cpb-us-w2.wpmucdn.com€¦ · web viewname: ______________________ partners:...

Name: ______________________ Partners: _______________________________________________Period: ___

Celebrate La Huasteca Canyon__________

Introduction to the Project:

You are a member of the Ambassadors of La Huasteca Canyon committee specializing in developing and implementing parks tourism programs. Current tourism attractions within Monterrey include La Cola del Caballo, Las Grutas del Garcia and Chipinque. ASFM hopes to put on display a permanent information center about the Huasteca by the entrance of the school to showcase the beauty and elegance of the Huasteca Canyon by highlighting the natural gems and geological attractions within the canyon.

You have been asked to apply your knowledge of the concepts below to design a product that could be used in the parks tourist center to illustrate & highlight rock formations in Huasteca Canyon. The product that you design will be on display for public viewing at Celebrate Huasteca! – A celebration of Huasteca hosted by ASFM during finals week.

English Math Science Socials

- Vocabulary- Listening / speaking skills- Paragraph Structure- Grammar- Constructing Support- Presentation Skills- Writing Conventions

- Fractions- Decimals- Percent- Integers- Scientific Notation

- Landform--Creation and Destruction- Soil Types and Properties- Rock Cycle- Rock Types- Molecules (chemical composition)- Chemical and Physical Changes (Law of Conservation of Mass)

- Five themes of Geography 1. Human Environment Interactions—Depend on, Adapt to, Modify 2. Location—Absolute & Relative 3. Place-Physical Natural Aspects, Man made, Traditions & Celebrations 4. Movement-People, Ideas, Things 5. Region-Vegetation & Climate- Baloney Detection Kit- Research Methods- Works Cited

You will work together in teams and choose one of the following projects.

1. Video and pamphlet○ Between the two products, all content should be addressed for each subject

■ Contains the science content ■ Contains the socials content

○ Pamphlet must include all English content: paragraph structure, vocabulary and identified grammar. It should be a take away, condensed version of what is in the video.

○ A complete works cited must be included. Each student will also be responsible for turning in their research notes, source evaluation forms and a 5 themes connection sheet.

2. Story board-paragraphs for each board○ A minimum of 12 frames.○ In picture/image form must contain the science content and socials content. ○ Each frame should be accompanied by an explanatory paragraph that includes all English content. The written

portion must include paragraph structure, vocabulary and identified grammar.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,

source evaluation forms and a 5 themes connection sheet.

3. Children’s book○ A minimum of 16 pages--each student will be responsible for at least 4 pages.○ Must contain all required socials and science content.○ Each student will write a 150 word minimum summary of their assigned pages (a minimum of 4) in which they

include all English content: correct paragraph structure, vocabulary and identified grammar.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


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4. Graphic Novel○ A minimum of 24 pages (6 pages for each student) and each page has a minimum of 4 frames.○ Must contain the science content and socials content. ○ Each student will write a summary of their assigned pages (a minimum of 6) in which they include all English

content: correct paragraph structure, vocabulary and identified grammar. ○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


5. Magazine (ex. National Geographic) - printed or electronic magazine○ Each student will write a 500 word article that contains at least 3 images (photos, maps, etc.) with captions.○ Must contain the science content and socials content. ○ Each student will be assessed on paragraph structure, vocabulary and identified grammar.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


6. Interactive Visual Presentation (ex. Prezi, Ahead, Flash Video, Google Earth Virtual Tour or PowerPoint) accompanied by a pamphlet

○ Must include a minimum of 28 transitions (each student is responsible for at least 7 transitions).○ Must contain the science content and socials content.○ Pamphlet must include all English content: paragraph structure, vocabulary and identified grammar. It should be a

take away, condensed version of what is in the presentation.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


7. Model/diorama with written essay○ Must create a model or diorama.○ Each student will write a 500 word essay to explain how the content is displayed in the model.○ Must contain the science content and socials content.○ Each student will be assessed on paragraph structure, vocabulary and identified grammar. All English content

should be included in essay.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


