EPC
Inception of the Universe to the Dawn of Man Assignment
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Chapter One Inception of the Universe to the Dawn of M an Assignment Objective
Students will gain a knowledge and understanding of historical globalization.
Program of Studies Related Issues: 1.1, 1.4, 1.5, 2.2, 2.13, 3.1, 3.2, 3.7, 4.8.
Assignment
Students are expected to generate a presentation to answer the following eleven questions utilizing a
group project involving three or less members. Presentations are to be informative, colourful, (preferably
humorous), and detailed. Students should utilize their digital textbook, and online resources (google).
1. Define, describe and explain the terms Universe, Galaxy, Solar System.
2. Is it possible for life to exist beyond earth?
3. What is Planck time? Define, describe, and explain the Big Bang.
4. Describe the theoretical formation of Earth’s moon. Does the moon influence Earth?
5. Define, describe and explain the Precession of the Equinox.
6. Define, describe, and explain Plate Tectonics.
7. Describe the four hypothesis theories of life.
8. Research and describe the Search for Extraterrestrial Intelligence (S.E.T.I) program.
9. Describe and define Geochronology.
10. How many known mass extinctions have there been in history? What were the causes?
Explain the causes. What evidence exists to support the various academic arguments?
11. Describe climate change.
EPC
Inception of the Universe to the Dawn of Man Assignment
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Name:___________________________________________
Evaluation
Skill
Exceptional 4
Comprehension
Quality of Information Effective 3
Acceptable 2
Unsatisfactory 1
Student understands and applies the Student understands and
applies the concepts in a
concepts in an insightful and
meaningful and thorough
comprehensive manner.
manner.
Student understands and
applies the concepts in a
predictable, basic and/or
partial manner.
Student understands and
applies the concepts in a
trivial and superficial
manner.
Student work is innovative and
compelling. Excellent use of
pictures graphs and/or text.
Student work is simplistic
and straightforward with
minimal use of pictures,
graphs and/or text.
Student work is
disorganized with little
or no use of pictures,
graphs, and/or text.
Components/Organization Provides in-depth information that is Provides sufficient
Student work is logical and
interesting. Supported by
well chosen pictures,
graphs and/or text.
rich and detailed. All required
components are included and show
evidence of individual
learning/research.
information that is specific
and relevant. Samples are
well organized and include
required components.
Provides partial information
that is simplistic. Some
components are missing or
incomplete; organization is
standard and predictable.
Provides incomplete and
underdeveloped
information.
Connections
Demonstrates advanced
understanding of the social sciences;
Clear, concise and innovative
connections are made between
experiences, research and learner
outcomes of the assigned task.
Demonstrates an in depth
understanding of the social
sciences and effectively
demonstrates the
connections amongst the
assigned task.
Makes common or expected
connections between the
social sciences, experiences
and class/course based
learning; observations may be
superficial.
Connections or
relationships between
the social sciences are
non-existent or
incorrect.
Presentation Presentation is enlightening,
skillfully structured; and engaging.
Students speak to the audience with
minimal use of prompts.
Presentation is clear,
concise, informative, and
logically organized.
Students speak to the
audience with a moderate
use of prompts.
Presentation is simple and
semi-organized. Students
speak to the audience with a
significant use of prompts.
Presentation is
unorganized and fails to
address assignment
objectives.
Scoring:
Comprehension:
0
1
2
3
4
Quality of Information:
0
1
2
3
4
Components / Organization
0
1
2
3
4
Connections:
0
1
2
3
4
Presentation:
0
1
2
3
4
TOTAL:
Comments: