MYTH V. REALITY UNIT 2 PROJECT – DUE DECEMBER 10, 2012
Part One
Aliens have landed on Earth. They know nothing about the planet Earth, and they cannot seem to understand anything that is going on here. Why
are the leaves falling? What is rain? How does the sun rise and set everyday? Why do the birds sing? These natural phenomena have them in awe,
but really confused.
They have decided to come see you because everyone told them that you know all about natural phenomena. They heard that we have been
talking about nature myths in class, and they want you to explain one natural phenomenon to them.
Of course, you are not going to tell the truth. After all, they are ALIENS! Instead, you are going to create a myth to explain any natural phenomena
you would like to share with the aliens. The options below are some possible choices, but you can do a myth on any natural phenomena that you
would like.
Hurricanes
Fire
Wind
Tornadoes
Snow
Thunder
Rain
Falling Leaves
Oceans
The Sun
Earthquakes
Mountains
This part of the assessment will show me as your teacher that you have mastered standard:
 RL 6.3 – “Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.”
Part Two
One alien has decided that he will share a secret with you about his planet if you share a secret with him. He is a really intelligent alien and does not
believe your myth story at all. You agree to share the scientific explanation of your natural phenomenon with him. In order to do this, you have to
create a 500-word research paper, double-spaced, that shows the true explanation of the natural phenomenon that scientists now know as a result
of technology.
The ability to write a research paper that provides true information proves to me that you have mastered standards:
 6.2.2. – Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change.
 6.6.6. - Assess how people’s perceptions of their relationship to natural phenomena have changed over time, and analyze how these changing
perceptions are reflected in human activity and land use.
 W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
 RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
MYTH V. REALITY UNIT 2 PROJECT – DUE DECEMBER 10, 2012
Part One Rubric - Creating a Nature Myth
5 – Excellent
4- Good
3 – Fair
2 – Needs Improvement
1 – Poor
Plot
Plot is logical, clear, and
detailed. The order of events
is easy to follow.
Plot is logical and clear.
The order of events is able
to be followed.
Plot is mostly logical and
clear. The order of events is
usually able to be
followed.
Plot is partially logical and clear.
The order of events is sometimes
difficult to follow.
Plot is not logical or clear. The
order of events is not able to be
followed.
Setting and
Characters
Settings and characters are
clearly described within the
myth. They play an active
role in the outcome.
Settings and characters are
unclear, or do not make sense
within the context of the myth.
Student’s story has the 5 parts
of a plot in the story:
Settings and characters
are basically described in
the myth. Most play an
active role in the
outcome.
Student’s story has 3 parts
of a plot in the story:
Settings and characters are
stated in the myth, but very little
description is included. Some do
not make sense.
Plot Development
and Characters
Settings and characters
are clearly described for
the reader in the myth.
Most play an active role in
the outcome.
Student’s story has 4 parts
of a plot in the story:
Student’s story has 2 parts of a
plot in the story:
Student’s story has 1 part of a
plot in the story:
a.
exposition (setting
and characters are
introduced)
a.
exposition (setting
and characters
are introduced)
a.
exposition (setting
and characters
are introduced)
a.
exposition (setting and
characters are
introduced)
a.
exposition (setting and
characters are
introduced)
b.
rising action
b.
rising action
b.
rising action
b.
rising action
b.
rising action
c.
climax (turning
point)
c.
climax (turning
point)
c.
climax (turning
point)
c.
climax (turning point)
c.
climax (turning point)
d.
falling action
d.
falling action
d.
falling action
d.
falling action
d.
falling action
e.
resolution
e.
resolution
e.
resolution
e.
resolution
e.
resolution
Explanation of
Natural
Phenomenon
Nuts & Bolts
The myth clearly and
creatively explains a natural
phenomenon.
The myth clearly explains a
natural phenomenon.
The myth surpasses the
minimum length. It is free of
spelling and/or grammatical
errors.
The myth meets the
minimum length. Errors in
spelling or grammar are
minor.
Sentence Structure
Student uses all complete
sentences with a subject and
a verb.
Paragraph
Student appropriately
completes and begins a
paragraph at all times.
The myth somewhat
explains a natural
phenomenon.
The myth attempts to explain a
natural phenomenon, but the
explanation is confusing.
The myth does not explain a
natural phenomenon of a
chosen subject.
The myth meets the
minimum length. Errors in
spelling or grammar are
occasionally distracting.
The myth almost meets the
minimum length. Errors in spelling
or grammar are often
distracting.
The myth does not meet the
minimum length. Errors in spelling
or grammar are frequently
distracting.
Student uses mostly
complete sentences.
Student organizes some
thoughts into complete
sentences, but not others.
Most of the student’s sentences
are incomplete.
Student does not use any
complete sentences.
Student appropriately
completes and begins a
paragraph most of the
time.
Student appropriately
completes and begins a
paragraph at sometimes,
but has trouble separating
thoughts into paragraphs.
Student rarely uses a paragraph
structure in their writing.
Student does not organize his or
her thoughts into paragraphs.
MYTH V. REALITY UNIT 2 PROJECT – DUE DECEMBER 10, 2012
Part Two Rubric – Research Paper on a Natural Phenomenon
5 – Excellent
4 - Good
3 - Fair
2 – Needs Improvement
1 - Poor
Scientific
Explanation
Student’s explanation is
very thorough, and truly
understands the scientific
explanation of a natural
phenomena.
Student’s explanation is clear
and complete, which shows
that the student understands
the scientific explanation of a
natural phenomenon.
Student’s explanation is
complete, which shows that
the student understands the
scientific explanation of a
natural phenomenon.
Student’s explanation is not
complete, nor does the student
understand the scientific explanation
of a natural phenomenon.
Student does not understand,
nor can he or she explain the
scientific explanation of a
natural phenomenon.
Textual
Evidence
Student cites textual
evidence from research at
least 5 times to support their
scientific explanation.
Student cites textual
evidence from research 4
times to support their scientific
explanation.
Student cites textual
evidence from research 3
times to support their scientific
explanation.
Student cites textual evidence from
research 2 times to support their
scientific explanation.
Student cites textual evidence
from research one time to
support their scientific
explanation.
Length
Paper contains 500 words.
Paper contains 400 words.
Paper contains 300 words.
Paper contains 200 words.
Paper is 100 words or less.
Paragraph
Student appropriately
completes and begins a
paragraph at all times.
Student appropriately
completes and begins a
paragraph most of the time.
Student appropriately
completes and begins a
paragraph at sometimes, but
has trouble separating
thoughts into paragraphs.
Student rarely uses a paragraph
structure in their writing.
Student does not organize his
or her thoughts into
paragraphs.
Sentence
Structure
Student uses all complete
sentences with a subject
and a verb.
Student uses mostly complete
sentences.
Student organizes some
thoughts into complete
sentences, but not others.
Most of the student’s sentences are
incomplete.
Student does not use any
complete sentences.
Citation
Student uses at least 2
websites and/or books, and
places the websites or book
title/author at the bottom of
the research paper.
n/a
Student uses at least 1
website and/or books, and
places the websites or book
title/author at the bottom of
the research paper.
n/a
Student does not use websites
and/or books, and places the
websites or book title/author
at the bottom of the research
paper.