8. Board Game and Advertisement Pamphlet○ Must include an instruction manual/directions and answer key for all questions. ○ Must include a pamphlet advertising your product. Each student must contribute at least one paragraph to the

written portion of the project. In this pamphlet will include all English content.○ Must contain the science content and socials content.○ Each student will be assessed on paragraph structure, vocabulary and identified grammar.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


9. Own Option that must be approved by your TEACHERS.○ Socials, Science AND English teacher must approve idea.○ Must contain the science content and socials content.○ Each student will be assessed on paragraph structure, vocabulary and identified grammar.○ A complete works cited must be included. Each student will also be responsible for turning in their research notes,


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TABLE OF CONTENTS

SECTION PAGE

TIMELINE OF PROGRESS 4

CHECKLIST FOR ALL CLASSES 5

GROUP RESPONSIBILITY PLAN 6

ENGLISH SECTION 7-10

MATH SECTION 11-14

SCIENCE SECTION 15-18

SOCIAL STUDIES SECTION 19-28

3

TIMELINE OF PROGRESS

WEEK: Nov. 28 -

Dec. 2

Day 1 Day 2 Day 3 Day 4

Daily Agenda

-Huasteca Project begins: Intro to Project (Auditorium)

-Brainstorm-Choose your idea

-Go through packet and clarify instructions for the project

-Field Trip to Huasteca Canyon (BRING YOUR CAMERAS!)

Daily Goal

-Idea for project must be final!

Prepare questions for presenters

WEEK: Dec. 5-9

Day 1 Day 2 Day 3 Day 4

Daily Agenda

-Interviews with Huasteca expert (primary source)-Work day in other classes

-Work day in all classes



Daily Goal

Observations by English Teachers (listening, speaking and dispositions)

Observations by English Teachers (listening, speaking and dispositions)

Dec. 12-16

Mon, Dec 12 Tue, Dec 13 Wed, Dec 14 Thu, Dec 15 Fri, Dec 16

Daily Agenda

Open Classroom Work Day

Spanish Final Exam

Post Exam: ENLACE Testing

(10:45-1:45)

FINAL Open Classroom Work Day

Post Exam:ENLACE Testing(10:45-11:45)

Celebrate Huasteca! (in class practice)

Celebrate Huasteca! Expo in the Cafeteria

Daily Goal

Proofread and double check

partners’ work.

Bring all materials

together from each group

member to see

Finish Project

Be Ready to Present!!!

Critiquing one another’s

presentation techniques

Outstanding Public

Presentations!

4

what is missing.

CHECKLIST FOR ALL CLASSES

TASK WHERE CAN YOUR TEACHER FIND IT?

English

· Integrated 5 vocabulary words in italics

· Identified all noun, adjective, and verb types in its correct color code

· Practiced and prepared all presentation skills (eye contact/gestures, voice, delivery)

· Written a paragraph using proper format

· Prepared reasoning for visiting Huasteca Canyon (constructed support)

· Edited written work for writing conventions (spelling/grammar)

Print out extra copy for English Teacher

Science

· All Required Science Content Included

· All Required Science Vocab Included

· Organized

· Visually appealing

· Creative

Socials

· Included a “Works Cited”

· Included research notes

· Included “Source Evaluation Forms”

· Included all five themes of geography

5

HUASTECA PROJECT GROUP RESPONSIBILITY PLAN

Your Name:Geography Questions:1.

2.

SCIENCEContent Vocab

1. 1.

2.

3.

2. 4.

5.

6.

7.

Name of Group Member:Geography Questions:1.

2.


1. 1.

2.

3.

2. 4.

5.

6.

7.


2.


1. 1.

2.

3.

2. 4.

5.

6.

7.


2.


1. 1.

2.

3.

2. 4.

5.

6.

7.

7

ENGLISH INSTRUCTIONS

1. Listening and Speaking / Dispositions:Each student be assessed daily on their preparedness, ability to be on task, as well as their listening and speaking skills. For assessment details read the rubric attached.

