Scale Scale Description 4 Through independent work beyond what was taught in class, students could (examples include, but are not limited to): research current and past earth and sun conditions. investigate causes and possible solutions for global climate change. compare and contrast the patterns in the organization and distribution of matter in the sun, earth, moon system. compare and contrast different solar events and their impact on earth. 3 understand how the motions of the sun, stars and planets as observed from Earth relate to the motions of the Earth and other planets in space. understand how the movement and position of Earth influences life on Earth. be able to differentiate between astronomy and astrology. 2 determine the meaning of symbols, key terms, and other astronomy specific words and phrases relating to the Earth, Sun and Moon illustrate the patterns of distribution of matter in the sun, earth, moon system. list the physical properties of the Earth, Sun and Moon. describe the key parts of the Earth, Sun and Moon System 1 show the patterns of distribution of matter in the sun, earth, moon system. select from a list the physical properties of the sun, earth and moon. list the key parts of the structure of earth, sun and moon.

 Headed Outside

 Scribe- Recording  This should be obvious – not the last person to be scribe  Foreman - Brains  Reads the procedure and explains the steps to everybody else  Asks questions of Mr. Hyatt  Make sure you know what you are doing  Keeping the group on task and making sure that you finish. ▪ If you don’t finish, this person loses points  Measurer - Hands on science  Responsible for measuring heights, distances, angles, and weights during the lab and reporting to everybody.  and doing the graph  Handyman – Dirty Work  Does everything else.  Gets supplies,  cleans up,  makes sure the pan doesn’t tip  washes the projectiles between trials,  makes sure things get back to where they are supposed to be.

 Everybody’s name goes on the paper data paper  You will need to come in one group at a time to measure the mass of your asteroids.  Somebody needs to be watching the flour as you drop the projectile in order to see the rays  It is too hard to see if you aren’t actively watching.  Make sure that you reset your experiment completely between each trial  You only get one scoop of flour…make it last  Have the handyman hold the pan so it doesn’t tip when a projectile hits it  Don’t drop all your projectiles right in the center ▪ Use different parts of the pan ▪ You might even pile all the flour up on one side to make it deeper

 Pan  Flour  Powdered Paint  Ruler  Meter Stick  Data Chart with Clipboard  Projectiles  If you finish Early, and want extra credit, let me know…..

 If you don’t finish, you wont get full credit.  Make sure you are working diligently  Don’t let your group down!  There will be another sheet when you come back in  This will not be entered into this 9 weeks grade  If you need me to check any missing work, you need to see me after class, during lunch or after school