see poster rubrics below!

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Poster rubrics

___________/  5          The poster contains a title that clearly reflects the topic of theme.

__________/    5           The poster is creative and draws attention.

__________/   5           Scientific vocabulary and language choices enhance the poster.

______/     15         The following vocabulary words were used to explain how the power of winds allow a

                                                Sailboat to move: balanced forces, unbalanced forces, motion, velocity, speed,

                                                inertia

 _________/   10           Includes a graph displaying the five fastest boats in the 8^th grade.

_________/   15           Two of the must common problems the explorers faced during their journey such  

                                                as  Scurvy are explained.

________/25          Includes a paragraph explaining the obstacles encountered when building the boat. If                                   

                                       you  were to sail on the boat you built, what are the probabilities that you have on

                                      completing the trip?  Why?

    _______/  10      Includes pictures of the sail boats used by Christopher Columbus. Explain how he took

                                  advantage of the global winds to sail across the Atlantic!

_______/  10        Includes a  map with the route the early Europeans used to reach the new world;

                              the trade winds are colored and labeled

Total points: ____________/ 100

Pride Points: ___________/ 3

Rubrics: ______________/ 1

Final Grade: __________/ 100

Name: ______________________ ___ date: __________ core: ________

Science and Social Studies Connections: Motion and Forces Unit and European Exploration

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Book rubrics

_________/  5    Scientific content is accurate and supports the major sections of the book.

________/     5        The format used to lay out the book is effective for the intended audience.

________/     5       The book is creative and interesting.

________/  10        The book has all the following presentation elements: words and visuals are easy to

                                    see, tittles and headings are easy to distinguish, and colors and patterns in the book

                                   are pleasing.

_______/     5         Includes a brief summary describing the purpose of the book.               

______/  15    Explains two of the must common problems the explorers faced during their journey.

______/ 15      Includes a paragraph explaining the obstacles ran into when building the boat. If you

                                were to sail on the boat you built, what are the probabilities that you have on

                                completing the trip?  Why?

_______/ 10     Include pictures of the sail boats used by Christopher Columbus. Explain how he took

                            advantage of the global winds to sail across the Atlantic.

_______/ 15    The following vocabulary words were used to explain how the power of winds allow a

                           Sailboat to move: balanced forces, unbalanced forces, motion, velocity, speed and inertia.

______/ 10    Includes a  map with the route the early Europeans used to reach the new world;

                              the trade winds are colored and labeled.

_______/  5       Vocabulary list- use and define five words covered during the motion, and forces unit.

Total points: ____________/ 100

Pride Points: ___________/ 3

Rubrics: ______________/ 1

Final Grade: __________/ 100

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Writing to Inform in Science rubrics

Accurate, specific, and purposeful scientific fact and concepts are included and are extended and expanded to fully explain the topic. Your paper addresses the following:

_______ /25            Difficulties encountered by European explorers- lack of supplies, modern equipment,  

                                      Diseases, etc…

_______/   25          If you were to sail on the boat you built, what are the probabilities that you have on   

                                   completing the trip?  Why? Use the observations recorded during the lab to help you

                                   complete this part.

_______/    25         Think about some of the frustration you had while building and testing the boat,   

                                   imagine what it was like for Christopher Columbus to organize his trip. What do you

                                   think was his most difficult task?

________/ 10         Find a fact from Christopher Columbus journey that you can identify with or that you

                                  find interesting. How is it relevant to you now?

_________/ 5         Scientific information that is relevant to the needs of the audience is used throughout                               the text.

_________/   5         Scientific vocabulary and language choices enhance the text.

________/     5            A logical organization plan for the text is established and consistently maintained.

 

Total points: ____________/ 100

Pride Points: ___________/ 3

Rubrics: _____________/1

Final Grade: __________/ 100

 

 

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How to Sail/Boat Lab -part one

Goals:

1. Students will use information learned in science about motion and forces to understand how European explorers used sailing boats to cross the Atlantic Ocean.

    

2. Students will participate in a hands-on learning experience of sailing, on a small scale.

    

3. Students will understand the effects of wind on a large object, such as a sail.

    

4. Students will develop problem solving skills.

    

Resources:

1. Information on sailing- students will conduct a research to find information about early European exploration and sailing boats design.

    

2. A body of water, fish tank, etc...

    

3. Depending on availability of materials, a viable medium to construct a boat out of, such as Styrofoam, paper, clay, cardboard, etc…

    

4. Materials to construct a mast, such as straws, rigid wire, wood sticks, pencils, toothpicks, etc.

    

5. Materials to make sails, such as cloth, paper, plastic wrap, aluminum foil etc.

    

6. Materials to provide ballast for the boat, such as a roll of pennies

    

7. Fans to simulate wind

    

Note:  Imagination is the key. You should experiment with different materials as they see fit.

Due dates:

Day 1 Tuesday Oct.13:  Teacher will give background information; introduction to the lab

Day 2 & 3 10-14 to 10-15: Individual work!

Conduct a research to find information about early European exploration and sailing boats used. Complete research sheet!

8.      Visit http://www.abc.net.au/navigators/ships

9.       Click on Navigation- read that information; then click on Early European Navigators- read and complete the technology sheet

Go back to the main page- click on Ships- read that information; then click on The History of sailing ships- complete the Sailing list note sheet

Visit http://www.ehow.com/how-does_4963200_a-sail-work.html

Click on The points of Sail: learn the fundamentals of sailing

Watch the different videos about sailing. Answer part 3 of the research worksheet.

