In this final step of the process, students will reflect on and celebrate the work they have done and share what they accomplished.
Students will use their portfolio to review the process and reflect on the many people, groups, or businesses that participated to make the project successful.
This celebrates and recognizes the accomplishments of the students and helps them understand that getting something done that seems simple may be complicated or take longer than they anticipated.
The lesson plan recommends developing a rubric with students, though a teacher-created one can also be used.
Presentations are a good opportunity for peer assessment, so think about how you might have students give each other feedback.
You can introduce this step to students by showing the video on the website. If students have been collecting their work throughout the full problem-solving process, they can use it to help with writing their reflections and creating their presentations.
Consider bringing in community members and stakeholders related to the environmental problem students researched for the final presentations.
This provides a reflection experience to maintain and sustain a project. A model for an environmental sustainability project. This resource is valid and recommended for teaching.
College, Career, and Civic Life (C3) Standards
Dimension 4: Communicating and Critiquing Conclusions
D4.3.6-8 Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.3.9-12 Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.