Intel® Teach Program Designing Effective Projects
Math Project(s) Checksheet SCHOOL DATA (Team Project)
FAMILY DATA (Individual Project)
COST ANALYSIS (Team and Individual Project)
Gather data on current waste management costs for current school
Collect data on the amount of trash disposed of by your family; calculate average bag(s) per person
Create spreadsheet comparing the cost of proposed plan to current practices
Gather same data on another school of the same size to compare Make logical conclusions from data
Merge individual data with class data to find class average
Represent data in charts or graphs to support proposal
Compare class data with other regions in the country and also internationally (use Internet resources)
Answer the following questions: Will the new plan save money? Will the new plan reduce the amount of landfill-bound garbage significantly? Explain the nature of the data (percentages, averages, ratios)
Make preliminary List logical reasons recommendations as to why the data for the school, based varies so much on data Revise and edit Create a waste Integrate final recommendations management plan for conclusions into the based on team and your home, based on science project teacher input the data School Data—Suggestions and Comments of Teacher/Student/Team Conference:
Family Data—Suggestions and Comments of Teacher/Student/Team Conference:
Cost Analysis—Suggestions and Comments of Teacher/Student/Team Conference:
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
IntelÂŽ Teach Program Designing Effective Projects
Group Sign Off Sheet for Slide Show Components
Explanation
Sign Off by All Group Members All group members must sign in each category indicating that the group has discussed each of the components for your proposal.
Cost analysis from math
Statistics are accurate and logical. Costs given are researched. Proposal is cost efficient.
Historical data from social studies
Historical data is used to support the rationale and relevance for the proposal.
Scientific explanations for waste management
Proposal shows knowledge of the recycling process, how a landfill works, and how energy sources are used.
Rationale
Rationale is given as to why a new plan is needed.
Uniqueness to environment
Proposal is unique to the school or community and takes into consideration the unique environmental features of the school or community.
Projection details
A projection is given as to how the proposal will help solve the current crisis with detail and numbers.
Data from language arts
Survey data is used to explain the current habits of the community or school, and interpretations and analysis of the data is used as a rationale.
Copyright Š 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
IntelÂŽ Teach Program Designing Effective Projects
Rubric for Grading Time Management Group and Individual Work
Criteria
Participation
Leadership
Listening
Feedback
Cooperation
Time Management
Performance Levels 2
Student Teacher
4
3
1
Student participates fully and is always on task in class.
Student participates most of the time and is on task most of the time.
Student participates but wastes time regularly or is rarely on task.
Student assumes a leadership role regularly and handles it well. Student helps to keep the group on topic.
Student shows leadership on more than one occasion.
Student led on Student shows no one occasion or evidence of attempted to leadership. dominate group.
Student does not participate, or the student wastes time or works on unrelated material.
Student listens Student listens to others and most of the time. obviously pays attention to what they have to say.
Student listens Student never some of the time listens to others or and seldom interrupts often. interrupts.
Student supplies Student supplies constructive constructive feedback most feedback often. of the time.
Student supplies constructive feedback occasionally.
Student supplies no feedback or supplies destructive comments.
Student works well with the group, and the group shares the workload equally.
Student works well with the group most of the time, and the group shares the workload equally most of the time.
Student works well with the group some of the time, but the group does not share the workload equally.
Student does not work well with the group, and the group does not share the workload.
All parts of the assignment are completed and turned in on time.
Most parts of the assignment are completed and turned in on time.
Some parts of the assignment are completed and turned in on time.
No parts of the assignment are completed on time.
Copyright Š 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
IntelÂŽ Teach Program Designing Effective Projects
Work Habits
Student is always on task, never needs reminders to do the work, and encourages others to stay on task.
Student is usually on task and seldom needs reminders to work on the assignment.
Student is sometimes on task and may have to be reminded to work on the assignment.
Student is never on task and constantly has to be reminded to work on the assignment.
Copyright Š 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Intel® Teach Program Designing Effective Projects
Don’t Trash the Earth Spreadsheet Instructions Step 1: Collect Data Collect data for the trash unit (school waste management, family garbage production, cost analysis, and so forth). Step 2: Create a Spreadsheet Open a worksheet in a spreadsheet application. In cell A1, type the title of your study (for example, type How much garbage does my family of four produce?). To make your title go across several columns, highlight the cells you want it to cover, select the Format menu, click Cells, and click the Alignment tab. In the Text control section, click Merge cells, and click OK. You can now center your title and change the font size and style. You may even change the background fill color. In row 3, beginning in cell A3, type column and row headings to label the items that you measured or counted (see the following example). Next, enter your data in columns B or columns B and C.
