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This course contains a Signature Assignment with a rubric that reflects a new rubric structure recently adopted by the University. As you review the rubric you will notice some beneficial enhancements.
First, the performance levels are described as a range from “Accomplished” to “Not Evident”. The definitions for the new performance levels are:
Accomplished: for a given performance criteria (row of the rubric), student’s submission met the standards of the assignment, all elements were complete, and the assignment criteria was fully developed.
Emerging: for a given performance criteria (row of the rubric), student’s submission met some to most of the rubric criteria; assignment criteria was partially developed.
Beginning: for a given performance criteria (row of the rubric), student’s submission met few, if any, of the rubric criteria; assignment criteria was insufficiently or poorly developed.
Not Evident: for a given performance criteria (row of the rubric), student’s submission did not include specific rubric criteria; assignment criteria were not addressed.
Second, the percent score range and corresponding grade equivalent have been revised to reflect the following percent score ranges and corresponding grade equivalents:
Accomplished- 100-90% (A to A-)
Emerging- 89-70% (B+ to C-)
Beginning- 69-50% (D+ to F)
Not Evident – 0%
Note – Signature assignments are used as a student assessment snapshot. Rubric data is collected and analyzed to assess student learning, progress, and objective alignment.
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This week’s assignment contains an imaginary scenario in which you will demonstrate your knowledge of the concepts presented in this course.
Scenario:
Your friend, an 8th-grade earth science teacher at the local middle school, is organizing an Earth Day celebration for his students and their families. He knows you have recently been learning about environmental policies in this environmental science class and has asked you to be one of several guest speakers at the event. He would like you to explain to the students how scientific research and public awareness of an environmental issue led to an environmental policy or law. The goal is for the 8th-grade students to understand how people and communities (scientific community, government bodies, citizens of a country, etc.) can effect positive change for the environment.
Use the policy and issue you selected for your Wk 5 Discussion – Environmental Policies in Action. (Superfund Act 1980)
Prepare a 3-to 4-minute video and/or audio recording, or a 1,050- to 1,750-word transcript of your presentation.
Summarize the environmental issue. What are its causes? What are the effects on the environment and people? Consider multiple perspectives and locations, as applicable.
Explain how economics and/or personal lifestyle choices or behaviors are related to this issue.
Describe how individuals, communities, and/or governments have worked to address the issue.
Examine the impact of relevant legislation or initiatives. What are the benefits? Have there been any consequences?
Note: Remember your audience; the presentation needs to make sense and appeal to 13- and 14-year-old students.
Include at least 2 outside resources to support your conclusions.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
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If you choose to submit a video presentation use video file types…
Windows Media Video (WMV)
Flash Video (FLV)
MP4
Alternate options….
Create a video and upload it to YouTube. Submit the link for me to access the video.
Create a MS PowerPoint presentation and record audio in the file for your presentation.
In my opinion, these alternate video presentation options have been the best for ease of use.
If you choose, the audio / video only option, submit an APA style references list as a separate document or in the comments area.
Use this space to build your submission.