Day One of the Project:

• 1) Choose your project.• 2) Choose specific area of your project (if applicable). For example,

#1, Water cycle, Maria/ Clara.• 3) Choose partners. Turn in 1-3 on a ½ sheet of paper.• 4) Research your topics in depth. Be prepared to demonstrate this

learning. Keep it all together in a notebook or a folder. • 5) Write down how I CAN HELP! • YOU MUST DEMONSTRATE LEARNING IN THIS PROJECT –

DOCUMENT YOUR JOURNEY.

Draft of Calendar

• Block Day – March 5-6 – Research Day• Tuesday, March 11 – Finish Research.• Block Day, March 12-13 – Outline of project, start powerpoint,

story, dance, etc.• Monday through Friday – week before Spring Break. Complete

project. We will be taking OAKS science test that week so you will miss that time but have all of the rest.

#1: Share the News: Individual choices add up!

• Demonstrate key matter cycles concepts in an educational program for Robert Frost.

• Could be a play, a dance, a video, bulletin board, etc.• Choose from the water or paper cycle. Ask

permission for another.• Show people that their individual choices can affect

cycles!• Encourage them to make a difference!• WARNING – a dance requires LOTS of time to make

educational – THINK CAREFULLY BEFORE PURSUING THAT COURSE!

#2: Next stop - Mars!• You are designing the next generation spaceship to

Mars.• The ship will be away from earth for an estimated

30 months.• You want to bring as little matter with you as

possible.• Describe systems based on matter cycles that could

help you with your oxygen/ water/ and/or carbon needs.

• Present final product with learning on a TAG board or power point.

#3 Go Global

• Some of our major cycles are in crisis.• Research the carbon/ soil/ or water cycle on

our planet.• Explain the current issues – how are humans

impacting the cycle?• Make recommendations.• Lots of good documentaries on Netflix to help

with the research.

#4: Saving Matter and Money at Mark Twain

• Research disposable matter at Mark Twain.• Create the product life cycle for that matter

(like pencils). • Develop a method for CLOSING THE LOOP or

using less. (which saves money).• Project savings for school and environment.• Create Power point or other medium for

sharing your results.• PRODUCT LIFE CYCLE STEPS in next slides….

Product Lifecycle – for any product• Definition• Five Steps

Raise & Extract

Process

Manufacture

Consumer Products

Use

Repair

Recycle

Dispose

Raise and Extract Raw Materials

• All materials come from our environment.• Energy is needed to extract materials.

Process – changing raw materials into workable materials like logs to boards

• Raw materials are processed or refined. • Energy is required for the processing and refining.

Manufacture – building somethingManufacture• More energy is needed for the assembly and manufacture process.

Use – what we do with themUse• Consumer products are transported to stores (consuming additional

energy) and are ready for purchase.• Products remain at this stage as long as they are usable or repairable.

Dispose

• When the product is no longer of use to us and we “get rid” of it.

Rubric for Scoring the Projects

Key ConceptDefine matter as anything that has mass and volume.

4 3 2 1

Describe physical and chemical properties of your focus matter.

4 3 2 1

Describe combo of elements/ compounds/ mixtures that make up your matter.

4 3 2 1

Describe physical and/or chemical changes in the cycle that your matter is cycling through.

4 3 2 1

Demonstrate how humans are impacting your cycle. 4 3 2 1Demonstrate how the RRRC can lessen the impact. 4 3 2 1

What the scores mean…4 3 2 1

Concept taught in two modes, Robert Frost Student can understand

Concept taught in one mode or two modes but not totally clear for Robert Frost student

Concept taught in one mode and is not clear

Concept merely mentioned and/or students did not learn from it.