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Project 1: No meat, dairy, or poultry! Oh My!

Entry Event Video: tba

Project: No meat, dairy or poultry! Oh my!

You are: a team of investigative reporters working for the EPA.

You are faced with: proving or disproving that local minerals are causing environmental hazards.

You must:

Language Arts: Research, Read and Write. Using facts, write an argumentative piece based upon your research about a chosen mineral.  Recognize  and eliminate irrelevant information.

Science: Learn about the chemical and physical properties, bonding, and reactions of specific minerals.

Once you have decide upon a course of action, you will: create a 5 to 10 minute presentation which gives solution(s) to a problem uncovered about the specific mineral as it relates to environmental hazards (i.e. animals, ecosystems, humans).

Mineral Selection


Language Arts:

Reading (informational)

10) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

17) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


30) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly

b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

33) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

35) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Skills

37) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

c) Spell correctly.

38) Use knowledge of language and its conventions when writing, speaking, reading, or listening.


20) Write arguments to support claims with clear reasons and relevant evidence.

a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d) Establish and maintain a formal style.

e) Provide a concluding statement or section that follows from and supports the argument presented.

24) Develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

25) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

26) Conduct short research projects to answer questions (including self-generated questions), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

27) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

28b) Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).


23a - calculate density when given a means to determine a substance’s mass and volume (GPS)

23d - demonstrate the Law of Conservation of Matter in a chemical reaction (GPS)

23f – describe the difference between pure substances (elements and compounds) and mixtures (homogenous and heterogeneous)

23g – distinguish between physical (density, melting point, boiling point) and chemical properties of matter (reactivity, combustibility)

23h – distinguish between physical and chemical changes (development of a gas, formation of a precipitate and/or change in color) in matter

   23b - predict formulas for stable binary ionic compounds based on balance of charges (GPS)

23c - use IUPAC nomenclature for transition between chemical names and chemical formulas of binary ionic compounds (containing representative elements) and binary covalent compounds (e.g., carbon dioxide, carbon tetrachloride) (GPS)

Project timeline



Aug 25

Introduce event, mineral selection, start research (Langhans provide packet; Holden does research)

Sept 5

check Point: grade check

Sept 12

Check point: 75% research

Sept 15

assign groups, work on proposal, give out scenario

Sept 19

Check point: jobs assigned and skeleton of proposal

Sept 22

set up team website (use CDAT format)


  1. Project outline

  2. AKS/Where in project demonstrated

  3. resources

  4. Team planner (daily updater)

Sept 26

Check point: team website

Sept 29

Finish 25% research

Oct. 3

Check point: final 25% research

Oct 6

work on project

Oct 10

Check point: brainstorming on final project product

Oct. 13

Check point: sign up for practice presentations


Practice presentations begin

Oct 17

Last day for practice presentations

Oct 20

Final touchups

Adversity paper: Argumentative writing

mineral research


Language Arts Project 1 Rubric


Did Not Meet

Points 0


Points 1


Points 2

















Science and Presentation:

Science Rubric

Presentation Rubric

May 30, 2014, 5:36 AM