Compost and Sustainability


“To change a community, you need to change the composition of the soil. We are the soil.”

It’s the question of our generation: Can we find sustainable solutions for energy, water, food, and stuff?

For two weeks, in each class, you will investigate what it means to create a sustainable community. You will be mixed in with 6th and 7th graders who will be learning and collaborating with you. You will read articles, watch videos, do team-builders, solve math problems and create, build and innovate as you explore the elements of sustainable living. You will also pose questions as you learn more and more about sustainability. You will be taught by Ms. Lefever, Mr. Anthony, Mrs. Wickstead and Ms. Jaimee and Mr. Elizondo. By the end of the two weeks, you will look at your questions, refine them and then move to phase 2 of this project’s implementation.

What will we be learning?

GRIT (Persistence and Resilience)

-How to integrate with a different grade level and work towards progress with team.

-How to follow-through on assigned tasks

-How to develop sustainable skills

CURIOSITY

-How to ask critical questions about sustainable living

-How to research those questions and ask new, insightful questions-COGNITIVE SKILLS

-What the elements of a sustainable community are:

-What “sustainability” means

-How to analyze (break down and study) a model sustainable community and its elements

-How to research a topic efficiently using keyword searches

-How to cite credible online and print sources

-How to develop open-ended researchable questions

What will we be creating?

-Relationships with 6th and 7th grade students and teachers

-Questions about sustainable living recorded in a thinking map and on google forms

-Phase II of this project based on your questions

Two Week Sustainability Project Launch Rubric

 

Name: ______________________________

 

What group were you in: (A, B, C, or D)  ______

Criteria In order to receive a 4… Score  from 1- 4
CURIOSITY and IDEAS: QUESTIONS Your questions throughout class and at the end of the day were thoughtful and natural. They were open-ended and often led to more open-ended questions.
ORGANIZATION: Classwork and Gameplan (Packet) All warm-ups, classwork, homework and packet (game plan) work was completed thoughtfully and completely in a timely manner.
VOICE: unique, authentic You used your voice in appropriate ways-to elevate the conversation, to help others, to keep yourself on task, and to continue learning.
GRIT: Persistence and Resilience COMMENT: No Score.
SELF-DISCIPLINE: Preparation and Follow-through COMMENT: No Score.
MASTERY OF CONTENT (Cognitive Skills) You understood the key concepts outlined in each lesson and could teach those concepts to others.
Overall Productivity You were on task, contributed to your group work, made a difference with the time you were given, and contributed to your class community.

 

 

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