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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Adirondack Mountains
Towering above New York's landscape, the Adirondack Mountains stand as a monument to the ice age. Five million years ago, small alpine glaciers carved their way through the Northeastern United States. As they moved through what is now the Adirondack Region, stones deposited by the glacier were scattered across the landscape. Massive chunks of ice broke away from the glacier, and were buried beneath sand and gravel washed from the ice. As these ice chunks melted, depressions, called kettle holes, were formed. When the kettle hole extended below the water table, a pond was created. Many of the small, circular ponds you see while hiking in the high peak began as kettle holes.
Over thousands of years, as glaciers carved away the landscape, the mountains began to take shape. Unlike the Rockies and the Appalachians, the Adirondack Mountains do not form a connected range, but rather a 160-mile wide dome of more than 100 peaks. Although the mountains are formed from ancient rocks more than 1,000 million years old, geologically, the dome is a newborn. The Adirondack Peaks can be anywhere from 1,200 feet tall to well over 5,000 feet tall, and the 46 tallest summits above 4,000 feet are called the High Peaks. Although four peaks were later discovered to measure less than 4,000 feet, they are still considered Adirondack High Peaks.
The highest of all the peaks is Mount Marcy, towering 5,344 feet above sea level. It is one of the most distinctive features of the Adirondack landscape. Mount Marcy is home to Lake Tear of the Clouds, the highest lake in New York State at 4,292 feet, and the source of the Hudson River. The Adirondack Mountains are about 6 million acres of forests, streams, rivers, lakes, and mounatins. They are located in Northern New York, about 225 miles north of New York City and 75 miles south of Montreal, Canada. In 1892 the Adirondacks were named a State Park. (Ref: http://visitadirondacks.com/adirondack-mountains.html)
Interesting Facts About the Adirondack Mountains
• Mt. Marcy is the tallest of the Adirondack Mountains at 5,344 ft. • There are 2,000 miles of foot trails. • There are 2,300 lakes & ponds. • There are 1,500 miles of rivers.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Finger Lakes
The Finger Lakes are made up of eleven lakes. Their names, from east to west, are: Otisco, Skaneateles, Owasco, Cayuga, Seneca, Keuka, Canandaigua, Honeoye, Canadice, Hemlock, and Conesus. They are called finger lakes because they are shaped like the fingers of a hand.
During the last Ice Age, the ice was over a mile thick. As time went on, the ice sheet grew and with its force created valleys, lakes, rivers, and even rounded mountain ranges. As this glacier withdrew, it carved out valleys. Then, as the glacier melted, the waters began to fill these new valleys forming the Finger Lakes. The deep weight of the glacier made some parts of this area deeper than others. The Finger Lakes are stretched in the direction of the ice movement. This is how the different shapes and sizes of the Finger Lakes came to be. (Ref: http://www.fingerlakes.org/)
Interesting Facts About the Finger Lakes
• Cayuga Lake is 40 miles long and 1 to 3 miles wide, 435 feet deep and 380 feet above sea level. • Cayuga and Seneca Lake are connected at their northern ends by a canal.• The Finger Lakes are home to more than 100 wineries.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Niagara Falls
During the last ice age, a large sheet of ice covered Canada and parts of New York. As this sheet of ice started to melt, water began to flow back to the ocean through a channel that went across New York to the Hudson River Valley. As the flow continued, the water levels began to drop. Eventually, a new channel was exposed which would become the Niagara River. Water from Lake Erie now flowed into Lake Iroquois (the name for a lake that stood where Lake Ontario is but was larger). As the last remaining parts of the sheet of ice melted from the Thousand Islands, a great rush of water drained Lake Iroquois through the St. Lawrence River and emptied into the Atlantic Ocean. Now the waters flowed from Lake Erie through the Niagara River into Lake Ontario and out the St. Lawrence River to the Atlantic Ocean. (Ref: http://www.niagarafallsstatepark.com/Formation-and-Discovery.aspx)
Interesting Facts About Niagara Falls
• A 7 year old boy wearing only life jacket and bathing suit accidentally went over the Canadian Falls and survived during the summer of 1960.• More than 6 million cubic feet of water goes over the falls every minute during peak daytime hours.• Niagara Falls is comprised of three waterfalls: American Falls, Bridal Veil Falls and Horseshoe Falls.• The Canadian Falls, shaped like a horseshoe, are 177 feet high and the American Falls are184 feet high.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Howe Caverns
