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Welcome to Shepard Elementary School Instructional/MAP/PDSC Partnership Web Site

Objectives:

Students will be able to……

1. Explain the creation of constellations, the constellation names, their

history and how they relate to mythology.

2. Demonstrate proficiency in using PowerPoint and publishing software.

3. Demonstrate their ability to speak publicly and listen to other

speakers.

4. Work in a team setting and complete their part of the team project.

5. Create their own constellation myth and incorporate the rules of writing

and editing.

Introduction:

Has anyone ever heard of the word mythology? What do you think of when I say mythology? Let’s brain storm as a team. Have you ever heard of the word constellation? Have you ever seen a constellation? Where were you when you saw it? Which one did you see? Do you think mythology and constellations have a relationship? What do you think that relationship is? Go to http://education.yahoo.com/reference/dictionary/entry?id=M0515400 and write down the explanation of mythology. One of you look in the encyclopedia and find the definition of constellation.

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Task:

You are going to work with your group to research 3 constellations and learn their creation story and how it relates to mythology. The information that you find will be incorporated in the creation of a travel brochure you and your team will create. You will present your brochure to the class from the perspective that you are trying to gain our interest in visiting these constellations on a vacation trip. You will have 2 weeks to complete the group tasks. Refer to the rubric for word due dates.

1. Do you know what a constellation is? Read the explanation located

at:

http://www.astro.wisc.edu/~dolan/constellations/extra/constellations.html

2. As a team choose 3 constellations to research. Your research results should answer the questions:

What does the constellation look like?

What mythological character(s) is represented by the constellation?

What events caused the constellation to come into existence?

What region did your constellation creation story information come

from?

When and where can it be seen in the sky?

Use the following links to gather your information:

The Constellation Table http://www.coldwater.k12.mi.us/lms/planetarium/myth/index.html

The Mythology of the Constellation http://www.comfychair.org/~cmbell/myth/myth.html

Myths about the Sky, Constellations, and Stars

http://www.windows.ucar.edu/tour/link=/mythology/stars.html

3. On your own write a 150-200 word essay explaining what you learned about constellations and their creation stories. Explain in as much detail as you what events caused the constellation to be created. Do you feel more knowledgeable about constellations now? What do you feel more knowledgeable about? Have a team member proof read it for you, make your edits and turn it in.

4. Using all your researched information begin planning how you layout your brochure. Take time to look at the samples provided and write a list of items your team feels the brochure should include. Remember to be creative. You must include facts based on your research about the constellation, but you can add fictitious portions such as golf resorts, dinner with Zeus, and rocket ship deliveries. Remember you must be persuasive tour guides convincing us to take your celestial tour. You are advised to use one of our computer publishing programs to create your brochure in order to demonstrate your understanding out how they work. Every team member is expected to speak when presenting your constellation tour.

5. On your own you are going to create your own constellation and a creation story for it. You are to include some of the information you learned from your research and you may make up some information for creativity. You must also include a drawing of your constellation. Your story must be no more than 2 notebook pages long. You are to publish your slide in the form of PowerPoint slides. The slides will be published on our classroom web site. View the following website below for 3 short examples of celestial myths. NASAexplores 5-8 lesson http://www.nasaexplores.com/show_58_teacher_st.php?id=030109120526

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Resources

The Mythology of the Constellations http://www.comfychair.org/~cmbell/myth/myth.html

What are Constellations? http://www.astro.wisc.edu/~dolan/constellations/extra/constellations.html

Yahoo Dictionary http://education.yahoo.com/reference/dictionary/entry?id=M0515400

NASAexplores 5-8 lesson http://www.nasaexplores.com/show_58_teacher_st.php?id=030109120526

The Constellation Table http://www.coldwater.k12.mi.us/lms/planetarium/myth/index.html

Myths about the Sky, Constellations, and Stars http://www.windows.ucar.edu/tour/link=/mythology/stars.html

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Evaluation

Rubric for Making a Brochure

Teacher Name: Mrs. Houston

Student Name: ________________________________________

CATEGORY	4	3	2	1
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Content - Accuracy	All constellation facts in the brochure are accurate.	99-90% of the constellation facts in the brochure are accurate.	89-80% of the fconstellation acts in the brochure are accurate.	Fewer than 80% of the constellation facts in the brochure are accurate.
Attractiveness & Creativity	The brochure has exceptionally attractive formatting. Shows exceptional creative effort using the publishing software.	The brochure has attractive formatting. Shows some creative effort and demonstrates attempts to utilze the publishing software.	The brochure formatting demonstrates a minimal attempt in creativity and attempts utilize the publishing software.	The brochure's formatting does not demonstrate creativity and use of the publishing software.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems "text-heavy".	Graphics do not go with the accompanying text or appear to be randomly chosen.

Rubric created November 28, 2004 using Rubistar located at http://rubistar.4teachers.org/index.php

Oral Presentation Rubric: Tour guide presentation

Teacher Name: Mrs. Houston

Student Name: ________________________________________

CATEGORY	4	3	2	1
Pitch	Pitch was often used and it conveyed emotions appropriately.	Pitch was often used but the emotion it conveyed sometimes did not fit the content.	Pitch was rarely used OR the emotion it conveyed often did not fit the content.	Pitch was not used to convey emotion.
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.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
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.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Always gives everyone a turn to speak.	Usually listens to, shares with, and supports the efforts of others in the group. Almost always gives everyone in the group a chance to speak.	Often listens to, shares with, and supports the efforts of others in the group. Ocassionaly gives others on the team a chance to speak.	Rarely listens to, shares with, and supports the efforts of others in the group. Does not allow other team members a chance a speak..

Rubric created November 28, 2004 using Rubistar located at http://rubistar.4teachers.org/index.php

Story Writing: Create your own constellation myth

Teacher Name: Mrs. Houston

Student Name: ________________________________________

CATEGORY	4	3	2	1
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn't seem to care.
Introduction	First paragraph has a "grabber" or catchy beginning.	First paragraph has a weak "grabber".	A catchy beginning was attempted but was confusing rather than catchy.	No attempt was made to catch the reader's attention in the first paragraph.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Conclusion/Resolution	The conclusion is easy to understand, and is logical. There are no loose ends.	The conclusion is easy to understand, and is somewhat logical.	The conclusion is a little hard to understand.	No conclusion is attempted or it is impossible to understand.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Title	Title is creative, sparks interest and is related to the story and topic.	Title is related to the story and topic.	Title is present, but does not appear to be related to the story and topic.	No title.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
PowerPoint Publishing	Student created a five minute PowerPoint slide presentation of their story and included 2-3 appropriate illustrations and use of animations.	Student created a seven minute PowerPoint slide presentation of their story and included 2 appropriate illustrations and use of animations.	Student created a nine minute or more PowerPoint slide presentation of their story and included 1 appropriate illustrations and attempted minimal use of animations.	Student did not do a PowerPoint slide presentation of their story and included no illustrations and use of animations.

Rubric created November 28, 2004 using Rubistar located at http://rubistar.4teachers.org/index.php