2. Paragraph:Each student must include one paragraph in the written portion of his or her project. You get to choose which paragraph you would like to be assessed, so please HIGHLIGHT and write your name beside the paragraph you believe to be your best representation of proper paragraph form. For assessment details read the rubric attached.

3. Vocabulary:Each student must integrate 5 of the 30 vocabulary words we have studied this semester somewhere into their project. These words must be clearly labeled in italics. For assessment details read the rubric attached.

4. Grammar:Each student must use and clearly label each of the different types of grammar words we studied this semester (common noun, proper noun, collective noun, possessive noun, linking verb, action verb, positive adjective, comparative adjective, and superlative adjective), in proper color coded format (Nouns: Blue; Verbs: Red, Adjectives: Green).

5. Presentation Skills:Each student will be asked to individually and briefly present their project to their English teacher. For assessment details read the rubric attached.

6. Constructing Support:Each student will be asked the following question and graded on their response:“Why should someone visit the Huasteca Canyon?”For assessment details read the rubric attached.

7. Reading Comprehension:Each student will be graded on their reading comprehension by their ability to follow the instructions given above. For assessment details read the rubric attached.

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Paragraph Rubric (With individual name highlighted) 4 3 2 1 0

-Topic sentences are very clear and interesting.

-Topic sentences are very clear.

- Topic sentences are somewhat clear.

- Topic sentences are not clear.

Insufficient to grade

- Concluding sentences clearly sum up what the paragraphs have been about in a different way than the topic sentences introduced the paragraphs- Concluding sentences are clearly related to the topic sentences

- Concluding sentences are similar to the topic sentences

- Concluding sentences are related to the topic sentences

- Concluding sentences are almost the same as the topic sentences

- Concluding sentences are somewhat related to the topic sentences

- Concluding sentences do not restate the main message of the paragraph

- Concluding sentences are unrelated to the topic sentences


- All information contained within the body paragraphs is related to the paragraph topic sentence- Student effectively uses concrete details and commentary sentences- Each body paragraph is at least 10 sentences

- There is some information included in the body paragraphs that is unrelated to the topic sentence- Student uses concrete details and commentary sentences well- Each body paragraph is 8 sentences long

- There is a lot of information included in the body paragraphs that is unrelated to the topic sentence- Student uses concrete details and commentary sentences- Each body paragraph is 6 sentences long

- Body paragraphs contain no common topic- Student is missing either concrete details or commentary sentences- Each body paragraph is 4 sentences or less


- Word choice indicates much thought and adds interest.- Student uses vivid and expressive words that help draw a picture in the reader’s mind.- Word usage is accurate, natural and not forced

- Much effort evident as to word choice.- Student has made an effort to improve his/her word choice, however, some words may be used inaccurately, seem overdone (are not natural), or lack variety

- Limited vocabulary used.

- Vocabulary does not communicate strongly or capture the reader’s interest.

- Lack of grade level vocabulary

-No effort to improve word choice or add variety to sentences.


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- Spelling and grammatical errors are limited

- There are few spelling or grammatical errors

- There are some spelling or grammatical errors.

-There are frequent spelling or grammatical errors.


TOTAL: ___/20Grammar Checklist

Nouns(properly identified in BLUE font)

______ Common Noun______ Proper Noun______ Collective Noun______ Possessive Noun

Verbs(properly identified in RED font)

______ Linking Verb______ Action Verb

Adjectives(properly identified in GREEN font)

______ Positive Adjective______ Comparative Adjective______ Superlative Adjective

10

/9

Vocabulary Rubric(Properly identified in italics)