Howe Caverns is a limestone cave located the eastern central part in Schoharie County 156 feet underground. Since it is so far underground, the temperature stays at 52 °F year round. Caverns are very humid, which means they are not only cool but also damp. To explore the caverns you need to take a 32 second elevator ride underneath the earth. These caverns stretch a little less than a mile and end at an underground lake. During tours of the caverns, after walkting to the end, you are allowed to take a short boat ride on the underground lake. Like other landforms, Howe Caverns took a long time to form. At one time, this area would have been a solid piece of limestone. Over time, rain found its way into the limestone. As the rain fell from the sky it absorbed carbon dioxide and turned into a very weak carbonic acid. This acidic water slowly dissolved the limestone over thousands of years. As a result, chambers, rooms, and passageways were carved out ultimately creating the cavern as we know it today. (Ref: http://howecaverns.com/history)
Intersting Facts About Howe Caverns
• Lester Howe accidentally found Howe Caverns on May 22, 1842. Howe noticed that his cows seemed to be grazing in the same spot every day. When he went to find out why, the temperature seemed to be quite cooler where the cows were grazing. As he approached that same spot, he found an opening to the cave all because of one cow named Milicent that stood closest to the opening. • Howe Caverns has little animal or plant life. It is a closed ecological system, which means that the food web
stays only in the cave. • Unique stone formations grow deep inside the caverns. Large formations known as stalactites grow down
from the cavern ceilings. Large formations known as stalagmites grow up from the ground. (A neat way to learn the meanings of these terms and not be confused is to remember the “c” (grows down from ceiling) in stalactites and the “g” (grows up from ground) in .stalagmites.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Thousand Islands
How many islands make up the Thousand Islands? There are at least 1,700 islands between Canada and the United States in the region called Thousand Islands in the St. Lawrence River. Most of the islands are relatively small, but there are a few that stretch 5 to 6 miles long. These islands are found in about a 40-mile stretch on the river where it turns very wide as it leaves Lake Ontario. The Thousand Islands reach the Canadian side from Wolfe Island near Kingston, Ontario to Brockville, Ontario and goes over to the American side from Tibbets Point on Lake Ontario to Morristown, New York. Long before the French explorers found this area, this land was occupied by the five member nations of the Iroquois. This included the Mohawk, Oneida, Onondaga, Seneca, and the Cayuga Indians.
During the last Ice Age, which happened about 18,000 years ago, the ice was over a mile thick. As time went on, the ice sheet grew and with its force, created valleys, lakes, rivers, and even rounded mountain ranges when it began to withdraw. It also crushed things that did not move like a huge bulldozer. As it withdrew, the glacier left a large channel to the valley. As the glacier melted, the waters began to fill this new channel. The deep weight of the glacier made some parts of this area deeper than others. This is how the different shapes and sizes of the Thousand Islands came to be. (Ref: http://oliver_kilian.tripod.com/1000islands/IsIn2-Rocks/rocks.htm)
Interesting Facts About the Thousand Islands
• There are at least 1,700 islands that make up the Thousand Islands.• Seventeen of these islands are included in the St. Lawrence Islands National Park. • First European settlement in this area was located in Kingston in 1675, with the opening of Fort Frontanac.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Moraines and Drumlins
The "Ice age" was really a series of many advances and retreats of glaciers. The Finger Lakes were probably carved by several of these episodes. Ice sheets more than two miles thick flowed southward, parallel but opposite to the flow of the rivers, gouging deep trenches into these river valleys. Traces of most of the earlier glacial events have vanished, but much evidence remains of the last one or two glaciers that covered New York.
The latest glacial episode was most extensive around 21,000 years ago, when glaciers covered almost the entire state. Around 19,000 years ago, the climate warmed, and the glacier began to retreat, disappearing entirely from New York for the last time around 11,000 years ago.
The most obvious evidence left by the glaciers are the gravel deposits at the south ends of the Finger Lakes called moraines and streamlined elongated hills of glacial sediment called drumlins. Moraines are visible south of Ithaca at North Spencer, along Route 13 west of Newfield, and near Willseyville. Drumlins are visible northeast of Ithaca at the northern end of Cayuga and Seneca lakes in a broad band from Rochester to Syracuse. (Ref: http://www.britannica.com/EBchecked/topic/172086/drumlin)
Interesting Facts About Morains and Drumlins
• The long axis of a drumlin lies parallel to the direction of the advance.• Drumlins can vary widely in size, with lengths from 0.6 to 1.2 miles, heights from 50 to 100
feet, and widths from 1300 to 2000 feet.• Most drumlins are composed of till, but they may vary greatly in their composition. Some
contain significant amounts of gravels, whereas others are made up of rock underlying the surface till.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Glaciers
Even though you've probably never seen a glacier, they are a big item of importance when we talk about New York State's geology.
