Rubric
Citeria
Presentation
3 points
2 points
1 point
Systems Thinking:
The students exhibit a deep understanding of the interconnected elements of their chosen global issue (people, animals, and environment).
Knowledge of Issue:
Incorporates relevant facts and information that support their design and demonstrates content knowledge.
Q&A’s:
Students are able to answer all questions clearly with a well-supported, elaborate response.
Organization:
Information is highly organized, and the easy to follow in a logical sequence that is visually appealing.
Speakers:
All students communicate with the audience and provide relevant and interesting information.
Systems Thinking:
The students exhibit a moderate understanding of the interconnected elements of their chosen global issue (people, animals, and environment).
Knowledge of Issue:
Incorporates some relevant facts and information to support their design and demonstrates content knowledge.
Q&A’s:
Students are able answer some questions clearly with a well-supported, elaborate response.
Organization:
The information is moderately organized but not presented in a clear sequence.
Speakers:
Some students communicate with the audience and provide relevant and interesting information
Systems Thinking:
The students display little understanding of the interconnected elements of their chosen global issue (people, animals, and environment).
Knowledge of Issue:
Incorporates little to no relevant facts and information to support their design and demonstrates content knowledge.
Q&A’s:
Students are not able to answer any questions with an informed response.
Organization:
Information is not organized and has no apparent sequence.
Speakers:
One student communicates with the audience and provides relevant information
Research
Incorporates 5-7 reputable sources in their research
2-3 sentences summarizing the information in each source.
Organized in a word document alphabetically by title.
Incorporates 3-5 reputable sources in their research.
1-2 sentences summarizing the information in each source.
Organized in a word document, but may not be alphabetically by title.
Incorporates 2-3 reputable sources in their research.
Does not summarize the information in each source.
Sources not organized in a meaningful way.
Product Design
The product is unique and demonstrates a deep understanding of sustainability in relation to their chosen global issue through its true price. The true price will include: the materials used to produce it and their origins, how it is produced, who is producing it, and how it directly benefits people, other animals, and the environment.
The product is unique and demonstrates moderate understanding of sustainability in relationship to the chosen global issue through its true price. The True price will include: the materials used to produce it and their origins, how it is produced, who is producing it, and how it directly benefits people, other animals, and the environment.
The product is not unique and does not demonstrate an understanding of sustainability in relationship to the chosen global issue through its true price. The true price will include: the materials used to produce it and their origins. how it is produced, who is producing it, and how it directly benefits people, other animals, and the environment
After researching an example of a sustainable product, students will become solutionaries by working in collaborative groups to redesign an existing product to make it more sustainable. Their designs will be showcased at an educational forum that will be open to the community. At the forum, each group of students will have an opportunity to present their product and discuss the global issue their product was designed to mitigate and how their product would be beneficial for people, animals, and the planet.