4 3 2 1 0

Including Vocabulary

Uses five vocabulary

words

Uses four vocabulary words

accurately and naturally

Uses three vocabulary words


Uses all 5 vocabulary words


Insufficient to mark

Accurate Usage

All words are used accurately and naturally

Four words are used accurately and naturally

Three words are used accurately and naturally

One or two words are used accurately

and naturally

/8

Reading Comprehension Rubric

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4 3 2 1 0

Following Instructions

Followed all instructions completely

Almost all instructions were

followed

Some instructions were

followed

Few instructions were followed

Insufficient to mark

/4

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MATH INSTRUCTIONS

Increasing Tourism to la Huasteca

Dear Math Mythology Experts,

You are being contacted on behalf of Problem Solving Inc. to address the need for attracting greater tourism to the Huasteca area of Monterrey. Huasteca, as you know, is a place of wonder and beauty and attracts hikers, rock climbers, cyclists, and motorists every day. As Math Mythology Experts we are asking you to help us bring more visitors to Huasteca to enjoy its vast canyons and deep-rooted cultural history.

We would like you to create a myth or legend that would add to the curiosity and excitement that tourists already have through story telling. Myths and legends can be about very good people and acts of real kindness but many of the stories introduce us to creatures that you would not want to meet, especially in the darkness of the canyon under the moonlit, starry sky. Problem Solving Inc. has determined that an enchanting and mystical story about the canyon will increase the amount of visitors and help protect our beloved Huasteca.

Remember the goal is to increase tourism by creating a story that will make visitors curious and excited to visit the canyon while including the math concepts, therefore creativity is essential. Attached to this letter you will find a grading rubric and an example of a short excerpt from one student’s mythical legend from England along with the “Math Myth Explanation Sheet” for that section of their story.

If you are not sure what a myth or legend is or want to see examples check out this website:

Myths and Legends: http://myths.e2bn.org/index.php

Sincerely,

Noorani and HernandezProblem Solving Inc.

Math Project Checklist: Circle the method you used to present your myth or legend

_________ I. Your Challenge: Incorporate the math concepts we have learned this semester into a myth or legend about the canyon.

Your story should include 2 examples of each:1. Operations with positive2. Negative integers,3. Adding and subtracting fractions with different denominators4. Comparing fractions5. Exponents6. Scientific notation7. Square roots8. The relationships between fractions, decimals, and percent

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_________ II. Methods of presenting your story:

1. Comic strip or story board2. Scrap book3. Video4. Audio recording5. Comic Strip Program: http :// myths . e 2 bn . org / story _ creator /

***If you choose option 5 follow the instructions below:

A. Register your own account by loading Myths / Museum Box Creator http://myths.e2bn.org/story_creator/

B. Click "Messages" (or anything that gets a login prompt) then click "Join for Free"

C. ***Select: our school name as: American School Foundation Monterrey Mexico

________ III. “Math Myth Explanation Sheet” that should explain how each math topic was used in the story and show your work (see example)

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Example excerpt from: Slaying the Dragon and Cheating the Devil

When was the last time you saw a dragon then? A real, live, roaring, terrifying, blood-curdling dragon, the stuff of nightmares; long tail, sharp talons, huge teeth and breathing fire. Myths of dragons eating men in an English marketplace (one man only lost a leg) and soldiers (one soldier left headless) in a battle in Wales totaling in people being consumed were common.

You've never seen one? Well, to be honest, not many people have. Once upon a time, they were quite a common sight in England and Wales, but it's been many years since anyone last saw one. In fact, the last time one was seen was almost a 94 years ago. When winter turns to spring and temperatures rise 60 degrees from -10 degrees Celsius, the 50 degree weather is perfect for dragons to take flight.

Dragons were not the only unusual sights in times past. Giants were a part of everyday life as well. Some were positive, some were negative. It all depended how far their location was to heart of the City of Love. Giants who lived closer to the city saw smaller value in evil ways than those who lived farther. The city limits had its share of giants and was home to one of the better ones. He went by the name of Piers Shonks.

He stood 2.3 x 107 cm tall even without his great boots on. His home was on an island in Shonks' Moat, Peppsall Field from where, as Lord of the Manor, he ruled his land fairly and with kindness.

