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Space Vacations!

In this culminating activity students will demonstrate their knowledge and use appropriate vocabulary relating to investigations of Earth and space. The culminating activity for this unit will be completed in two parts: First - Small student groups will form travel agencies. Each agency will choose a planet or space destination and develop their own travel package for a space vacation to that destination. They will work together to create a brochure and presentation for their space vacation packages to share with the entire class. After all the presentations are complete, students will be able to interact with each other, ask questions, and try and further sell their vacation packages. Brochures/Presentations should include: Agency Name Planet Destination (basic description, location, places of interest) Other Destination Stopovers (comets, asteroids, moons, sun, etc) Canadian Astronaut Tour Guide (choose one) Life in Space (eating, sleeping, toilets, communication, etc) Technology (satellites, Hubble, rovers, probes, space stations, etc)

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Second- Students will each choose a space destination(other than their own) that they found interesting and independently create a postcard sharing how their imaginary space vacation went. Postcards may include: Planet description, weather, scenery, activities, technology, etc. Variations: Students may choose to create a television/radio commercial or drama skit instead of the oral presentation. They may also choose to create a scrapbook, photo-essay or powerpoint presentation instead of a post card. Curriculum Expectations: Science: 1.1 assess the contributions of Canadians to the exploration and scientific understanding of space 1.2 evaluate the social and environmental costs and benefits of space exploration, taking different points of view into account 3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms 3.2 identify the bodies in space that emit light and those that reflect light 3.3 explain how humans meet their basic biological needs in space 3.4 identify the technological tools and devices needed for space exploration 3.5 describe the effects of the relative positions and motions of the earth, moon, and sun Visual Art: D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges

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Language: 1.2 demonstrate an understanding of appropriate listening behaviour 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and largegroup discussions 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information 2.4 use appropriate words and phrases from the full range of their vocabulary 2.7 use a variety of appropriate visual aids, (e.g., video images, maps, posters, charts, costumes) to support or enhance oral presentations 2.2 establish a distinctive voice in their writing appropriate to the subject and audience 2.3 use some vivid and/or figurative language and innovative expressions to enhance interest 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose

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Assessment Tools: Students will be assessed throughout the assignment by observation. They will also be assessed by the teacher, their peers, and themselves using rubrics:

Space Travel Agency Oral Presentation - Teacher Assessment!

Agency Name: ! ! ________________________________________"
CATEGORY Content 4 Shows a full understanding of the topic. Group is completely prepared and has obviously rehearsed. Group is able to accurately answer almost all questions posed by classmates about the topic. 3 Shows a good understanding of the topic. Group seems pretty prepared but might have needed a couple more rehearsals. Group is able to accurately answer most questions posed by classmates about the topic. 2 Shows a good understanding of parts of the topic. Group is somewhat prepared, but it is clear that rehearsal was lacking. Group is able to accurately answer a few questions posed by classmates about the topic. 1 Does not seem to understand the topic very well. Group does not seem at all prepared to present. Group is unable to accurately answer questions posed by classmates about the topic.

Preparedness

Comprehension

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Space Travel Agency Brochure - Teacher Assessment!

Student Name: ! ! ________________________________________"
CATEGORY Class Work 4 Used time well during each class period. Focused on getting the project done. Never distracted others. 3 Used time well during each class period. Usually focused on getting the project done and never distracted others. 2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. 1 Did not use class time to focus on the project OR often distracted others.

Graphics and Photos

All graphics/photos are related to the topic and make it easier to understand. The brochure includes all required elements.

All graphics/ All graphics/ Graphics/photos do photos are related photos relate to the not relate to the topic to the topic and topic. most make it easier to understand. All but 2 of the required elements are included on the brochure. At least 6 accurate facts are displayed in the brochure. Student can accurately answer most questions related to facts in the brochure. The brochure is attractive in terms of design, layout and neatness. More than 2 of the required elements are missing on the brochure. At least 4 accurate facts are displayed in the brochure. Student can accurately some questions related to facts in the brochure. The brochure is acceptably attractive though it may be a bit messy. More than 5 of the required elements were missing. 3 or less accurate facts are displayed in the brochure. Student appears to have insufcient knowledge about the facts used in the brochure. The brochure is distractingly messy or very poorly designed. It is not attractive.

Required Elements

Facts

At least 8 accurate facts are displayed in the brochure. Student can accurately answer all questions related to facts in the brochure. The brochure is exceptionally attractive in terms of design, layout, and neatness.

Knowledge

Layout and Neatness

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Space Travel Agency Self and Peer Assessment!

Student Name: ! ! ________________________________________"
CATEGORY Working with Others 4 Always listens to, shares with, and supports the efforts of others. Routinely provides useful ideas when participating in the group. A very strong group member who tries hard. 3 Almost always listens to, shares, with, and supports the efforts of others. Usually provides useful ideas when participating in the group. A strong group member who tries hard! 2 Often listens to, shares with, and supports the efforts of others. Sometimes provides useful ideas when participating in the group. A satisfactory group member who does what is required. 1 Rarely listens to, shares with, and supports the efforts of others. Rarely provides useful ideas when participating in the group. May refuse to participate or is disruptive.

Contributions

Space Travel Agency Post Card - Teacher Assessment!

Student Name: ! ! ________________________________________"
CATEGORY Class Work" 4 Used time well during each class period. Focused on getting the project done. Never distracted others. 3 Used time well during each class period. Usually focused on getting the project done and never distracted others. 2 Used some of the time well during each class period. Some focus on the project done but occasionally distracted others. At least 2 accurate facts are referred to on the postcard. Written work has 4-6 spelling or grammar mistakes. Some ideas are communicated clearly. The postcard is acceptably attractive though it may be a bit messy. 1 Did not use class time to focus on the project OR often distracted others.

Knowledge of Space Destination Written Work

At least 6 accurate At least 4 accurate facts are referred to on facts are referred the postcard. to on the postcard. Written work has no spelling or grammar mistakes. Ideas are communicated very clearly. The postcard is exceptionally attractive in terms of design, layout, and neatness. Written work has 1-3 spelling or grammar mistakes. Most ideas are communicated clearly. The postcard is attractive in terms of design, layout and neatness.

1 or no accurate facts are referred to on the postcard. Written work has more than 6 spelling or grammar mistakes. Ideas are not communicated clearly. The postcard is distractingly messy or very poorly designed. It is not attractive.

Layout and Neatness

Brochure Checklists:
Here is a list of brochure requirements, you must have all of these components! Travel agency name Group members Name of space destination. Location. 8 facts about your space destination. Relevant picture

Here is a list of optional ideas to include in your brochure. How to get there. Astronaut tour guide. Headline that creates curiosity, states a major benefit, or otherwise entices the reader to open and read your brochure. Short, easy to read blocks of text. Lists or charts for facts. Key Benefits of visiting. Places of interest. Things to do. Space experiences. History. Graphic Images for layout. Map.

Before handing in your brochure, make sure the answer is YES to these questions: Does the brochure give enough information that the reader knows where to find this place? (map, directions) Does the brochure tell what is significant about this place (description, weather, unique properties, etc.)? Are there interesting pictures? Are the pictures useful or do they just seem to be filling up space? Does the brochure make the reader want to visit this place?

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Printing Layout:! INSIDE FLAP BACK FRONT INSIDE LEFT INSIDE! INSIDE! RIGHT