesize as to where a hydrothermal vent could be located and found. Toward the end of the class, the “L” of the KWL will be started to be added to throughout the course of the next few lessons. The final activity of hypothesizing the location of the vent will lead into the next lesson. The students will not have enough time to complete this activity but will be excited to figure it out next time. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> __<span style="font-family: "Cambria","serif"; font-size: 14pt;">Lesson Two: Finding a vent using prior knowledge from Lesson 1 and compare chemosynthesis vs. photosynthesis __ <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Goal //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: To rationalize where to find Hydrothermal Vents and learn about the deep sea vent biosphere <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Questioning (Using Levels I-VI of Blooms Taxonomy): // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Objectives //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Materials //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Time //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: One 45 minute class period <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Scope and Sequence: // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">Vocabulary: <span style="font-family: "TimesNewRoman","serif";"> Chemosynthesis, photosynthesis, Hydrothermal Vent <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">The lesson will begin by reviewing what was learned the previous day. Vocabulary will also be reviewed from the previous lesson. Students will be given another ten minutes to complete the sea floor topographic mapping activity before sharing with the class. After the ten minutes is up each group will share where believe a vent could be found along with their explanation. The worksheet will be displayed on the screen and each group will place a marker where their group thought a vent could possibly be located. Next, the class will be given one laptop computer for every two students. They will take part in some internet work using the interactive worksheet found <span style="font-family: "Calibri","sans-serif";">[|HERE]. By using the interactive they will be introduced to the idea of chemosynthesis and photosynthesis. They should have plenty of prior knowledge pertaining to the idea and process of photosynthesis but should have very limited knowledge of chemosynthesis. Before students break off into group work we take a look at the two differing chemical formulas for both chemosynthesis and photosynthesis: CO2 + 6H2O -> C6H12O6 + 6O2 CO2 + 4H2S + O2 -> CH20 + 4S + 3H2O <span style="font-family: "Cambria","serif"; font-size: 12pt;">What are some similarities between the two formulas? Differences? No clarification is given to allow for true inquiry and scaffolding on the information. Analysis of the formulas are readdressed the following class. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">Students will be given fifteen minutes to look at the interactive and fill out the Venn diagram <span style="font-family: "Calibri","sans-serif";">HERE before discussing it as a class. Afterwards, the class should have a pretty basic understanding of what Chemosynthesis is and how it compares to Photosynthesis. They will finish with a Think-Pair-Share (h) to ensure no misconceptions are left. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 14pt;">Lesson Three: Chemosynthesis vs. photosynthesis review and clarification. Biosphere exploration of the deep ocean vents <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Goal //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: To further clarify chemosynthesis vs. photosynthesis; To learn how organisms have adapted to life in this extreme environment. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Questioning (Using Levels I-VI of Blooms Taxonomy): // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Objectives //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Materials //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Time //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: One 45 minute class period <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Scope and Sequence: // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">Vocabulary: <span style="font-family: "TimesNewRoman","serif";">Adaptation, biosphere, <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">The lesson will begin by reviewing the Think-Pair-Share from the previous lesson making sure all students have a clear understanding about what was learned the previous day. The focus for this lesson will be to explore the various organisms that live and thrive within the hydrothermal Vent biosphere. The video, //<span style="font-family: "Calibri","sans-serif";">Biogenesis // will be shown to help further clarify the understanding about the complex interaction these organisms have with one another. Each group will be assigned an organism that is found near the vent and will be required to research it and come up with information to share with the rest of the class (See worksheet J). When the worksheet is complete all groups will present their findings and it will be the rest of the class’s job to take notes on the other organisms. Afterwards, students will have to choose one representative from each group to get in some sort of logical order based on energy. The idea is to connect the concepts to last years teaching on food webs and chains associated with energy movement. It is an easy and interactive way to get the students up and moving around the classroom while confirming their understanding on the new topic. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 14pt;">Lesson Four: Hydrothermal Vent Group game creation <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Goal //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: To create a game based on the information presented in the last three lessons. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Objectives //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Materials //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Time //<span style="font-family: "Cambria","serif"; font-size: 12pt;">: **Two-Three** 45 minute class periods <span style="font-family: "Cambria","serif"; font-size: 12pt;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt;">Scope and Sequence: // <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be charged with creating an interactive Hydrothermal Vent game based on an array of choices. They will have a choice between creating a Power Point Jeopardy, Power Point //Are you Smarter than a 5th Grader//, Trivia game etc… The first class period will give the group an opportunity to brain storm and decide which game they would like to start producing. They will be given the rubric to ensure they understand the game expectations and how it will be graded. Resources will be limited to information from the Multimedia section of the topics web site, Http://blum.wikispaces.com to ensure accuracy of information. <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">Student notebooks, Multimedia game, formal assessment (online quiz), rubrics <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">I.) Unit Title: **<span style="font-family: "Cambria","serif"; font-size: 12pt;"> Deep Ocean Vents