Returning from his travels late one day, Piers Shonks was dismayed and angry at what he saw. The crops in his field, which had been growing tall and strong, were now damaged. Crops that once stood meters tall were cut in fourths now only standing of a meter high. It took him only a moment to realize what was behind the attack. This was the work of a dragon. Well, he wasn't going to stand for this. If he didn't deal with the problem, his people would find the coming winter even tougher than usual.

Gathering his 40 best men around him, he and the 24 men set off to hunt the dragon. The quest would be full of danger, there was that of or 29.17% of them could even be killed; there was no choice. If they failed to deal with the monster, then it would return to wreak more death and destruction.

Originally Written By: Brent Pelham, Hertfordshire, England and adapted by Noorani and Hernandez

EXAMPLE: Math Myth Explanation Sheet

Program used: Microsoft Word Equation Editor

1. Myths of people consumed by dragons: Add fractions unlike denominatorsIn order to add the fractions you need common denominators. So we make equivalent fractions of each and then add.

2. Years of last dragon sighting: Exponential PowerIn order to use powers you multiply the base by itself as many times as the exponent indicates.

Exponential Form: 94 yearsStandard Form: 6561 years

3. Temperature for dragon flight: Add/ Subtract IntegersIn order to add and subtract integers you find the absolute value of each integer. In this case the signs are different so, the integer with the highest absolute value indicates the sign of your answer. Then we find the difference between the two numbers using subtraction.

-10 + 60 = 50 degrees. 60 has a larger value so the answer is positive.The we subtract 60 – 10 = 50 degrees when dragons fly

When you make your Math Myth Explanation Sheet, you would continue until you have explained 2 examples of each topic.

16

SCIENCE INSTRUCTIONS

Canyon Field Trip Picture Notes

Name:_______________ Group Members: _______________________________________ Date:________ Period:___

You will be taking pictures of the following terms during your excursion to the Huasteca Canyon. It is important that you write down the number of the picture you took while you take it and a short description to avoid having trouble identifying which picture is which when you get back to school.

Term Pic(s) # Description

Weathering

18

Gravity

Limestone

Landslide

Erosion

Water Abrasion

Topsoil

Stratification

Root Pry

Conglomerate

Transported Rock

Plant Acids

Humus

Parent Rock

Acid Rain

19

Chemical Weathering

Chemical reactions break down the bonds holding rocks together, causing them to fall apart, forming smaller pieces. Chemical weathering is more common in locations where there is a lot of water because water is important to many of the chemical reactions that can take place. Warmer temperatures are also more friendly to chemical weathering. The most common types of chemical weathering are listed below.

● Oxidation takes place when oxygen combines with other elements in rocks to form new types of rock. These new substances are usually much softer, and thus easier for other forces to break apart.

● Hydrolysis occurs when water combines with the substances in rocks to form new types of substances, which are softer than the original rock types. These allows other forces such as mechanical weathering to more easily break them apart.

● Carbonation takes place when carbon dioxide reacts with certain types of rocks forming a solution, that can easily be carried away by water

1. How do you think chemical weathering has affected the rocks in the Huasteca canyon? Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Acid Rain

● Acid rain describes any form of precipitation with high levels of nitric and sulfuric acids. It can also occur in the form of snow, fog, and tiny bits of dry material that settle to Earth.

● Rotting vegetation and erupting volcanoes release some chemicals that can cause acid rain, but most acid rain falls because of human activities. The biggest culprit is the burning of fossil fuels by coal-burning power plants, factories, and automobiles.

● When humans burn fossil fuels, sulfur dioxide (SO2) and nitrogen oxides (NOx) are released into the atmosphere. These chemical gases react with water, oxygen, and other substances to form mild solutions of sulfuric and nitric acid.

2. Do you think Monterrey has acid rain? Explain why or why not.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________20

Plant Acids

Plants can also cause chemical weathering. Plants produce weak acids that dissolve certain minerals in rocks. Lichens are a type of living thing that produce weak acids capable of dissolving the minerals in rocks.

