Subject:

Science

Grade:

9-12

ICLE Standards:

Science as Inquiry: Develop the abilities of scientific inquiry.

Earth and Space Science: Develop an understanding of Earth's subterranean environment.

Science and Technology: Develop abilities of using technology as a research tool.  Note to the teacher: This task should be conducted by teams of three to five students.
The study of caves is the focus for this task. The task is to plan a 10-day subterranean

Performance Task:

Note to the teacher: This task should be conducted by teams of three to five students.

The study of caves is the focus for this task. The task is to plan a 10-day subterranean spelunking trip. You are to use both print and non-print formats to do your research. The Media Center and the Internet should provide you with ample information to complete the task.

The following are constraints that you must  consider:

1. All items must be carried into the cave.
2. Waste disposal in the cave needs to be considered.
3. Strategies for survival must be developed. Give special consideration to potential disasters.
4. Assume that outside help and/or contact will not be available.

Each team of three to five students should discuss and decide what cave or cave system you are going to explore and what materials your team plans to take into the cave. For each item that you are taking, state its approximate weight and justify its necessity. The whole team together will map plans for your cave exploration and plan team activities for each of the 10 days of the exploration. Working as a team means you must consider "team-building." Communicating, dealing with various points of view, assigning/volunteering for duties, and cooperating with team members are all important aspects of working as a team. As a member of the team, you should consider each of these as you work on making plans for the expedition. Your group will submit one team plan for the exploration containing information related to the planning as outlined above. Each team member will turn in with the team plan a short report discussing what you learned from planning the exploration and what additional things you would expect to get out of the exploration if you could actually carry it out. Include how short-term living in a cave is different from living on the Earth's surface.

Knowledge / Skills:

Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems.  (s115)

Analyze the properties of the earth's crust and interior (i.e., solid and liquid zones, crust thickness, crust composition, density, temperature and pressure, and interior composition).  (s71)

Gather information from a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report.  (ela3)

Participate, sometimes leading, in group meetings by contributing, taking turns speaking, and working toward a common goal.  (ela20)

Use expository writing skills in subjects other than English language arts.  

Rubric:

Each student will receive a group score for the team plan and an individual score for other criteria.

GROUP SCORE

The following criteria will be considered in assigning the score for the team plan:

• Number and quality of resources used by the team in doing the research.

• Teamwork displayed in working through the task.

• Potential of team's survival.

• Materials, with weight and justification, planned for the exploration.

• Plan for waste disposal.

• Survival strategies.

• Identification of disasters with potential plans to deal with them.

Rating Guide:

• 5 All criteria addressed at an in-depth level.

• 4 All criteria addressed, but some with little detail.

• 3 Only some criteria addressed, but those addressed are well described.

• 2 Only some criteria addressed, but few described in any detail.

• 1 Few criteria addressed and with little detail, or all criteria addressed but all poorly described.

INDIVIDUAL SCORE

Contribution to Group Effort

• 5 Cooperative, takes leadership position, uses personal skills

• 4 Cooperative and uses personal skills, but does not display any leadership role

• 3 Cooperative, but relies heavily on other team members for assistance

• 2 Works more as an individual than a team member

• 1 Uncooperative; contributes little to the team effort

Individual Report

• 5 Addresses all issues requested, demonstrating an understanding of the major issues. Report is written in a clear and concise manner. Presentation is neat.

• 4 Addresses all issues requested, but written support is not clear enough to assure that the student  has an understanding of the major issues. Report is not clearly written and the presentation lacks neatness and demonstrates poor English usage.

• 3 Report is incomplete; only some of the issues requested are addressed. The student demonstrates only a partial understanding of the major issues. The written report is vague and demonstrates only a partial command of English skills.

• 2 Only a few of the issues requested are addressed. Very limited understanding of the issues is demonstrated. The report is very incomplete and poorly written. It is difficult to read and shows little effort on the part of the writer.

• 1 None of the issues are addressed satisfactory. The student demonstrates no understanding of the issues. The written report is incomplete, messy and poorly constructed.

Understanding of how living in a cave is different from living on the Earth's surface.

• 5 Has good understanding and gives a sophisticated explanation.

• 4 Has good understanding and gives an adequate explanation.

• 3 Has limited understanding, but makes an adequate explanation.

• 2 Has little understanding and is vague in his/her explanation.

• 1 Has no understanding and explanation is meaningless.

Keywords:

LIFE SCIENCE
ECOLOGY
ENVIRONMENT                
EARTH SCIENCE
LANDFORMS
TEAM WORK
RESEARCH
EXPOSITION
PROBLEM SOLVING

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [X] - 10 [X] - 11 [X] - 12 [X]

ICLE Application:

D

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