In a way, glaciers are just frozen rivers of ice flowing downhill. Glaciers begin life as snowflakes. When the snowfall in an area far exceeds the melting that occurs during summer, glaciers start to form. The weight of the accumulated snow compresses the fallen snow into ice. These "rivers" of ice are tremendously heavy, and if they are on land that has a downhill slope the whole ice patch starts to slowly grind its way downhill. Even when they are melting and receeding they maintain their downhill movement. These glaciers can vary greatly in size, from a football-field sized patch to a river a hundred miles long.
Glaciers have had a profound effect on the topography in NYS, other states in the northern U.S and in Canada. Imagine how a billion-ton ice cube can rearrange the landscape as it slowly grinds its way overland. In this picture you can see the bowl-shaped valley in a glacial valley glacier forces its way through the landscape. Many lakes, such as the Great Lakes, and valleys have been carved out by ancient glaciers. (Ref: http://ga.water.usgs.gov/edu/earthglacier.html)
Interesting Facts About the Glaciers
• During the last ice age (when glaciers covered more land area than today) the sea level was about 400 feet lower than it is today. At that time, glaciers covered almost one-third of the land.
• During the last warm spell, 125,000 years ago, the seas were about 18 feet higher than they are today. About three million years ago the seas could have been up to 165 feet higher.
• Glaciers store about 69% of the world's freshwater, and if all land ice melted the seas would rise about 70 meters (about 230 feet).
•
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Teacher Page
Overview
Note: This is one piece of what could be a full year project with each unit. It will be important for the teacher to be aware of each student’s situation so that alterations can be made for the independent portion if necessary. Students will be working in groups, independently and with technology as well as making real world observations and practicing real world reporting. Ideally this project could be taken on by schools across the state or country and students could share their local landforms with each other.
As students progress through a unit on landforms, they will use their observation skills in a real world application and then report their findings. Students will make observations, recall or research the processes that created the landforms, utilize digital photography, GPS technology and create a personal review website.
Students will participate in a field trip to at least 3 local landforms that are discussed in class. At the end of the unit (following the field trip) each student will be responsible for creating their own website that will include their authentic photograph of the landform, their observations, formation information, GPS location, and three facts about the landform that the student found interesting.
Students will work in groups of 3 to photograph, take GPS coordinate readings of their location, map it on a map (perhaps Google Earth) and make authentic observations.In addition to the 3 landforms observed on the field trip, each student will be required to independently seek out 1 additional landform and complete all the previously mentioned components. Each student will then share their information on the landform with the others in their group. It will be the responsibility of each student to verify that the information that they include on their website is accurate and complete.
If a student is unable to seek out a local landform on their own due to a lack of transportation or family responsibility, they will be allowed to research and use an available image of a well known landform.
After the websites are completed, the teacher will grade them with the use of a rubric. Badges will be awarded as follows: 1-the teacher will award a “Teachers Seal of Excellence” to websites that meet and or surpasses all required elements. 2- Each student will view all classmates’ websites and choose a favorite. The one with the most votes will be awarded a “Class Favorite” badge.
Additionally, each student will be required to peer review 3 other students work (these may NOT be group members). Students will use the Peer Review Form.
The goals of this project are to get students out of the classroom to actually see, touch and experience the landforms they have learned about and to work on their observation and reporting skills. Students will also benefit from group work and the sharing of their finding of their individual component.
Prior Knowledge and Standards
As students begin this project, they will need some prior knowledge to successfully complete it. Students will need to understand that Landforms are the result of Earth processes and time. Students will need to have a basic knowledge of GPS and what it is used for as well as an understanding of how to make and report observations.
Students will be exposed to many NYS standards during this project.
Standard 2: Information SystemsKey Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to
enhance learning.
Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Standard 6: Interconnectedness, Common Themes: Key Idea 1: Systems Thinking: Through systems thinking, people can recognize the commonalities that
exist among all systems and how parts of a system interrelate and combine to perform specificfunctions
Key Idea 3: Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
Standard 4, Key Idea 2, Performance Indicators2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production
of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction
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zones, and the creation of major depositional basins through down-warping of the crust.
2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.
2.1p Landforms are the result of the interaction of tectonic forces and the processes ofweathering, erosion, and deposition.
2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges,escarpments, and stream drainage patterns.
2.1t Natural agents of erosion, generally driven by gravity, remove, transport, anddeposit weathered rock particles. Each agent of erosion produces distinctive changesin the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
2.1u The natural agents of erosion include:• Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion.Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.• Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.• Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves. • Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock.• Mass Movement: Earth materials move downslope under the influence of gravity.
