Differentiation

Welcome to Ms. Jesseau’s Grade 4 Class

When we make good choices, we all achieve success.

Exemplars of previous years’ student projects are available to look at in the classroom.

Differentiated Product in Science

Science Project - Rocks, Minerals, and Erosion

You can choose to do any one of the following three projects, to be completed individually or with a partner. Your project should reflect what we have been learning about in class, as well as other sources of information (the internet, books, etc.). There is a bin of books on the science table that you may use as reference material, but please return them when you’re done so others can use them, too!

A) Create a Poster of the Rock Cycle, including:

· a detailed diagram of the three rock types including pictures and explanations.

· a written description of how each rock type is formed.

· a title, labels, and any other information that you think will improve the content and appearance of your poster.

B) Research a Mineral and present it in poster form, including:

· characteristics of the mineral (colour, lustre, texture, hardness, etc.).

· various uses (some things your mineral is commonly used for).

· where the mineral can be found, within Canada or elsewhere in the World.

· other interesting trivia or information that you think will contribute to a more interesting and engaging experience for your audience.

C) Write an Erosion Alert TV Script, a public service announcement-type commercial, including:

· causes of erosion.

· dangers associated with erosion.

· ways to prevent erosion.

I will be asking you to confirm which of the three project formats you would like to do, by the end of next Thursday’s class. After that time you will not be able to change your mind and will be committed to the topic you have chosen. Also, if you choose to work with a partner, choose wisely. A good partner is not the same as a good friend. A good partner is someone you know you can work well with.

Phone: 613-555-1234

Fax: 613-555-4321

E-mail: anne.jesseau@ocdsb.ca

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The students have been given a rubric and are encouraged to strive for a level three in each of the categories.

This is an in-class project. I encourage you to take your child to the library to find books to bring in and share with the class, or to plan a family trip to the Museum of Nature but I ask that all work for the project be completed in school.

Sample Rubric

Erosion Alert TV Script
	4	3	2	1
Knowledge and understanding	Comprehensively addressed all three criteria: causes, dangers, and preventative measures for erosion.	Addressed all three criteria to varying degrees: causes, dangers and preventative measures for erosion.	Addressed two of the three criteria: causes, dangers and preventative measures for erosion.	Addressed one or no criteria: causes, dangers and preventative measures for erosion.
Organization and clarity	Script establishes a purpose at the beginning and maintains that focus throughout! Cohesive.	Establishes a purpose at the beginning, but occasionally wanders from that focus.	The purpose is somewhat clear but many apects of the script seem only slightly related.	It was difficult to figure out the purpose of the script.
Communication skills	Speaks clearly and distinctly, pauses at appropriate times and maintains a natural rhythm and speed.	Speaks clearly with only a few muffled words and maintains a natural rhythm and speed most of the time.	Speaks somewhat clearly, but little too fast, maintains a natural rhythm and speed some of the time.	Mumbles and speaks unclearly, speaks too quickly or too slowly a lot of the time.
Links between science and the world outside	Shows understanding of connections between science and the world outside, as well as their implications.	Shows understanding of connections between science and the world outside.	Shows some understanding of connections between science and the world outside.	Shows little understanding of connections between science and the world outside.
Use of class time	Used time well during allotted class period. Focused on getting the project done. Never distracted others.	Used time well during allotted class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during allotted class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.