BLM A.1: Rubric for Assessment of eModule

Level 1 / Level 2 / Level 3 / Level 4
Knowledge and Understanding
  • Space content, definitions, and terminology
  • Philae lander
  • Math proportional relationships
/
  • Demonstrates limited knowledge through inquiry and research
  • Demonstrates limited knowledge of the design process
  • Demonstrates limited knowledge through problem solving
/
  • Demonstrates some knowledge through inquiry and research
  • Demonstrates some knowledge of the design process
  • Demonstrates some knowledge through problem solving
/
  • Demonstrates considerable knowledge through inquiry and research
  • Demonstrates considerable knowledge of the design process
  • Demonstrates considerable knowledge through problem solving
/
  • Demonstrates a high degree of knowledge through inquiry and research
  • Demonstrates a high degree of knowledge of the design process
  • Demonstrates a high degree of knowledge through problem solving

Thinking and Investigation
  • Formulating questions
  • Forming and justifying conclusions
/
  • Uses questions to initiate ideas with limited effectiveness
  • Uses research and data to justify conclusions with limited effectiveness
/
  • Uses questions to initiate ideas with some effectiveness
  • Uses research and data to justify conclusions with some effectiveness
/
  • Uses questions to initiate ideas with considerable effectiveness
  • Uses research and data to justify conclusions with considerable effectiveness
/
  • Uses questions to initiate ideas with a high degree of effectiveness
  • Uses research and data to justify conclusions with a high degree of effectiveness

Communication
  • Research
  • Group work
/
  • Organizes information with limited effectiveness
  • Expresses ideas to group members with limited effectiveness
/
  • Organizes information with some effectiveness
  • Expresses ideas to group members with some effectiveness
/
  • Organizes information with considerable effectiveness
  • Expresses ideas to group members with considerable effectiveness
/
  • Organizes information with a high degree of effectiveness
  • Expresses ideas to group members with a high degree of effectiveness

Application
  • Mission Plan
/
  • Applies knowledge and skills to familiar contexts with limited effectiveness
  • Transfers knowledge and skills to unfamiliar contexts with limited effectiveness
/
  • Applies knowledge and skills to familiar contexts with some effectiveness
  • Transfers knowledge and skills to unfamiliar contexts with some effectiveness
/
  • Applies knowledge and skills to familiar contexts with considerable effectiveness
  • Transfers knowledge and skills to unfamiliar contexts with considerable effectiveness
/
  • Applies knowledge and skills to familiar contexts with a high degree of effectiveness
  • Transfers knowledge and skills to unfamiliar contexts with a high degree of effectiveness

BLM A.2: Student Evidence of Knowledge and Understanding

Science and technology content, inquiry, and investigations (research, advancement exam, technology design)

Student Name / Explains Biological Needs / Identifies Technological Devices / Understands the Relationship Between Earth, the Moon, and the Sun / Identifies the Components of the Solar System / Uses Appropriate Vocabulary in Written and Oral Communication / Understands the Design and Technology Development Process

BLM A.3: Student Evidence of Communication

Student Name / Organizes Information in Graphic Organizers (Questions, Headings,
Jot Notes) / Feedback 1 / Feedback 2 / Communicates in Many Forms
Group Work (Verbal, Written, Diagrams) / Feedback 1 / Feedback 2

BLM A.4: Student Evidence of Thinking and Investigating

Student Name / Asks Open Questions / Feedback 1 / Feedback 2 / Forms and Justifies Conclusions
(Makes Statements,
Uses Research and Data to Justify)
Lesson 7
Mission Plan / Feedback 1 / Feedback 2

BLM A.5: Student Evidence of Application and Transfer of Knowledge

Student Name / Familiar Contexts
Mission Plan
(Destination, Human Needs, Technology) / Unfamiliar Contexts
Mission Plan (Four Experts, Model, New Technology) / Justifies Conclusions Using Research, Data, and Investigations / Makes Connections with Science, Technology, and Math

Name: ______Date: ______

BLM A.6: Show What You Know—Math

  1. Convert the following percents to fractions:

(a) 96% = ______(b) 25% = ______(c) 8% = ______

  1. Convert the following decimal numbers to percents:

(a) 0.25 = ______(b) 0.09 = ______(c) 0.7 = ______

  1. Convert the following fractions to decimal numbers and percents:
    (a) = ______(b) = ______
  2. (a) In the grid, represent 0.75 in green, 20% in purple, and 0.01 in orange.

    (b) How much has not been coloured in the grid? ______
  3. Study the chart. What is the missing amount for water and trace elements in the Moon’s surface?
    Show your work. ______

The Moon’s Surface (traces of other elements and water have also been found)
Oxygen / Calcium / Iron / Magnesium / Silicon
43% / / 10% / 0.19 /

Name: ______Date: ______

BLM A.7*: Show What You Know—Math

  1. Convert the following percents to fractions:
    (a) 75% = ______(b) 25% = ______
  2. Convert the following decimal numbers to percents:
    (a) 0.25 = ______(b) 0.5 = ______
  3. Convert the following fractions to decimal numbers and percents:
    (a) = ______(b) = ______

(a) In the grid, represent 0.75 in green, 20% in purple, and in orange.

(b) What is the total amount coloured in the grid? ______

Name: ______Date: ______

BLM A.8: Show What You Know—Science

  1. Describe our solar system, and explain how it is ordered.
    ______
    ______
    ______
  2. Choose one planet from the solar system. Compare it to Earth. How are they similar? How are they different?