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">II.) Introduction: **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">III.) ****<span style="font-family: "Cambria","serif"; font-size: 12pt;">Define Learners **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Grade Level: Middle School students, 7th grade
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Population Characteristics: Students live in the borough of Queens, New York City. Most have grown up in an urban environment with slight to no exposure to topic presented in this unit. Prior knowledge will be very limited. The students come from extremely diverse socioeconomic groups as well as both academically and culturally diverse. This unit will be taught to twelve general education classes and two integrated special education classes.
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Lesson Groupings: Depending on the activity or introduction the students will work in all group settings. Engaging the students for preliminary demonstrations and lectures will mainly class based whereas once testing and experiment becomes necessary students will break into groups of four to six.
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">IV.) Standards **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LE 1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities. <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LE 3.2a In all environments, organisms with similar needs may compete with one another for resources. <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LE 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition.
 * LE 5.1b An organisms overall body plan and its environment determine the way that the organism carries out the life processes. <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods. <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * 5.1g The survival of an organism depends on its ability to sense and respond to its external environment. <span style="font-family: "Cambria","serif"; font-size: 12pt;">
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">V.) Topic **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">VI.) Curriculum Links **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">VII.) Lessons **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Why do Hydrothermal Vents form near divergent boundaries where volcanic activity is increased?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">How would you summarize how a vent is formed and why?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">If you were interviewing a vent, what questions would you ask it?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you list the main steps in the formation of a hydrothermal vent?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you elaborate on the reason for a vents formation?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">What information would you need to determine if the deep sea organisms living near vents were chemosynthetic?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to explain what a hydrothermal vent is
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will gain an introductory understanding on how vents are formed by tectonic activity
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to successfully work in small collaborative groups
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LCD projector
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Seafloor Topographic maps (Colored) *See appendices A
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">KWL Chart
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">How is it possible for Hydrothermal Vents to form near divergent plate boundaries?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you briefly explain how these organisms are able to live near the Hydrothermal Vents?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">What would result if the vents no longer spewed out scalding hot water?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you list the basic sequence of events that create the Hydrothermal Vents?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you formulate a theory as to how these organisms adapted to life near these vents?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Based on what you learned, how would you explain the main differences between chemosynthesis and photosynthesis?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to rationally explain where vents are commonly found
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to explain chemosynthesis in their own words
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to compare photosynthesis vs. chemosynthesis
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LCD projector
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">One laptop for every two students
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Seafloor Topographic maps (Colored) *See appendices A
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">What do Hydrothermal Vents use as “fuel” to become so hot?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you briefly explain Chemosynthesis in your own words?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">How would you use the Chemosynthesis formula to teach someone else about the process?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Show and explain each part of the Chemosynthesis formula.
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Can you hypothesize on the reason scientists have discovered extremely high levels of metals in the sediment surrounding these vents?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">How could you prove or disprove the idea that a vent once was in a certain area of deep ocean perhaps now extinct?
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to identify organisms that thrive near Hydrothermal Vents
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to explain various adaptations these organisms have in order to survive
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LCD projector
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">One laptop for every two students
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to use their learned knowledge about Hydrothermal Vents are apply it to a fun and interactive game
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">The students will be able to effectively work in collaborative groups
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">LCD projector
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">One laptop for every two students
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Markers/crayons/colored pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Ruler/Straight edge
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Poster board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">VIII.) ****<span style="font-family: "Cambria","serif"; font-size: 12pt;">Assessment of Students **
 * |||||||||| || || ===a.) 7th Grade Science Notebook Check=== || ||