2.1v Patterns of deposition result from a loss of energy within the transporting systemand are influenced by the size, shape, and density of the transported particles. Sedimentdeposits may be sorted or unsorted.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Rubrics and Student Forms
Landforms Project
You will be putting your observation and reporting skills to work and creating your own review website that will help you get to know the wondrous world right outside your door!
As we move through our unit on landforms, we will be continually working towards each of you creating your own website. Your website will include several components that will be useful to you especially when you begin to review for the final exam.
You will be put into groups of 3. when we take our field trip to some local landforms, your group will be required to:a. take a photograph of the landform, b. take a GPS coordinate reading, c. pin point the GPS reading on a map that will be put onto each of your websites, d. make authentic observations and write them into your journals.
*You each will also be adding 3 interesting facts about each landform to your individual sites
After the field trip you each will make your own website using the information that you gathered along with your independent landform observation and photo. Each of you will be required to individually seek out, identify, photograph, observe and describe one landform other than the ones found on the field trip.
***Attached is the rubric that explains the project and my expectations. Please see me if you have any questions or do not fully understand the project or directions.***
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Earth Science Reference Tables - 2011.pdf Benjamin Rosenthal, v.1
Peer Review Doc.pdf Benjamin Rosenthal, v.1
Project Rubric.pdf Benjamin Rosenthal, v.1
Student Field Trip Sheet.pdf Benjamin Rosenthal, v.1
Student overview.pdf Benjamin Rosenthal, v.1
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Page 1 of 1Rubrics and Student Forms - NYS Landforms
2011 EDITIONThis edition of the Earth Science Reference Tables should be used in theclassroom beginning in the 2011–12 school year. The first examination forwhich these tables will be used is the January 2012 Regents Examination inPhysical Setting/Earth Science.
The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234 • www.nysed.gov
This generalized graph shows the water velocityneeded to maintain, but not start, movement. Variationsoccur due to differences in particle density and shape.
25.6
6.4
0.2
0.006
0.0004
Rock Cycle in Earth’s Crust
Scheme for Igneous Rock Identification
Relationship of TransportedParticle Size to Water Velocity
Grenville orogeny: metamorphism ofbedrock now exposed in the Adirondacksand Hudson Highlands
Advance and retreat of last continental ice
Sands and clays underlying Long Island andStaten Island deposited on margin of AtlanticOcean
Dome-like uplift of Adirondack region begins
Intrusion of Palisades sill
Initial opening of Atlantic OceanNorth America and Africa separate
Pangaea begins to break up
Catskill delta formsErosion of Acadian Mountains
Acadian orogeny caused by collision ofNorth America and Avalon and closing of remaining part of Iapetus Ocean
Salt and gypsum deposited in evaporite basins
Erosion of Taconic Mountains; Queenston deltaforms
Taconian orogeny caused by closing of western part of Iapetus Ocean and collision between North America and volcanic island arc
Widespread deposition over most of New Yorkalong edge of Iapetus Ocean
Rifting and initial opening of Iapetus Ocean
Erosion of Grenville Mountains
OF NEW YORK STATE
MastodontBeluga Whale
CooksoniaBothriolepis
Maclurites EospiriferMucrospiriferAneurophyton
CondorNaples Tree CystiphyllumLichenaria Pleurodictyum
PO RQ S T U V W X Y Z
Platyceras
Time Distribution of Fossils(including important fossils of New York) Important Geologic
Events in New YorkInferred Positions ofEarth’s Landmasses
ADU (2011)
The center of each lettered circle indicates the approximate time of existence of a specific index fossil (e.g. Fossil lived at the end of the Early Cambrian).
PL
AC
OD
ER
M F
ISH
A
Alleghenian orogeny caused bycollision of North America andAfrica along transform margin,forming Pangaea
Planetary Wind and MoistureBelts in the Troposphere
The drawing on the right shows the locations of the belts near the time of anequinox. The locations shift somewhatwith the changing latitude of the Sun’s vertical ray. In the Northern Hemisphere,the belts shift northward in the summerand southward in the winter.