3. Do you think that a single plant is capable of turning parent rock into topsoil by means of mechanical and chemical weathering during its lifetime? Explain why or why not.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Demonstration: Limestone in Acid

4. Describe what happens when the limestone is placed in acid.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. How do acids contribute to weathering and erosion in the Huasteca Canyon? What are two sources the acids that chemically weather the rock can come from?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

21

SCIENCE RUBRICS ___ / 64

22

SOCIAL STUDIES INSTRUCTIONS

1) Interview Questions -- Before hearing our “guest speakers” talk about the Huasteca Canyon, it is required that you write down 8 questions that you can ask on your “Interview Questions” sheet about the canyon based on the 5 Themes of Geography. You will use this sheet with you to the record the answers to your questions. This sheet must be submitted for evaluation.2) Selecting your Geography Pieces – Each of the 5 Themes of Geography must be represented somewhere in your project. Therefore, in your group it is required that you divide up the 5 Themes of Geography amongst yourselves.

Each group member must cover at least two of the pieces. All 8 need to be researched!These 8 Pieces Include: 1) Location (Relative and Absolute) 2) Place (Physical) 3) Place (Traditions) 4) Movement (People)5) Human-Environment Interaction (Depend on) 6) Human-Environment Interaction (Adapt to) 7) Human Environment Interaction (Modify) 8) Region (Vegetation/Climate)

***Once you have decided which piece you will cover, write it down on your “5 Themes of Geography Graphic Organizer.”

3) Research your two pieces of the 5 Themes of Geography. This will require that you:

A) Finding appropriate sources to use for your research (guest speakers, photographs, books, internet, etc). You need to use a minimum of THREE sources to answer your “pieces” of the 5 Themes. Two of your sources can be the information you collect from the guest speakers. You can decide from where you get your third source (provided that it gives you the information that you need) – ie. Internet, newspaper, photo, etc.

B) Taking notes about what you have learned about your “piece” in the middle column of your “5 Themes of Geography Graphic Organizer.” Once you have enough research, set aside sheet until you are able to share your information with your group. After talking with your group, you can decide how you will apply this information in your project (Complete column 3). Hand in to be evaluated.

C) Complete 3 Baloney Detection Kit Sheets evaluating your sources.

D) Using the Son of Citation Machine (www . citationmachine . net ) you must create a “Works Cited” list that have a minimum of three sources used (MLA FORMAT). This is to be handed in for evaluation. IT IS IMPORTANT THAT YOU SELECT THE CORRECT SOURCE FOR THE CITATION YOU ARE MAKING. DON’T CLICK ON “WEB-BASED DOCUMENT” IF YOUR SOURCE IS A NEWSPAPER ARTICLE.

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Quick Check List:1) Interview Questions and answers ______2) Pick 2 pieces of Five Themes of Geography to research (column one of graphic organizer) ____3) Select at least 3 appropriate sources to use for your research _______4) Take notes on the graphic organizer (column 2) _________5) Complete 3 Baloney Detection Kit Evaluations ______6) Create Works Cited list using “Son of Citation” ______7) Decide with group how your research will be represented in your project and complete column 3 of graphic organizer ______8) High Fives all around because you finished! _______

Evaluation Components:1) Interview Question Sheet and Graphic Organizer-- 32 marks2) Source Evaluation Sheets (3 X 9) – 27 marks3) Works Cited List – 12 marksTotal – 71 Marks Percentage of Year-end Final – 10%

Social Studies Alternative Exam Rubrics

5 Themes of Geography Note-taking Sheet and OrganizerCategory 4 3 2 1

Summarizing of Information --into point form notes (Keywords vs. Copying)Column 2

Notes are summarized in students own words and retain full information

Notes are mostly written as the students own

Notes are mostly copied from the source

Notes are copied directly from the source

Relevance –Research notes pertain to the students “piece” of the 5 Themes of GeographyColumn 2

