HONORS – DUE Oct. 29
Name: ______________________________________ Period: _______
Project #1
Loss of rubric = -5 points
Description: Create a letter to a panel of scientists who decide if an idea is worthy of publishing.
Pretend you are Alfred Wegener (if you need to research more about him in order to write from his
perspective, you should do that) and you want to show them that your hypothesis should be accepted.
You would like to be recognized for the work that you have done. You will want to describe your
evidence in detail.
What to do:

Determine how to write and address a proper letter

Prepare a letter from Wegener including all of the evidence that you have found relating to his
hypothesis.

Credit other scientists who have helped you come up with this hypothesis.

Use Activity 41 to help you.
Description
Points possible
Properly addressed letter
10
Proper grammar; no spelling errors
10
Short paragraph about why this idea
is important to the public.
Proper description of Wegener’s
hypothesis
At least 4 pieces of DETAILED
evidence.
Description of HOW each piece of
evidence supports his theory. (can
use pictures or diagrams to help
explain)
Give credit to two other scientists
who have contributed to his theory.
10
Description of why you are writing
the board of scientists.
10
Total Points
90
10
12
20
8
Points Earned
HONORS – DUE Oct. 29
Name: ____________________________________ Period: _______
Project #2
Loss of rubric = -5 points
Description: Create a 3-D model with moving pieces to display continental drift. Include locations of
all continents when in Pangaea and currently.
What to do:

Build a 3-D model to show Pangaea and today’s continents. The pieces should be 3-dimentional
and be able to move from Pangaea to today’s continents and back (easily).

Incorporate at least 5 pieces of evidence/ clues supporting continental drift.

Come up with a symbol representing each piece of evidence and place them in the locations
they were found.

Make a legend to describe each symbol.

Be sure your continents/ plates are to scale.

Write a short paragraph about EACH piece of evidence and how it supports the hypothesis of
continental drift.

Write an extra paragraph discussing how your model displays continental drift and not plate
tectonics.
Description
Points Possible
5 pieces of evidence/ clues
supporting continental drift with
symbols located on the pieces.
Scaled model of Pangaea/
current world.
Contains moving pieces.
15
6 paragraphs explaining the
above information.
Legend
40
Total points
90
20
10
5
Points Earned
HONORS – DUE Oct. 29
Name: ______________________________________ Period: _______
Project #3
Loss of rubric = -5 points
Description of project: Create a rap, poem or song about the plate boundaries and plate tectonics.
You need to do the following:




Research “Plate boundaries and plate tectonics” (or use what we learned in class).
In your project you must include ALL of the vocabulary for Unit 3.
Put your song or rap to music.
Poem does not need music but should be written neatly, colorfully and creatively on a piece of
paper.
Song or Rap
Description
Points Possible
Title or Name to Project
5
All key words used (accurately)
40
The words and music go together
15
Flow and Rhythm (easy to listen to)
10
Creativity
10
Stayed on Topic
10
Total Points Earned
90
Points Earned
Poem
Description
Points Possible
Title or Name to Project
All key words used (accurately)
Flow and Rhythm (easy to listen to)
Creativity/presentation of poem (neat, colorful…)
Stayed on Topic
Total Points Earned
5
40
20
15
10
90
Points Earned
HONORS – DUE Oct. 29
Name: ___________________________________ Period: ________
Project #4
Loss of rubric = -5 points
Description: Create a video as if you are a scientist reporting from a plate boundary location. Include
key scientific information on past events and evidence of movement.
What to do:

Dress up as if you are a geologist reporting live from a plate boundary.

Contain an introduction to your broadcast/ show and a closing. Be sure to cite the city and
country where you are broadcasting from.

Research information about an actual plate boundary location outside of the U.S. and include at
least 5 pieces of key information on past events and/ or evidence of movement in your report.

Include at least 3 illustrations or visuals pertaining to the plate boundary or location.

Site your sources (at least 2) in MLA format.

Present to the class.
Description
Video (should be on DVD/CD)
Presented to class
Ability to speak without reading off a
note card/ paper.
Introduction and Closing to
Broadcast with key info.
Description of past events/ evidence
3 illustrations
Cited sources (2) in MLA format
Appropriate dress
Does your broadcast keep the
audiences attention?
Total Points
Points Possible
5
5
10
8
30
12
10
5
10
95
Points Earned
HONORS – DUE Oct. 29
Name: ____________________________________ Period: _______
Project #5
Loss of rubric = -5 points
Description: Create a foldable showing a cross section of the Earth. Also, include a small 3-D model to
go along with it (not bigger than what can fit in a shoebox). You will also make sure to incorporate
convection currents in both your foldable and your model.
What to do:

Prepare a foldable that is neatly done and colorful. (see set-up in class)

Have a tab for each layer of the Earth for all 6 layers.

There should be at least 4 pieces of information for each layer.

The model should be scaled pretty close to actual layers (think thicknesses)

Incorporate convection currents into the appropriate layers.
Description
Title Page (name, period, title of
foldable on back)
Points Possible
5
All 6 layers accurately displayed
in foldable
12
4 pieces of information about all
6 layers
48
Foldable is properly made
5
Model is 3-D
5
Model Layers are accurately
sized
5
Creativity/Neatness of
graphics/Grammar
5
Convection currents are
represented in both the model
and foldable.
10
Total points
95
Points Earned
HONORS – DUE Oct. 29
Name: ___________________________________ Period: ________
Project #6
Loss of rubric = -5 points
Description: Pick a location that you would like to visit that lies on a plate boundary. Create a
powerpoint showing the type of boundary and the effects of that boundary on the life at that location.
Be sure to explain WHY you would like to visit there. Be prepared to present it.
What to do:

Research information about an actual plate boundary location that you would be interested in
visiting and include at least 4 pieces of key information on past events and/ or evidence of
movement in your report about the boundary.

