Running head: STUDENT CHOICE PROJECT 1

Student Choice Project

Rachel Wexler

National University
STUDENT CHOICE PROJECT 2

Project #1: YouTube Video

Students will create a 5-7 minute YouTube video where they demonstrate in a variety of ways

that objects must vibrate in order to produce sound and explain the phenomena of what sound is.

Each video should contain a minimum of 3 different demonstrations, each with accompanying

verbal explanations. Students are encouraged to use video technology, such as slow motion

features, to enhance their presentations and to help the audience understand the concept.

Online resources

 https://online.kidsdiscover.com/unit/sound-and-vibration?ReturnUrl=/unit/sound-and-

vibration

 https://www.exploratorium.edu/snacks/subject/sound

Next Generation Science Standards

Grade Three

 Engineering Design: 3-5-ETS1-2. Generate and compare multiple possible solutions to a

problem based on how well each is likely to meet the criteria and constraints of the

problem (State Board of Education, 2013).

California Common Core State Standards

Reading Standards for Informational Text—Grade Three

 RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently (California Department of Education,

2013, p. 15).

 RI.3.10: By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 2–3 text
STUDENT CHOICE PROJECT 3

complexity band independently and proficiently (California Department of Education,

2013, p. 16).

Writing Standards—Grade Three

 W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly (California Department of Education, 2013, p. 23).

o W.3.2a: Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension (California Department of

Education, 2013, p. 23).

o W.3.2b: Develop the topic with facts, definitions, and details (California

Department of Education, 2013, p. 23).

 W.3.6: With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with other

(California Department of Education, 2013, p. 24).

 W.3.7: Conduct short research projects that build knowledge about a topic (California

Department of Education, 2013, p. 24).

 W.3.8: Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories (California

Department of Education, 2013, p. 24).

STUDENT CHOICE PROJECT 4

Project #1 Rubric

4 3 2 1
Exemplary Accomplished Developing Beginning
Content 3 or more 3 demonstrations 2 demonstrations Less than 2
demonstrations are included in are included in demonstrations
are included in the video the video are included in
the video the video
Length The video is at The video is 5 The video is 4 The video is less
least 5-7 minutes minutes long minutes long than 4 minutes
long long
Originality Product shows a Product shows Uses other Uses other
large amount of some original people's ideas people's ideas,
original thought. thought. Work (giving them but does not
Ideas are shows new ideas credit), but there give them credit
creative and and insights is little evidence
inventive of original
thinking
Presentation Well-rehearsed Rehearsed with Delivery not Delivery not
with smooth fairly smooth smooth, but able smooth and
delivery that delivery that to maintain audience
holds audience holds audience interest of the attention often
attention. attention most of audience most of lost.
the time the time.
STUDENT CHOICE PROJECT 5

Project #2: Website

Students will be responsible for creating a website that’s purpose is to inform and explain to

others what sound is and how it works. At minimum the website should include three subpages

that provide further detail about a specific aspect of sound (pitch, wavelength, etc.). The website

should also include at least one graphic on each page and at least one embedded video. Students

are free to use their imagination to include additional fun and engaging components to their

websites.

Online resources

 https://www.ducksters.com/science/sound101.php

 https://www.youtube.com/watch?v=AGjxfx8sy6s

Next Generation Science Standards

Grade Three

 Engineering Design: 3-5-ETS1-2. Generate and compare multiple possible solutions to a

problem based on how well each is likely to meet the criteria and constraints of the

problem (State Board of Education, 2013).

California Common Core State Standards

Reading Standards for Informational Text—Grade Three

 RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently (California Department of Education,

2013, p. 15).

 RI.3.10: By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 2–3 text
STUDENT CHOICE PROJECT 6

complexity band independently and proficiently (California Department of Education,

2013, p. 16).

Writing Standards—Grade Three

 W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly (California Department of Education, 2013, p. 23).

o W.3.2a: Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension (California Department of

Education, 2013, p. 23).

o W.3.2b: Develop the topic with facts, definitions, and details (California

Department of Education, 2013, p. 23).

 W.3.6: With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with other

(California Department of Education, 2013, p. 24).

 W.3.7: Conduct short research projects that build knowledge about a topic (California

Department of Education, 2013, p. 24).

 W.3.8: Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories (California

Department of Education, 2013, p. 24).

STUDENT CHOICE PROJECT 7

Project #2 Rubric

4 3 2 1
Exemplary Accomplished Developing Beginning
Accuracy of All information All but one piece All but two More than two
Content included in the of information pieces of pieces of
website is included in the information information
correct website is included in the included in the
correct website is website is not
correct accurate
Content One or more A graphic is A graphic is A graphic is
graphic is included each included on all missing from
included on each page and 1 but one page and more than one
page and at least embedded video 1 embedded page and an
1 embedded is included video is included embedded video
video is included is not included
Subpages 3 or more 3 subpages were 2 subpages were Less than 2
different created created subpages were
subpages were created
created
Layout The Web site has The Web pages The Web pages The Web pages
an exceptionally have an have a usable are cluttered
attractive and attractive and layout, but may looking or
usable layout. It usable layout. It appear busy or confusing. It is
is easy to locate is easy to locate boring. It is easy often difficult to
all important all important to locate most of locate important
elements. White elements. the important elements.
space, graphic elements.
elements and/or
alignment are
used effectively
to organize
material.
STUDENT CHOICE PROJECT 8

Project #3: Jeopardy

Students will be asked to create a jeopardy game based on everything they have learned about

sound. The jeopardy game can be created using an online tool or can be created using offline

materials such as poster board and index cards. Student will be required to include at least three

different categories, with a minimum of 5 questions in each category. Students are welcome to

include additional categories and questions if they please.

Online resources

 http://www.sciencekids.co.nz/sound.html

https://www.brainpop.com/science/energy/sound/

Next Generation Science Standards

Grade Three

 Engineering Design: 3-5-ETS1-2. Generate and compare multiple possible solutions to a

problem based on how well each is likely to meet the criteria and constraints of the

problem (State Board of Education, 2013).

California Common Core State Standards

Reading Standards for Informational Text—Grade Three

 RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.

 RI3.10: By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 2–3 text

complexity band independently and proficiently.

Writing Standards—Grade Three

STUDENT CHOICE PROJECT 9

 W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly (California Department of Education, 2013, p. 23).

o W.3.2a: Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension (California Department of

Education, 2013, p. 23).

o W.3.2b: Develop the topic with facts, definitions, and details (California

Department of Education, 2013, p. 23).

 W.3.6: With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with other

(California Department of Education, 2013, p. 24).

 W.3.7: Conduct short research projects that build knowledge about a topic (California

Department of Education, 2013, p. 24).

 W.3.8: Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories (California

Department of Education, 2013, p. 24).

STUDENT CHOICE PROJECT 10

Project #3 Rubric

4 3 2 1
Exemplary Accomplished Developing Beginning
Accuracy of All information All but one of All but two of More than two
Questions and answer the information the information of the
slides made for and answer and answer information and
the game are slides made for slides made for answer slides
correct the game are the game are made for the
correct correct game are not
accurate
Questions 5 or more 5 questions were 4 questions were 3 or fewer
questions were included in each included in each questions were
included in each category category included in each
category category
Categories 3 or more 3 categories 2 categories Less than 2
different were included were included categories were
categories were included
included
Creativity & Contrasting Contrasting Contrasting Little or no color
Attractiveness colors and at colors and at colors and or fewer than 3
least 3 original least 1 original “borrowed” graphics were
graphics are graphic is used graphics are included
used to give the to give the game used to give the
game visual visual appeal game visual
appeal appeal
STUDENT CHOICE PROJECT 11

References

California Department of Education (2013). California common core state standards: English

language arts & literacy in history/social studies, science, and technical subjects.

Sacramento, CA: CDE Press.

State Board of Education (2013). Next generation science standards for California public

schools, kindergarten through grade twelve. Retrieved from: http://www.nextgen

science.org/