Introduction – Task – Process – Evaluation - Conclusion

Introduction

Ø The United States Government has called you in to the Pentagon for a debriefing. The information is top secret and vital to the future of our nation. They inform you that their attempts to build a prehistoric time machine have been successful, and they ask you to become the supervisor of the P.T.T.D.U.S. (Prehistoric Time Travel Division of the United States)

Ø You must become an expert on Geologic Time in order to run your division and to make educated decisions to help your country safely travel through the Precambrian Era, Paleozoic Era, Mesozoic Era, and Cenozoic Era.

Task

Ø You must research Prehistoric Eras (minimum four) using the Internet. Once you have researched the four Prehistoric Eras you must create a Geologic Timeline listing at least a minimum of 12 important events which occurred within the eras (minimum four). You must color code the eras (minimum four) of your timeline and list the important periods within each era.

Ø Once you are done with your timeline you must make your recommendations to the U.S. Government. You must build a 1 page brochure (three columns with pictures/clipart) advertising the best period to visit with the Prehistoric Time Machine. In your brochure tell why this period is interesting and what can be learned by visiting that specific period.

Process

Ø You will work with a partner to complete this assignment. You will study each of the Prehistoric Eras (minimum of four) using the Internet. Build a timeline large enough to include the major eras and color code each. Then insert at least 12 important events, which occurred within the eras. Below are a few websites to help you research Prehistoric Eras and their major events. Your timeline should be well organized, easy to read, should have a title, and should use complete sentences.

Ø The second part of your task is to build a newsletter using Microsoft Publisher. This newsletter’s purpose will be to advertise to the U.S. Government or any reader a specific time to visit using the Prehistoric Time Machine. The brochure should have three columns and a large “catchy” title. (The Jurassic Journal, The Cretaceous Chronicle, etc.) The brochure should have at least 3 pieces of clipart/pictures. In the brochure the writers should have a minimum of one article and a minimum of at least one editorial, each with a title. The text of the brochure should be highlighting the important events to which took place during the time period you chose. Also include any important sights, which could be viewed if visited by a time traveler. (Which dinosaurs were present at that time period, what stage was early man in during that time period, etc.) Use no larger than a font of 12 and single space all text. Below are a few websites to help you with your brochure.

Ø Click on any of the three dinosaurs to read about Geologic Time!!!

Evaluation

Ø Students will be evaluated on their timeline and whether or not it met all the requirements listed above. It should be well organized with a minimum of four eras color coded. The timeline must have a title and at least 12 pieces of information.

Ø Students will be evaluated on their newsletter and whether or not it met all the requirements listed above.

1) The newsletter should show important events from the chosen time period.

2) The newsletter should have at least 3 pertinent pieces of clipart/pictures.

3) The newsletter should have a minimum of one article and a minimum of one editorial.

4) The newsletter should have a title.

5) The newsletter should advertise the chosen time period as a good time to visit by telling about the highlights of that particular time period.

Newsletter Rubric

	1	2	3	4	Your Score
Layout	Design is messy and unattractive. Does not make good use of available space. Poor balance of text and graphics.	Design is inconsistent. Some parts are attractive and space-efficient, but other parts are not. Inconsistent or poor balance between text and graphics.	Design is mostly attractive and space efficient. Good balance of text and graphics, for the most part.	Design is attractive and space-efficient. Excellent balance of text and graphics throughout.
Supplementary features (e.g. graphs, letters, classified ads, print ads, etc.)	No supplementary features are included.	A few supplementary features are included.	Many supplementary features are included.	Many outstanding supplementary features are included.
Mechanics	Text contains many spelling/grammar errors. Sentences seem disconnected, and there is carelessness throughout.	Text contains some spelling/grammar errors. Little logical structure or flow to sentences. Evidence of carelessness in writing.	Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Inconsistent in style.	Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout.
Articles	Article is inappropriately informal and confusing to read. No attempt has been made to engage the reader with a good lead or a clear and logical presentation of facts.	Article lacks some necessary elements of a newspaper article: a good lead, clear presentation of facts, and/or an appropriately formal writing style.	Articles have good leads, logical and clear presentation of facts, and formal writing style.	Articles have good leads, logical and clear presentation of facts, and an appropriately formal writing style. Articles are interesting to read and hold reader's attention.
Editorials	Editorials do not clearly express opinions.	Editorials clearly express opinions, but the opinions are supported with rhetoric, not facts.	Editorials clearly express opinions, which are supported with facts.	Editorials clearly express opinions, which are supported with facts. Additionally, the editorials are interesting to read, with a consistent and engaging writing style.
Graphics	Graphics do not clearly support or relate to the text.	Graphics sometimes support and/or relate to the text.	Graphics usually support and/or relate to the text.	Graphics consistently support and/or relate to the text.

Conclusion

Ø Once each group has finished their Geologic Timelines they will present their timeline to the rest of the class along with their newsletter. They will briefly describe their newsletter to the class and will tell which time period they chose and why. The timelines and newsletters will then go on display in the classroom.