- Standard – CC.8.5.11-12.C
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
- Standard – CC.8.5.11-12.G
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- Standard – CC.8.6.11-12.F
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- Standard – CC.8.6.11-12.H
Draw evidence from informational texts to support analysis, reflection, and research.
- Standard – 6.1.12.B
Evaluate the economic reasoning behind a choice. Evaluate effective allocation of resources for the production of goods and services.
Finish Up Project Work
Student groups should finish developing the sustainable community plan they began developing yesterday. If they do not finish 100%, that is okay – getting to present their ideas to the class is the most important goal.
Community Plan Presentations & Submissions
Here the student groups will present their community plans to the class and teacher. This presentation is not meant to be too serious or intensive, but rather a simple explanation of the ideas found in the rubric:
- Why their identified resource is influential to their community
- The plan the group developed and how it would address the issues caused by the departure of an influential resource
- If the plan is a long-term / sustainable solution and the influences it drew from the studied cases and models
Students will also submit a written version of this plan to the teacher for grading before the unit ends. This can be done in class if a group finished with enough time, or it can be written up for homework if groups did not have enough time to work on it in class.
After all the presentations have ended, ask for students to comment on the aspects they liked the most in other groups’ plans.
Collect feedback from the students to gauge their thoughts about the unit:
- What did they like? What could be improved?
- What was easy? What was challenging?
- Did you learn from the other students’ presentations?
- What was analyzing the frameworks like? Have you ever done anything like that before?
- Did this feel meaningful? Do you feel like you will use this knowledge in the future?
- Would you be happy, sad, indifferent if this unit weren’t taught again next semester?