CATEGORY || 4 || 3 || 2 || 1 || Content || All required elements (vocabulary, reflection questions, in-class note and homework) are complete. || Most required elements are complete, but all are thoughtfully done. || Most required elements are present, but may show a lack of detail or effort. || Several required elements are missing, incomplete, or show very little effort. || Consistency || Clear, accurate, dated notes are taken regularly. || Dated, clear, accurate notes are taken occasionally. || Dated, notes are taken occasionally, but are often incomplete or inaccurate. || Notes rarely taken or of little use. || Organization || Notebook is neatly written and clearly well organized, with descriptive page headings and a separate vocabulary section. Key information can be easily found. || Notebook is mostly well organized. Key information can be found with only a little searching. || Some effort was made to organize the notebook, but information is generally difficult to locate. || Little effort was made to organize thoughts in a useful way. ||

**<span style="font-family: "Times New Roman","serif"; font-size: 13.5pt;">b.) Making A Multimedia Game: Hydrothermal Vents ** || || CATEGORY || 4 || 3 || 2 || 1 || Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people's ideas (giving them credit), but there is little evidence of original thinking. || Uses other people's ideas, but does not give them credit. || Presentation || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. || Oral Presentation || Interesting, well-rehearsed with smooth delivery that holds audience attention. || Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. || Delivery not smooth, but able to hold audience attention most of the time. || Delivery not smooth and audience attention lost. || Presentation || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. || 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 presentaion 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. || Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. || Sources || Source information collected for all graphics, facts and quotes. All documented in desired format. || Source information collected for all graphics, facts and quotes. Most documented in desired format. || Source information collected for graphics, facts and quotes, but not documented in desired format. || Very little or no source information was collected. || Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. || Sources || Source information collected for all graphics, facts and quotes. All documented in desired format. || Source information collected for all graphics, facts and quotes. Most documented in desired format. || Source information collected for graphics, facts and quotes, but not documented in desired format. || Very little or no source information was collected. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Citation: Referenced www.rubistar.com for format assistance <span style="font-family: "Cambria","serif"; font-size: 12pt;">c.) Quiz (to be taken online) – See attached file <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">The formal evaluation of the success of the lesson will obviously come with all assessments both formal and informal. Quantitatively these assessments will show whether or not the students were able to absorb the material and connect it with prior learned concepts. Informally through conferences and discussion answering it will be imperative to use some or not most of the questioning included in the lesson plans (Scope and Sequence). It is with these carefully crafted questions can we deduce clear and specific understanding for each lesson and associated topic.
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">IX.) ****<span style="font-family: "Cambria","serif"; font-size: 12pt;">Evaluation of the Unit **

__ **Multimedia** __ Videos [| Image #1 - Deep Sea Vents] [|Image #2 - Hydrothermal Vent diagram] [|Image #3 - Hydrothermal Vent diagram(2)] [|Interactive Worksheet #1] Online Quiz

**__Hydrothermal Vent Web Resources__**

[|Vent Geochemistry - NOAA] [|Woods Hole Oceanographic Institute] [|Great Web Resource] [|Hydrothermal Vent Search] [|Web Site of the Ocean Research Vessel RRS James Cook] [|Student Ocean Science Experiments] [|Extreme Living] [|Life Near Hydrothermal Vents] [|Recently Revealed Life in Deep Places]


 * __ Reference Material: __**

[|NYS Intermediate Science Curricula]