Research 4 pieces of information/fun facts about the city or state or country that your
boundary is located on.

Include an illustrations or visuals for each slide pertaining to the plate boundary or location.

Explain 3 effects of the boundary you researched on the living things in the area.

Explanation of why you want to live in that location.

Site your sources (at least 2) in MLA format.

Present to the class.
Description
Powerpoint is emailed to teacher.
Presented to class. Ability to speak
without reading off the powerpoint
for every slide.
Printed out powerpoint to turn in
to teacher on due date
Few words/long sentences on each
slide. Powerpoint is easy to read or
follow along with.
4 Descriptions of past events/
evidence of movement at that
boundary.
Illustrations for each slide
4 fun facts about the location.
3 effects of boundary on living
things
Cited sources (2) in MLA format
Why you wanted to live there
Total Points
Points Possible
5
5
5
5
24
10
12
12
10
7
95
Points Earned
HONORS – DUE Oct. 29
Name: ____________________________________ Period: _______
Project #7
Loss of rubric = -5 points
Description: Create a plate tectonics board game complete with game pieces, dice, cards, time piece,
and board. The game must be organized in a box and include directions for play and rules. It also must
include all vocabulary and concepts discussed in Unit 3.
What to do:

Decide what the goal of your game will be and how a player can “win”.

Create a neatly written or typed list of rules.

Create a neatly written or typed list of steps for the directions for play. Include how to move
about the board and when to draw the cards.

Create a game board which goes along with your directions and the “Plate Tectonics” theme.
The board should be completely covered in design and colored. It should also include the name
of your game. It should be able to fold in to the box.

Create game cards (at least 40) that include vocabulary/concepts from plate tectonics.

Include game pieces which go along with the plate tectonics theme (at least 4).

Place all game contents neatly into a box. You may want to use a baggie for the smaller pieces.
Description
Game Board (Plate Tectonics
Theme)
Game pieces, dice, cards, and
time piece.
All vocabulary and concepts from
Unit 3 are included and accurate.
Points Possible
10
5
60
Organized in a box
Directions for play
5
10
Rules
Game board, cards, rules and
directions are legible. No spelling
errors.
5
5
Total points
100
Points Earned
HONORS – DUE Oct. 29
Name: ____________________________________ Period: _______
Project #8
Loss of rubric = -5 points
Description: Build a shoebox model (means that all models will fit inside a shoebox) of 5 real plate boundaries. Make
sure to show the differences in geologic activities (landforms) which occur at each, densities of either side of the
boundary and arrows showing movement. Also, check to make sure your plates are accurately displayed using a
nearly accurate scale (think – thicknesses, continental vs oceanic)
What to do:







Build 5 models of different boundaries
Make sure your boundary shows the landform or geologic activity that it creates
Label the densities (more, less or equal to) on each plate
Label with arrows the direction the plates are moving
Make sure your plates are to scale
Label if it is continental or oceanic crust
Label it with an actual example in the world (location/city/country/state that it falls on)
Requirement:
Points Possible:
5 models that are 3-D
5
Landform shown
30
Densities
10
Arrows showing direction
10
Scaled plates
10
Continental or oceanic
10
Actual example in the world
20
Is it in a shoebox with your name?
5
Total:
100 pts.
Points Earned:
HONORS – DUE Oct. 29
Project #9
Name: ________________________________________ Period: _____
Loss of rubric = -5 points
Description: Following learning about hot spots, research hydrothermal vents (geysers located on the
ocean floor in the deep sea). 1. Predict- based on the plate tectonics map, where in the Atlantic and
Pacific Oceans might they find the greatest numbers of hydrothermal vents? 2. Create a lesson teaching
the class about hydrothermal vents including a power point, notes worksheet, and a quiz.
What to do:

Predict where you think hydrothermal vents would be located and plot the points on a map of
the Atlantic and Pacific Oceans.

Research hydrothermal vents and plot a second set of points (in a different color) of actual
locations of vents on the same map as your prediction. Type your 2 cited sources in MLA format
and attach to the back of your map.

Be sure to label all continents and oceans on your map.

Type up a lesson on hydrothermal vents. Be sure to include the “objective” (what the students
will learn), the agenda (numbered list of what the students are going to do), a student notes
work sheet, a quiz with answer key, and a printed out copy of your power point. Place all lesson
plan pieces into a folder.

Create a power point to go along with your lesson and present it to the class.

Power point must be submitted through e-mail and the student will receive a confirmation
email stating it works by the due date.
Description
Points Possible
Map of predicted and actual hydrothermal
vents. (1/4 to ½ of a poster board in size.)
25
Map is colored, neatly labeled and includes
a legend to show both colors of points.
Lesson plan includes: Objective, Agenda,
Notes work sheet, and a Quiz with answer
key. Organized in a folder.
5
Power Point teaches the lesson on
hydrothermal vents clearly and accurately
to a middle school student. It is written in
your OWN WORDS.
Cited sources (at least 2) in MLA format.
Total points
40
20
10
100
Points Earned