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Environmental Issues Research: Assignment

Assignment

Name:                                                                         Date:                                                               Period:

Perspective: Take a Stance!

 

VS.VS.

 

Directions: Read through the G.R.A.S.P. below to learn about the “Eyes Wide Open” project.

Goal:  You will assume a role with a particular perspective on an environmental issue and select research evidence intended to persuade a group of concerned citizens.

Role:  You are an infographic creator working for an energy resource company or as an environmental lobbyist. 

Audience:  People in the community who need clarification about a current environmental issue.

Situation:  You are being asked to research and analyze an environmental issue from a specific stance, and to develop an infographic that conveys this stance persuasively and professionally.

Product:  The final product will use Piktochart to create an infographic/flyer that meets the “Rubric and Requirements” criteria found at the end of this document.

 

Assignment Steps:

  1. In Google Classroom, open and work through the Google Slides “Infographics: Let’s Create”

 

  1. Next, open the Google Document, “Infographic Research GO” and complete. 

 

  1. Click the link in Google Classroom to the Piktochart tutorial video. Watch and learn how to use Piktochart to create the infographics to insert in your flyer template.

 

  1. Complete the Infographic Template of your choosing using Piktochart graphics (found in the “Infographic Templates” folder in Google Classroom).
  2. Make sure to use the “Rubric and Requirements” attached at the end of this document to guide your infographic flyer creation. 

 

  1. Submit your infographic flyer on Google Classroom and push “Turn In”

 

Criterion B: Investigating

1-2: The student:

i. makes minimal use of organizational structures though these may not always serve the context and intention

 

ii. organizes opinions and ideas with a minimal degree of coherence and logic

 

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

 

Task-Specific Clarifications:

3-4: The student:

i. makes adequate use of organizational structures that serve the context and intention

 

ii. organizes opinions and ideas with some degree of coherence and logic

 

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.



 

Task-Specific Clarifications:

* Student will use between 1-2 credible sources found on databases.

5-6:The student:

i. makes competent use of organizational structures that serve the context and intention

 

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

 

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.


 

Task-Specific Clarifications:

7-8: The student:

i. makes sophisticated use of organizational structures that serve the context and intention effectively

 

ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way

 

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.


 

Task-Specific Clarifications:
  Student will use between 0-1 credible sources found on databases. * Student will use between 1-2 credible sources found on databases Student will use between 2-3 credible sources found on databases Student will use between 3-4 credible sources found on databases.
Criterion C: Communicating 0: The student does not reach a standard described by any of the descriptors below.

1-2: The student:

i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought, imagination and sensitivity and minimal exploration and consideration of new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.
 

Task-Specific Clarifications:

3-4: The student:

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some degree of thought, imagination and sensitivity and some exploration and consideration of new perspectives and ideas

 

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

 

iii. selects some relevant details and examples to develop ideas.


 

Task-Specific Clarifications:

5-6: The student:

i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and consideration of new perspectives and ideas

 

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

 

iii. selects sufficient relevant details and examples to develop ideas.

 

Task-Specific Clarifications