often seen as red glassy grainsin NYS metamorphic rocks
jewelry (NYS gem),abrasives Fe3Al2Si3O12 Garnet
HARD- COMMON DISTINGUISHINGLUSTER NESS COLORS CHARACTERISTICS USE(S) COMPOSITION* MINERAL NAME
Nonm
etal
lic lu
ster
*Chemical symbols: Al = aluminum Cl = chlorine H = hydrogen Na = sodium S = sulfur C = carbon F = fluorine K = potassium O = oxygen Si = siliconCa = calcium Fe = iron Mg = magnesium Pb = lead Ti = titanium
Attention Earth Scientists! Use this form to review your peers’ work. (Hint: This can be used to review websites, wikis, papers, or any type of project!) Remember to be positive and fair. Here are your tasks:
1. Insert your name, your peer’s name, and the title of the project. 2. Carefully review your fellow student’s efforts. 3. Tell your peer what you like. Example: “I like the way you referred to your picture
and created an easy link to the picture for reference.” 4. Suggest some ways to make your peer’s work better. Example: “It was nice that
you put the title of each landform at the top. I think they would be easier to see if the titles were larger.”
Name of reviewer: _____________________________
Name of person whose work is being reviewed: ____________________________
Title of the project: __________________________________________________
Here are some things I like: ______________________________________________________
On a scale of 1-10, I think your website is a . (Use the guidance provided below to help you decide. Feel free to select numbers between those suggested.) Suggested guidance: “10” Your website is interesting and attractive and I would find it to be a useful tool from which to study. “5” Your website has a few significant errors but still contains good information that I consider useful. “1” Your website needs a lot of work to make it useful as a study tool.
Landform Unit Project Rubric
This is an interesting unit where we will learn about many of the landforms you see around you on an everyday basis. This will be especially fun because you will be in charge of finding, recording, and describing certain landforms and creating a website to display them. This website will be yours to use for study and review. You will spend some of your time working in groups. As always, your ability to effectively work with your team members is important to your learning. If you do your share, you will learn more and others will too! You are also expected to visit the websites of your classmates to review the work they have done. Not only will you learn from their efforts, but they will learn from you. You will be able to tell them what is good and what needs improvement. The information contained in this rubric describes how you will be assessed for this unit. Read carefully and good luck!
Assessed TaskAttend NYS Landform Field Trip or accomplishes authorized replacement task and works diligently toward project completion
Student is present and actively engages tasks
Student is present but is occassionally distracted from tasks
Student is present, but is often distracted from tasks
Student is present but distracts others from tasks
Student not present and does not accomplish replacement task
Document one landform (solo work); must include the following: Name of the landform typeAuthentic photograph of the landformAuthentic observation of the landformGPS coordinates plotted on a map of their location during observationInformation about the landform such as how it was created (what processes), its size, its importance to the area/ landscape etc.
Documentation of landform is complete, accurate, well presented, and organized
Documentation of landform lacks one or two important details; presentation style is good
Documentation of landform lacks several important details; presentation of information is fair
Documentation of landform lacks many important details; presentation is distracting or poor
Little or no documentation of landform
Create a website that communicates important information about landforms. This site must: Be Visually Attractive Be Scientifically Accurate Contain all required information (from #6 above) for three landforms (one solo, two additional from team members)
Website is attractive, accurate, and contains all required information
Website lacks one or two pieces of information or contains minor distractions
Website lacks several important pieces of information or has significant distractions
Website lacks a logical flow, is missing significant information and is poorly designed
Website not accomplished
Work effectively in Group Context: Share workload with two group members Visit a minimum of three peer websites and complete Peer Review Document *Team members will be assessed based on their individual efforts toward group effort
Workload is shared and accomplished in a healthy team environment
Workload is mostly shared but some evidence of resistance to team effort
Workload partially shared but team dynamics distracted from task accomplishment
Workload uneven due to team dynamics
No effort made toward team accomplishment
Timeliness: Accomplish all tasks no later than assignment due date
All tasks accomplished and submitted no later than due date
Not Applicable Not Applicable Not Applicable Some or all tasks not submitted on time
Landforms Field Trip
Items to bring: _____ Camera (1 per group) _____ GPS Unit (1 per group) _____ Pen/Pencil _____ Journal Reminders:You will be visiting landforms and will be outdoors. Please bring appropriate clothing for the day’s weather forecast. ex) sunglasses, raincoat, sweaterWe will be walking around a bit so wear sneakers or boots.We will be off of school property, but school rules still apply- BE COURTEOUS AND CAREFUL! Directions:At each landform that we visit: YOUR GROUP will: Take a photo of the landform Take a GPS reading of your location YOU will: Write your authentic (your own) observations in your journals. Don’t forget to be on the lookout for those 3 interesting facts, some of them could come from your observations. OBSERVATIONS:Be sure to take notice of what the landform looks like as well as the area around it. It may be wise to be watching the landscape on the bus ride to each landform. Write a lot about what you see, you will have your picture, but nothing is like seeing a landform in real life.
This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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