8. JJuuppiitteerr
• What is the size of the planet?
• What is the length of days and years?
• Find 3 interesting facts about Jupiter.
• Find at least 1 similarity and one 1 difference between Jupiter and
Earth.
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/jupiter.http://www.enchantedlearning.com/subjects/astronomy/planets/jupiter/
http://pds.jpl.nasa.gov/planets/choices/jupiter1.htm
• Do you think this would be a good planet for humans to live on?
Why or why not?
13. Web Quest Evaluation
Evaluation
Area
Questions to Ask Yourself Earned
Points
Points
Possible
Participation
• Did you follow all directions? 5pts
• Did you use a variety of websites? 5pts
• Did you do the work by yourself? 5pts
• Did you make a valid attempt to learn about the
planets? 5 pts
20
Missions
• Was your mission completed?
Mission completed (you created a new planet)= 40
points
Mission mostly complete (you answered most of
the questions correctly and created a new planet)= 20
points
Mission incomplete (you answered the questions
but didn’t create a new planet)= 10 points
40
Questions
• Did answer the questions?
All answered correctly= 10 points
More than half answered correctly= 7 points
One question correct= 5 points
• Did you defend with facts why you created the planet
40
14. Teacher Page
• Standards
• Earth Science
• S4E2. Students will model the position and motion of the earth in the solar system and will
explain the role of relative position and motion in determining sequence of the phases of the
moon.
• d. Demonstrate the relative size and order from the sun of the planets in the solar system.
– S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and
planets.
• a. Recognize the physical attributes of stars in the night sky such as number, size, color
and patterns.
• b. Compare the similarities and differences of planets to the stars in appearance, position,
and number in the night sky.
• c. Explain why the pattern of stars in a constellation stays the same, but a planet can be
seen in different locations at different times.
• d. Identify how technology is used to observe distant objects in the sky.
• Life Science
– S4L1. Students will describe the roles of organisms and the flow of energy within an
ecosystem.
• c. Predict how changes in the environment would affect a community (ecosystem) of
organisms.
15. Teacher Page
• ELA4R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
• For informational texts, the student reads and comprehends in order to
• develop understanding and expertise and produces evidence of reading that:
• a. Locates facts that answer the reader’s questions.
• b. Identifies and uses knowledge of common textual features (e.g., paragraphs,
– topic sentences, concluding sentences, glossary).
• c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,
– diagrams, illustrations).
• d. Identifies and uses knowledge of common organizational structures (e.g.,
– chronological order, cause and effect).
• e. Distinguishes cause from effect in context.
• f. Summarizes main ideas and supporting details.
• g. Makes perceptive and well-developed connections.
• ELA4C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats.
• ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group
verbal interactions.
• k. Gives reasons in support of opinions expressed.