Hand in your work!

Day 3 10-16: Individual work!

1. The teacher demonstrates how to make a sailboat out of some of the above listed materials. 

    

2.      Students look through The True Confessions of Charlotte Doyle  for examples of sailing techniques.

3.      Science Journal: Explore available materials; design a boat- draw a sketch of your boat; select the materials you will use for your boat. Write a paragraph explaining your reasoning for selecting that design. Why do you think it will work? Explain any techniques you learned from your research/or the handout which you adopted for your own boat. Add any information you think is important!

finish for homework-Turn in your journals on Monday!

Day 4 & 5  Oct 18-19: Group work!

Join your assigned group.  Share the information you compile on day 1 and 2. Now as a group adopt all the best individual ideas to design a boat. 

Answer pre-lab questions- teacher will give you a handout with the questions (One per group).

 Use your science journal to write the following: write a question; identify variables (IV, DV, 3 CV), list materials you are using, write procedures for the lab, create a chart to collect data and observations. Each person must have this information written on his/her science journal! Remember you can only make one change on the boat design. That is your independent variable.

Day 6 & 7  Oct. 20-21: Group work!

Construct a boat!

Day 8- 9 Oct. 23/26: group work

Test the boats!  Students should experiment to see how the boat is affected by wind from different directions and by sail positions.  Students should try to sail the boats with the wind coming from different directions such as upwind, downwind, and crosswind.  Include observations made during this step and complete your data table!

Day 10 Oct.27: Group work! Groups share their observations from the experiment with the rest of the class.  For example, students could describe how well their design of the boat worked, what they could have done better, etc.

Complete post “Lab questions”- one per group

Day 11 Oct. 28:  Final report- more information to come!

Adapted from:

http://cosee-central-gom.org/seascholars/lesson_plans/life%20as%20a%20sailor/boatlab1.html

Modified by Maria Abreu- MLC

Team members: _________________________,______________________,________________

                  _________________  

Lab Questions

Pre-lab questions

1.  List the materials you chose to construct your boat.  Give a brief explanation of why you chose these materials.

a.  Mast:
 
 
 
 
 

b.  Hull:
 
 
 
 
 

c.  Sail:
 
 
 
 
 

d.  Shrouds:
 
 
 
 
 

e.  Other parts:

 
2.  Sketch the design of your boat.

Adapted from: http://cosee-central-gom.org/seascholars/lesson_plans/life%20as%20a%20sailor/boatlab1.html

Modified by Maria Abreu- MLC

POST-LAB QUESTIONS

  
 

3.  Did you have any problems building your boat?  If so, what were the problems and how would you do things differently next time to build a boat?
 
 
 
 
 
 
 

 
 

4.  What did you do to get the boat to travel in different directions with respect to the wind?  For example, could you get your boat to travel downwind?  Upwind?  With the wind at the side of the boat?
 
 
 
 
 
 
 
 
  

5.  How do you think the shape of the hull affected the way the boat moved in the water?
 
 
 
 
 
 
 

 
 

6.  Did your boat tip over?  If so, what would you need to do to prevent this in the future?
 
 
 
 
 
 
 
 
 

10.  Briefly describe how the wind from the side of the boat can make it travel in a straight line.
 
 
 
 
 
 

Adapted from: http://cosee-central-gom.org/seascholars/lesson_plans/life%20as%20a%20sailor/boatlab1.html

Modified by Maria Abreu- MLC

 

Passages from The True Confessions of Charlotte Doyle

pg. 28:    "Everywhere I looked a great canvas sails of gray, from mainsail to main royal from flying jib to trysail, were bellied out."

pg. 35:    "Though the Seahawk heaved and rolled, creaked and groaned, her sails hung limply."

pg. 54:    "...men hauling on running lines and tackle until the desired sails were shifted and set."

pg. 66:    "...we ran before a steady wind that graced our helm and ruffled our hair.  With every sail bent we were making good progress..."

pg. 74:    "One afternoon the wind ceased.  And for days the Seahawk was becalmed."

pg. 89:    "The sails hung like dead cloth, the wheel was abandoned, the rigging rattled with eerie irrelevance.  The Seahawk was adrift.

pg. 120:    " '...you have agreed to climb to the top of the royal yard.  Do you know that's the highest sail on the main mast?  One hundred and thirty feet up."

pg. 121:    "This mast was, in fact, three great rounded lengths of wood, trees, in truth, affixed one end to the other.  Further, it supported four levels of sails..."

pg. 132:    "The wind was out of the northwest.  Our sails were taut.  Our studding sails were set.  Below, the ship's bow-as though pulled by her winged figurehead plunged repeatedly, stirring froth and foam."

pg. 134:    "...a sail is made of very heavy canvas.  When one gets tangled on a spar it must be pulled loose quickly or it can tear or burst, and in so doing, pull down rigging, spars, even a mast.  A sail out of control can flick like a wild whip and send a full-grown sailor into a senseless spin."

pg. 141:    "Under the brutal force of the wind, many of the sails had pulled free from their running ropes and were now tearing and snapping out of control, pulling themselves into wild whips."

pg. 143:    "The next moment the wind shifted and the great canvas collapsed..."

pg. 144:    "The foreyard is one of the biggest sails, one of a sailing ship's true engines."

 10-26 to 10-30