A.W.O.L. ElemenTS
8th Grade Science

1.  Task:

Imagine that one day, out of nowhere, your assigned element in the periodic table suddenly starts to disappear from the face of Earth. Depending on your element, the results could be cataclysmic. Write a fictionalized “firsthand” account of the day your element disappeared. (An example: the day Earth lost its iron—buildings crumble, bridges collapse, blood gradually becomes anemic, and so on.)  You will need to use your research on some of the basic uses of your element.

Class Generated questions to define information need:

1. Who first discovered my element?  How was it discovered? 

2. What group does my element belong to?  What period does my element belong to?

3. What are my element's characteristics? 

4. Where does it appear in nature, if at all?  Is my element used in its pure form?  If so, how? 

5. How abundant is my element?  Where is its presence crucial?

6. What are my element's uses?  How is it used by scientists, engineers, artists, doctors, and so on?

7. Does my element combine with other elements to form compounds?  If so, what compounds?

8. Is it beneficial to health or harmful to health?  Would life even be able to survive?

9. How would life be different without it?

2. Where will I find information to answer my research questions?

Recommended sources by your teachers:

Please watch this interactive Encyclopedia Britannica periodic chart first!

• Textbook pages 165-167, 712-713
• Britannica for Middle (Compton's) 
• Britannica High
  • Please note: If you are using Britannica at home, you will need the GALILEO password (see your assignment sheet).

• http://www.chemicool.com

• www.google.com

• The Periodic Table: Elements With Style by Dingle and Oxford Guide to the Elements

• Any ‘links’ associated with your elements (check with teacher first to make sure your site is reliable and relevant!)

3.  How will you organize and collect your information?

• We recommend using the Note-taking matrices:
  • Note-taking sheet #1
  • Note-taking sheet #2
• Use at least 3 sources to fully answer the research questions. 
• Please use EasyBib to record your references in your notes as you find answers!

4.  Use information!

• Reread your task and the class questions - REVIEW YOUR PURPOSE!
• Who is your audience?  Be creative!  Perhaps you're writing for a TV audience or the President.
• Reread the notes on your note-taking charts.
• Brainstorm ideas with a peer and/or parent.  What ideas seem most interesting to them?  What are the most unique?
• Jot down your favorite "events."  Create a timeline or outline.
• Do any of your events need further research for specific details?  (example: if iron is lost, and blood becomes anemic--what is anemia?)
• Remember, good writing uses vivid descriptions and details!  Don't tell--SHOW.

5.  Create your story

• Write your story - Don't worry about spelling and grammar; just get all your ideas down.

  PRESENTATION FOR CLASS:

  Use Microsoft PhotoStory to illustrate and illuminate your AWOL element!

6.  Self-Evaluation

• Reread your story to yourself.  Ask:
  • Does my paper answer the research questions fully?  What is missing?
  • Are the questions answered creatively and would my reader find my story exciting?
  • Do I begin my story with something enticing for the reader?
  • Does my paper have personality?
  • Does my story have a climax and resolution that make sense?
  • Does my story flow?
• Revise your story.
• Edit your story with the GUMS guidelines.
• Peer review: work with your lab partner to edit for ideas, organization, style, and GUMS. 
• Final revision/edits.

DUE DATES: 

• Class Questions

• Notes #1

• Notes #2

• Brainstorm and outline notes

• First draft and peer editing notes

• Final draft

RUBRIC – Use for self-evaluation!