Fulbrook Middle School 8 th Year Assignment Homework. Is Pluto a Planet?

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1 Fulbrook Middle School 8 th Year Assignment Homework Is Pluto a Planet?

2 Is Pluto a Planet? In 2005 a new object was discovered in the Solar system, this was named Eris. Scientists were wondering if they should call it a planet. This led to the problem that if Eris, which was bigger than Pluto was not a planet, should Pluto really still be classed as a planet? Core task Using internet research on the websites listed below produce a leaflet that could be put in a library to explain all about why Pluto is no longer a planet. If you do not have Internet access at home, speak to Mr Smith or Mr Thomas who will arrange for you to be able to use a computer in school time or in ICT club. Remember to open your leaflet with a general statement of introduction. 1. Why is Pluto is no longer classed as a planet 2. How did scientists across the world make and accept the decision that Pluto could no longer be classed as a planet, are there any ideas still being investigated? 3. How did scientists collect their evidence, because Pluto and Eris are very, very far away 4. Find some evidence that you think shows that Pluto should or should not be classed as a planet 5. Do you think there is enough evidence to support the idea that Pluto is not a planet 6. Do you agree with the scientists? (Do you think scientists should keep looking for new scientific developments and ideas, or just be happy with what we already know and accept?) Websites you will need to look at (make sure you read all of the information on the website, otherwise you might miss something important!) There is also a short clip on You Tube called Why Isn't Pluto a Planet Any More? Uploaded by Spitzer Jim. If you wish to view this, make sure you have the permission of your parent or guardian as You Tube contains some material that is not suitable for children. The NASA website is sometimes unavailable. Children who are aiming to work beyond Level 6 might like to view another video on why Pluto is not a planet. This can be found at: YOU CAN ALSO FIND YOUR OWN INFORMATION IF YOU HAVE PERMISSION, BUT THE ABOVE WEBSITES ARE A GOOD START.

3 Literacy Success Criteria When you write your leaflet, check you have done the following. The better you are at English, the further down the list you should be able to go! Your leaflet has a sensible cover or title Introduction explains what the leaflet is about Sub headings separate the leaflet into different sections Diagrams, illustrations, tables are used to break up text. You have used clear, factual and impersonal language. Technical terms are used accurately Non-chronological order Writing is mostly in the present tense Connectives are used carefully from these groups: o Connectives of time e.g. when, after, initially, following o Causal connectives e.g. because, although, as soon as o Comparative connectives e.g. unlike, similarly, equally Questions are raised and answered Science Success Criteria The science criteria are listed on the Marking Page. When you complete your work, you will get a page like this back within one week of handing in your work. This will tell you how well you have done in meeting the science and literacy criteria. Leaflet Success Criteria Your leaflet should have An attractive cover with a clear title, name and form shown clearly. Writing should be attractive and neat. Diagrams and pictures are drawn in pencil and coloured with coloured pencils neatly. The format of the leaflet may be A4 or A5 or tri-fold. Handing in your work Your work is: Due by Friday, 16 th March, 2012 To be handed in to your form teacher s tray with your name and form on it. Print out a copy of the Marking Sheet. Fill in the name, your form and your next target. Emergency copies of the mark sheet are placed in the blue pockets outside Lab 1.

4 Suggested way of Working You have two homework weeks to complete this work and two weekends. Under the old homework system, you were expected to spend 45 minutes a night on homework which would mean four hours of work. You can complete the task in the way which best suits you, but it is usually good to spread your work out over time. This task should take between two and four hours to complete depending on how quickly you work, whether you improve your work and what level you are aiming for. One plan for a keen and interested pupil might be: Day 1: Go to each of the three main Internet sites (see earlier) and read the articles Day 2/3: Return to each site and make some notes, perhaps using the questions in the Core Task section of this booklet. Day 4: Sketch out a rough leaflet, design your cover and think of a good title. Day 5: Work out the sections and sub-titles for your leaflet/booklet and put the right information in each section. Day 6: Re-read this booklet and check off your success criteria. Identify any areas you may need to improve. Day 7: Improve your work to get the level you want. Day 8: Start your final copy of your leaflet, deciding whether you will work in neatest handwriting or using ICT. Day 9/10: Complete the leaflet Day 11: Print out the marking sheet and write in your name, form and a target to get to the next level. Information for Parents All pupils who have been asked to complete this assignment task are working at Level 3 or above in Science. This task is designed for children aged and all pupils working between Level 3 (below average) to Level 8 (GCSE level) can achieve something in this task. One of the difficulties for adults working with children is that adults think children should do everything in a task. This is not the case. In most schools, most Year 9 children reach Level 5 or 6 in their work. This is the nationally expected standard. There are several Fulbrook children currently in Year 8 who regularly work at Level 7 and 8. This means that we always work to cover all ranges; most children should be working at Level 5 and 6. As a parent, please encourage your child to do their best with this task but do not push them to work beyond their true understanding or do scientific work for them. Should you wish to help them with reading, making up the leaflet or ICT, that is great. It is also useful for the children if you discuss the issues with them. Sometimes this sort of homework task is challenging for parents too. This is because science is taught differently today. Your children are used to problem solving investigative

5 work. They are also getting used to assessing their work, analysing their levels and setting targets. If this task is too difficult If your child is working at Level 2 or above, research together all about Pluto. Print out three or four interesting facts and some images. Glue them together to form a collage. Try to include a clear title. If this task is to easy The task is intended to extend pupils who are currently working at Level 7 and 8. However, for those who wish to undertake a more challenging theme, they may opt to complete the task included at the back of this booklet for more able children. It is a difficult task, but also has less structure and hints to succeed.

6 targets to improve themselves. Your name: Form:. Is Pluto A Planet? Marking Sheet KS3 How Science Works Level: Teacher assessed AF1.3 - The process of development of scientific ideas including the role of the scientific community in their development APP Level description AF1.3 Have discussed the processes and evidence that scientists used to move their theories of Pluto not being classed as a planet to it being a world wide accepted idea. Explained the process by which the idea that Pluto and Eris were designated as dwarf planets was accepted (and is still rejected by some). Explained how new scientific evidence was interpreted by the scientific community and how this led to changes in scientific ideas. Identified the evidence that scientists used to develop the idea that Pluto should no longer be classed as a planet. Have used scientific ideas about planets to describe the differences between Pluto and the other planets. Given a brief answer to the question is Pluto a planet using mainly their own thoughts. Level Teacher level AF1.4 - Provisional nature of scientific evidence APP Level description AF1.4 Have discussed the processes and evidence that scientists used to move their theories of Pluto not being classed as a planet to it being a worldwide accepted 8 idea. Explain how evidence has supported the idea that Pluto is not a planet 7 Describe some scientific evidence that was used to support or refute the idea that Pluto is not a planet, including those still in development Identified that in 1999 Pluto was still classed as a planet because there was not enough evidence yet to suggest otherwise Identified scientific evidence that was used to support or refute the idea that Pluto is not a planet Level Teacher level Use the table above to suggest how could you get to the next level Teacher s comment

7 ALTERNATIVE TASK FOR PUPILS WHO ARE WORKING AT LEVEL 7 AND ABOVE

8 From Copernicus to now? Copernicus first stated his heliocentric model of the solar system in From watching and recording the patterns of the moon and stars in relation to the earth he realised that the earth and the other planets moved around the sun and not the other way around as religious leaders at the time believed. Use the internet to research the following points: 1. Describe how this early model of the solar system became generally accepted and is still used today 2. How did this model help other scientists (Galileo) to pose and answer further questions? 3. Explain how Galileo used his knowledge of lenses to create a telescope that allowed him and others after him to observe the night sky and generate his ideas about the solar system 4. Many improvements have been made to the very simple instruments that Galileo used to observe space, can you name an important piece of technology that is used today to observe deep into space? 5. Are there any negative consequences related to being able to see sp far into space? Then produce a booklet to convey as many points from the mark sheet success criteria (see next page) as possible.

9 AF2.2 How has the historical model of the solar system helped to bring about technological developments Marking Sheet For the Extension Task Name: Form:. AF2.2 - Creative use of scientific ideas to bring about technological developments APP Level description AF2.2 Explained unintended consequences that may arise from scientific and technological developments Explain how creative thinking in science and technology generates ideas for future research and development Describe how Copernicus and Galileo s scientific and technological developments have provided evidence to help pose and answer further questions about the solar system and beyond Level Teacher level Use the table above to suggest how could you get to the next level Teacher comment (Optional)

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