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.
English Language Arts
Speaking and Listening (K-12)
SL.6-8.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
SL.9-12.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.