Project DescriptionGrade 8 ChemistrySMP BOGOR RAYA

Term 1

Topic: Apparatus measuring time, temperature, mass and volumeClassifying MaterialsElements, Compounds and Mixtures

Time The project will be done in groups of 3 and to be done for 4 weeks and due on September 15, 2015

GRASPS

Goal Your goal is to create an educational game about elements, compounds and mixtures.

Role You are a game creator, developer, analyst, scientist and teacher that focuses on chemicals.

Audience Gamers, students, teachers, chemist.

ScenarioA school science laboratory is under renovation, during the process, most of the chemicals and substances are chaotically mixed from different containers and storage boxes. Help the scientist in the laboratory to classify them again safely.

Product, Performance and Purpose:An interactive game that classifies substances and shows safety rules in the laboratory.

Standards and Criteria for Success:

Rubric for Chemistry Project ( Result/Product)

Title: ______________________________ Name: ___________________________

CATEGORY 8 6 4 2

Creativity A lot of thought into making the game inter-esting and fun to play as shown by cre-ative ques-tions, game pieces and/or game board or online game

Some thought was put into mak-ing the game interesting and fun to play by using textures, fancy writing, and/or inter-esting char-acters.

Student tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interest-ing or fun.

Attractiveness Contrasting colors and at least 3 origi-nal graphics were used to give the game visual appeal.

Contrasting colors and at least 1 origi-nal graphic were used to give the game visual appeal.

Contrasting col-ors and "bor-rowed" graphics were used to give the game visual appeal.

Little or no color or fewer than 3 graphics were in-cluded.

Rules Rules were written clearly enough that all could eas-ily partici-pate. Typed and edited for errors.

Rules were written, but one part of the game needed slightly more explanation. Typed, but some errors.

Rules were writ-ten, but people had some diffi-culty figuring out the game. Typed or hand-written, but many typos.

The rules were not written.

Accuracy of Content

All informa-tion made for the game are correct.

All but one of the informa-tion made for the game are correct.

All but two of the information made for the game are cor-rect.

Several informa-tion made for the game are not accu-rate.

Knowledge Gained

Game cre-ationdemonstrates strong knowl-edge of top-ics. Created a game that could chal-lenge every-one – even those with great knowl-edge

Game cre-ationdemonstrates knowledge. Good ideas for questions to help stu-dent review the book.

Game creation demonstrates adequate knowledge. Questions need a bit more work.

Game creationdoes not demon-strate knowledge of books or the questions are off-topic/inappropri-ate.

Interactive Players are all engaged from begin-ning to the end of the game with enthusiasm.

Players are engaged all throughout the game.

Players are partly en-gaged.

Players are not engaged and lost its enthusi-asm as the game goes on.

Rubric for Individual InvolvementPeer Evaluation of Group Process

Student 1 Student 2 Student 3

Helped plan the project goals

Kept group focused and on track

Spoke and listened respectfully

Completed assigned tasks.

Shared ideas that improved the project

Dear Students,

Rate your group mates using the scale of 1-5; 1 as the least and 5 as the highest for the peer evaluation.

Maridol D. S. Bamba Teacher