Summative Task 1: Big Bang Theory Literacy Task Unit A: Earth’s Place in the Universe

Learning Target:
I can develop, communicate, and justify an evidence-based scientific explanation addressing questions around the Big Bang Theory. (DOK 3)

Directions
Write an essay (at least 3 paragraphs) about the question below. You may use your science notebook and look at articles, activities and/or notes from
this unit to help your writing. The rubric your teacher will use to grade your essay is below.

1. What evidence for the Big Bang Theory is Most Important? In your essay:
A. describe the Big Bang Theory.
B. describe two or more different pieces of evidence that support this theory.
C. make connections: explain how the evidence supports the theory.

Important vocabulary: Use at least some of these words – you do NOT have to use them all.
UNDERLINE or HIGHLIGHT the vocabulary words.
Big Bang Theory; Hubble’s Law; Red Shift/Blue Shift, Cosmic Background Radiation, Expand, Galaxy, Formation of Elements, Spectrum, Visible
light, Microwave Radiation, Temperature, Speed/Velocity, Distance, Fusion

Key Resources to name in your essay:

Video: The Beginning of Everything, The Birth of the Elements, Exploring the Dark Universe, Why the Big Bang Definitely Happened, Forged In Stars
Reading(s): The Big Bang Reading, WS #6 Evidence for the Big Bang, Big Bang Timeline, Cosmic Microwave Radiation Reading
Lab(s): WS #5: Big Bang Balloon Lab
Worksheet(s): Hubble’s Law Investigation (red shift of galaxies - graphing)

Introduction- Make a claim about which piece of evidence is most important. Describe the Big Bang Theory in detail (paragraph 1)
Body- Describe one type of evidence and why it is so important (paragraph 2)
Body- Describe another type of evidence and why it is so important (paragraph 3)
Conclusion- Identify which evidence is the most important and why? Restate your introduction about the big bang theory and why and how this evidence
supports this theory.

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COMMUNICATION IN SCIENCE
Students should be able to:
 use scientific language correctly
 acknowledge the work of others and the sources of information used by
appropriately documenting them using a recognized referencing system.
Achievement
Level Descriptor
Level
The student does not reach a
standard described by any of the
3.5
standards below.
The student uses a limited range
of scientific language correctly.
When appropriate to the task, the
student makes little attempt to
5
acknowledge sources of
information.
The student uses some scientific
language correctly.
When appropriate to the task, the
student partially acknowledges
6
sources of information.
The student uses sufficient
scientific language correctly.
When appropriate to the task, the
student uses a range of sources
7-8
and acknowledges those sources
appropriately.
KNOWLEDGE AND UNDERSTANDING
Maximum: 6
Students should be able to do:
 recall scientific knowledge and use scientific understanding to construct
Task Specific Description scientific explanations
Achievement
Level Descriptor Task Specific Description
Level
3-4 terms used properly The student does not
(underline these) reach a standard
3.5 described by any of the
1 source of information standards below.
identified in writing The student partially A. Outlines the theory gives very few
recalls scientific ideas, details [CLAIM]
5-6 terms used properly concepts and/or B. Lists 1-2 pieces of evidence that
supports the big bang [EVIDENCE]
(underline these) 5 processes.
C. Makes few connections between
2 different sources of the evidence and the theory
information identified in [REASONING]
writing The student recalls A. States basic details about the theory
7 or more terms used properly some scientific ideas, [CLAIM]
(underline these) concepts and/or B. Give details about 2 or more pieces
of evidence that supports the big bang
processes.
3 or more different sources of 6 [EVIDENCE]
information identified in C. Makes some connections between
writing the evidence and the theory;
[REASONING]
The student describes A. *Completely describes details of
7-8 scientific ideas, the theory [CLAIM]
concepts and/or B. Give details about 2 or more pieces
of evidence that supports the big bang
processes.
[EVIDENCE]
C. Makes clear connections between
each piece of evidence and the theory;
[REASONING]
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 D. Identifies the strengths / _____ I said why this piece of evidence is the most important.
weaknesses of the evidence

Writing Checklist Writing Checklist

Criterion B: Criterion B:
Vocabulary: Vocabulary:

_____ I used this many vocabulary words ____________. _____ I used this many vocabulary words ____________.

_____ I underlined each of the vocabulary words. _____ I underlined each of the vocabulary words.

Sources: Sources:

_____ I said which source (video notes, blue book reading, PowerPoint Notes _____ I said which source (video notes, blue book reading, PowerPoint Notes
etc) I got each piece of information I wrote. etc) I got each piece of information I wrote.

_____ I identified this many sources _______________. _____ I identified this many sources _______________.

_____ I identified this many different sources ______________. _____ I identified this many different sources ______________.

Criterion C: Criterion C:
A. Describe the theory: A. Describe the theory:

_____ I gave _______ (number of) details describing the Big Bang Theory. _____ I gave _______ (number of) details describing the Big Bang Theory.

B. Evidence B. Evidence

_____ I gave _______ pieces of evidence for the Big Bang Theory. _____ I gave _______ pieces of evidence for the Big Bang Theory.

_____ I gave details about each piece of evidence for the Big Bang Theory. _____ I gave details about each piece of evidence for the Big Bang Theory.

C. Connect the evidence to the theory C. Connect the evidence to the theory

____ I explained how each piece of evidence I gave shows how we know a ____ I explained how each piece of evidence I gave shows how we know a
detail of the Big Bang Theory. detail of the Big Bang Theory.

D. Evaluate Evidence D. Evaluate Evidence

_____ I said which piece of evidence is most important. _____ I said which piece of evidence is most important.

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_____ I said why this piece of evidence is the most important.