Earth and ______
Similarities / Differences
  1. What was the most interesting fact you learned about space or space exploration?
    ______
    ______
    ______
  2. Humans need air, water, food, and waste disposal in space. Choose two of these needs. Explain how astronauts meet these needs. Support your answers.
    (a) ______
    ______
    ______
    (b) ______
    ______
    ______
  1. Space travel would not be possible without technology. Choose two examples of technology. Explain why they are needed for space exploration. Support your answers.
    (a) ______
    ______
    ______
    ______
    (b) ______
    ______
    ______
    ______
  2. Scientists are working on elevators that get close to space. What process do you think scientists used to create this technology?
    ______
    ______
    ______
    ______
    ______

Name: ______Date: ______

BLM A.9*: Show What You Know—Science

  1. List the planets in order. Start with the planet closest to the Sun.

Saturn, Venus, Earth, Neptune, Mars, Mercury, Uranus, Jupiter

______
______
______

  1. Choose Earth and Mars. How are they similar? How are they different?

Earth and Mars
Similarities / Differences
  1. What was the most interesting thing you learned?
    ______
    ______
    ______
  2. Humans need air, water, food, and waste disposal in space. Choose two of these needs. Explain how we plan for them during space travel. Support your answers.
    (a) ______
    ______
    ______
    (b) ______
    ______
    ______
  1. Space travel would not be possible without technology. Choose two examples of technology. Explain why they are needed for space exploration. Support your answers.
    (a) ______
    ______
    ______
    ______
    (b) ______
    ______
    ______
    ______
  2. Some scientists are working on an elevator that reaches space. Place the design processes listed below in the correct order. (Hint: Think of the method you used when building your Philae comet lander.)
    ask questions, test a model, make a plan, make a model, make changes, draw a model, determine success
    ______
    ______
    ______
    ______
    ______

Name: ______Date: ______

BLM A.10: Self-Assessment

Rating Scale

1. Never 2. Sometimes 3. Usually 4. Often 5. Always

Curiosity Scale (student self-assessment)

______I am curious about many topics.

______I have a desire to learn new concepts.

______I ask questions about things I don’t know or understand.

______I want to find answers to my questions.

______I keep trying to find information or answers to my questions or questions of others.

Creativity Scale (student self-assessment)

______I like to produce my own work and not copy.

______I use my imagination when problem solving.

______I like to build on my knowledge.

______I elaborate on ideas and add to explanations.

Perseverance Scale (student self-assessment)

______I enjoy a challenge or puzzle.

______I look for support after I have tried many different ways.

______My mistakes help me work harder.

______When answering questions, I take the time I need.

______I like to keep trying at a problem.

______When something is difficult, I do not give up.

Collaboration Scale (student self-assessment)

______I actively listen when someone is sharing.

______I try to understand what others mean.

______I accept the ideas of others.

______I work with others to come up with ideas.

______I willingly share my ideas to help my peers.

______I discuss differing views calmly with peers.

Name: ______Date: ______

BLM A.11: Tracking Learning

Self-Assessment of Process Skills

Tracking My Progress / Level
Collaboration
Next time … / 1 2 3 4 / 1 2 3 4 / 1 2 3 4 / 1 2 3 4
Reflecting on my work
Next time … / 1 2 3 4 / 1 2 3 4 / 1 2 3 4 / 1 2 3 4
Communication
(written and oral)
Next time … / 1 2 3 4 / 1 2 3 4 / 1 2 3 4 / 1 2 3 4
Using learned strategies and solving problems
Next time … / 1 2 3 4 / 1 2 3 4 / 1 2 3 4 / 1 2 3 4
Creativity
Next time … / 1 2 3 4 / 1 2 3 4 / 1 2 3 4 / 1 2 3 4

Name: ______Date: ______

BLM A.12: Student Tracking Sheet

Knowledge and Understanding / Inquiry Process / Final Mission Plan
□I can explain how humans meet biological needs inspace.
□I can identify some technology and devices for spaceexploration.
□I can explain the relationshipbetween Earth, the Moon, and theSun.
□I can identify parts of our solarsystem.
□I can use science and technology vocabulary related to space when I talk about ideas in writing and whenspeaking.
Show What You Know—Math
Completed:______(initial)
□I know and can explain the relationships between fractions, decimal numbers, andpercent.
□I can make some conclusions from graphs andcharts.
□I can choose appropriate data asproof.
Show What You Know—Science
Completed:______(initial) / Asking Questions
□I can ask open-ended questions (answers are not foundeasily).
□I can continue to ask questions todig deeper in myresearch.
Collaboration
□I can discuss my ideas, expertise, and information with my group to build everyone’sknowledge.
□I can be open to my group’sideas.
Critical Thinking
□I can decide which data and information are useful for mymission.
□I can summarize information by identifying the main ideas, important evidence, and diagrams (also charts and tables) from my research.
Communication
□I can organize and sort my research and own ideas using jot notes andappropriate headings.
□I can communicate my knowledge toothers in my group using my notes, data, pictures, sketches, diagrams, charts, graphs, and videos. / □I use examples from my own and mygroup’s research in the MissionPlan.
□I form clear conclusions to support my missiondestination.
□I apply the skills I’ve learned (andpractised) to complete the MissionPlan.
□I use these skills: making inferences, providing proof, summarizing, interpreting data.
□I can justify my conclusions using specific examples from theresearch.
□I apply the knowledge I’ve learnedthrough my group work to my MissionPlan.
□I use science and technology vocabulary related tospace.
□I can use my math knowledge to make sense of the data in theresearch.
□I can use real data as evidence to justify my ideas.
□I have shown math evidence as part of my reasoning for mychoice.