Figure 5
Requirement 4 {Plan of Action Blog Post}: DUE Friday, February 14th
• Develop a project that will provide support or help towards a solution to the environmental issue that you are researching that you can carry out at home, at school, or in your community in the next few weeks.
• Create a detailed plan of action that explains the process through which you will provide support or help towards a solu- tion. I will provide you with a graphic organizer to help you with this. You will upload the final graphic organizer to your blog.
• Each group must conference with me during this time to get your project idea approved (At this conference you need to prove that your plan is realistic and attainable • 25 points _______/25
Figure 6
Requirement 5 {Final Project and Reflection Blog Post}: DUE Friday, March 8th
This student spent her quarter researching fast fashion and decided to take a stand against fast fashion by sewing the popular accessories with sustainable fabrics left over from Project Runway Star, Tess, and fabric scraps.
• Describe how your final project went. What did you do? What obstacles did you run into? Did things work out the way you expected? What went well? What did not go so well? What sur- prised you? Reflect on the process.
Stage 3: Post-Project Presentations and Reflec- tions (1 week): At the conclusion of their project, students were given class time to create a presentation (Figure 7) in which they could showcase their environmental issues and projects to their teachers, families, and peers. Each student was also asked to create something tangible that their audience could walk away with. Some students created products such as recycled-fabric scrunchies, while other students created bro- chures or handouts with applicable takeaways. Many of the students also created business cards with QR codes that linked to their blogs so viewers could refer back to the information found in the blog.
• Include pictures of your project in this post • 25 points _______/25
Figure 7 Requirement 6 {Final Presentation}: DUE Thursday, March 14th
• This is your opportunity to tell others about the project you’ve worked so hard on. • You should cover all aspects of your project while maintaining a professional demeanor. • Eye contact, a clear voice, and grade level appropriate language should be used throughout the entire presentation. • You and your groupmates need to come up with a ten-minute presentation using your blog as a visual (no poster or other display required) that reveals: • The environmental issue you focused on • The solution you researched • The PSA you created • The podcast • The project you created including how it came together and how it addressed the problem and incorporated the solution you found
• 25 points _______/25
Lastly, students were required to provide reflections and feedback on their peers’ projects and presentations. Students did this throughout the project by commenting on two peers’ posts from the preceding week (Figure 8) by providing one positive remark and one constructive critique. Students also observed their peers’ presentations and completed feedback rubrics for them (Fig- ure 9). Through their diverse projects, students raised awareness, made environmental impacts, and partnered with two companies to increase and multiply those impacts. Students reached upwards of 1,000 people with awareness campaigns about endangered
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