Notes directly relate to the students “piece” of the 5 Themes of Geography

Notes primarily relate to the students “piece” of the 5 Themes

Some evidence that the notes relate to the students “piece” of the 5 Themes

Notes do not relate to the students “piece” of the 5 Themes

Quantity – Student takes enough notes to accurately characterize their “piece” of the 5 Themes of GeographyColumn 2

More than enough notes are taken to characterize the students “piece” of the 5 Themes

Sufficient number of notes are taken to characterize the students “piece” of the 5 Themes

Few notes are taken to characterize the students “piece” of the 5 Themes

Student did not take enough notes to characterize their “piece” of the 5 Themes

Application – Student makes connection from research to productColumn 3

Student clearly shows how their research will be represented in their final product

Student makes some connections about how their research will be represented in their final product

Student somewhat makes connections how their research be represented in their final product

Student does not make connections to how their research will be represented in their final product

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Source Evaluation Marks

1) Source 1Completeness (All relevant information on the source sheet is complete) /5

Written answers belonging to sections of the Baloney Detection Kit4 3 2 1

Student clearly shows through their writing that they have analyzed the worth of the source

Student mostly shows through their writing that they have analyzed the worth of the source

Student adequately shows through their writing that they have analyzed the worth of the source

Student does not show through their writing that they have analyzed the worth of the source













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Works Cited Rubric

Category 4 3 2 1

Completeness of Citation information*All information is filled when using the son of citation machine

All citations have the required elements (all information filled into “son of citation”.

Most of the citations have the required elements

Some citations have the required elements

Missing information from most of the citations

Order of citation elements

All of the citations have the required elements in the proper order

Most of the citations have the required elements in the proper order

Some of the citations have the required elements in the proper order

None of the citations have the required elements

Number of Sources Student has included at least 3 citations

Student has included 2 citations

Student has included 1 citations

Student has only given links and incomplete information

5 Themes of Geography Graphic Organizer

Name___________________ Teacher_________________ Period _______ Group Members _____________________________________________

Instructions: Research your theme as it relates to the Huasteca Canyon. Write your notes neatly and be sure to include your sources. Then write how you include this information in your project.

Theme(What is your

theme?)

Notes and Facts(Information about your

theme)

Sources:

Application(How will you include your information in your

project)

26

Theme(What is your

theme?)

Notes and Facts(Information about your

theme)

Sources:

Application(How will you include your information in your

project)

27

Interview Questions

Name___________________ Teacher_________________ Period _______ Group Members _____________________________________________

We have guests coming in to tell us about Huasteca Canyon. You must prepare five questions for your guests. Your questions must relate to the five themes of geography.

You will be graded for the questions that you write. We will not have a chance to answer everybody’s question, but if your question is answered, there is space to write the answers, as well as other notes. Listen carefully. Somebody else might ask the same question that you want to ask.

Theme:

Question:

Theme:

Question:

Theme:

Question:

Answer: Answer: Answer:

28

Theme:

Question:

Theme:

Question:

Theme:

Question:

Theme:

Question:

Theme:

Question:

Answer: Answer: Answer: Answer: Answer:

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Baloney Detection Kit – Evaluating our 3 Sources

It is required that you complete the following 3 Baloney Detection Kit Evaluations for the required 3 sources of information you use to complete The Huasteca Canyon Project.

Source OneTitle of Source:___________________________________________________________________

Baloney Tip YesNo

1) Can I trust this person/website/paper, etc?

2) Do I think I could find the same information and details from another person/website/newspaper?3) Does this information make sense to me with how the world works? Example – Would someone really give all his or her money away????4) Does this story/information sound like it was researched and is logical?

5) Is the story told, or information given without the person’s personal beliefs involved? For example, should I believe McDonald’s or my doctor about food that is healthy?

Looking at your Baloney Detection Kit results, explain in 3-5 full sentences why you WOULD or WOULDN’T recommend this source.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Source TwoTitle of Source:____________________________________________________________________

Baloney Tip YesNo





__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

31

Source ThreeTitle of Source:____________________________________________________________________

Baloney Tip YesNo





__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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