Step 3: Create a Chart or Graph Highlight all of the cells that you want to represent graphically. Click Chart from the Insert menu. Choose the chart type that you think best represents your data, click the Next button, and then follow the specific directions for the chart or graph. Add titles for the chart and its axes if appropriate. Click the Gridlines tab and experiment with gridline options if gridlines apply to your type of chart or graph. Choose gridlines that make understanding your data easier. Click the Legend tab, choose a location for the legend, and then click Next. Place your chart or graph as an object on the original worksheet, so that you can see the worksheet entries as you examine the object, or place your chart or graph on a separate sheet of your worksheet and label it (see the following example, which represents the spreadsheet data in the next sample).
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Intel® Teach Program Designing Effective Projects
Explore several options of charts to see which one best represents your data! Or choose several different types of questions from the survey to represent with different charts. Step 4: Create a Formula Using the Formula Bar To create a formula for automatic calculation, click the cell that you want to contain the calculation. Type an equal sign (=) in the Formula Bar. Determine the operation or formula you want to calculate. For example, to find the average # of trash bags per family member, you would divide the total number of tall kitchen bags divided by the number of people in your family. Your formula might look similar to =B11/C11. Step 5: Create a Formula Using the Insert Function Dialog Box To create a formula using the Insert Function dialog box, click the cell that you want to contain the function. Choose the Insert menu, and click Function. The Insert Function dialog box opens. Choose a function (many functions are available—click each function to see a short description). Click OK. In the Number 1 text box, enter the cells you want the function to include. For instance, in this example, type B4:B10. Click OK. Your data is calculated and shown in the cell you selected.
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
How much garbage does my family of four produce?
Total Average per person
# of tall kitchen trash bags 2 3 2 2 4 4 5
How much garbage does my family of four produce?
22 5.5
Days of the week
Days of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday
# of tall kitchen trash bags
0
5
10
# of tall kitchen trash bags
Copyright Š 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
IntelÂŽ Teach Program Designing Effective Projects
Multimedia Project: Slideshow Presentation Scoring Guide Teacher Name: ________________________________
Student Name: _________________________________
CATEGORY
4
3
2
1
Points Awarded
Mechanics and Usage
One or less misspellings or grammatical errors. New vocabulary is used effectively.
Two or three misspellings and/or grammatical errors. Some new vocabulary is used.
Four misspellings and/or grammatical errors. Some new vocabulary is used but not effectively.
More than four spelling and/or grammatical errors. Project has not been edited. Very little new vocabulary is used.
___x 2
Organization and Content is well organized, Layout using headings or bulleted Design/Graphics lists to group related material. Graphics are informative and support the plan. Slides are visually appealing and readable.
Content uses headings or bulleted lists to organize information, but the overall organization of the topics appears flawed. Graphics are informative but do not support the plan. Slides are readable but lack appeal.
Content is logically organized for the most part. Slides are hard to read. Graphics are used but not all of them are informative or support the plan.
No clear or logical organizational structure is shown, just lots of facts. Graphics are not used or do not support the plan or provide information.
___x 5
Workload
The workload is divided and shared equally among all team members. The final product is cohesive (seamless integration of work).
The workload is divided and shared fairly among all team members. Some evidence of cohesiveness is shown.
One person in the group is viewed as not doing a fair share of the work. Cohesiveness of the project is lacking.
Several people in the group are viewed as not doing their fair share of the work. The project has no evidence of cohesiveness.
___x 1
Content/Plan
All seven components are included in the plan. Presentation is persuasive and original.
At least five components are included in the plan. Presentation shows some originality and some persuasion techniques are used.
At least four components are included in the plan. Presentation lacks originality and few persuasion techniques are used.
Three or less ___x 10 components are included in the plan. The plan is not persuasive or original.
Sources
Source information is collected for all graphics and information sources. Documentation is in the desired format. A variety of sources (at least seven) are from valid Web sites.
Source information is collected for all graphics and information sources. Documentation is mostly in the desired format. Five or six valid sources are used.
Source information is collected for some graphics and information sources, but not documented in the desired format. Only a few sources (less than five) are used.
No source information is collected. Information in the proposal shows limited research.
___x 2
Total Score:
Copyright Š 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Total
/80
Intel® Teach Program Designing Effective Projects
Making a Brochure: Recycling Brochure Scoring Guide Teacher Name: ________________________________________
CATEGORY Writing—Style and Purpose
Student Name: _____________________________________
4
3
2
1
Data from the survey is made meaningful and used to convey a message. A historical perspective on the crisis is given. Descriptive details on past and present waste management plans of the school/community are explained. Persuasive techniques are used effectively. Information is presented so that it inspires a “call to action” on the part of the reader.
Data from the survey is used to convey a message. A historical perspective is given but lacks detail. Persuasive techniques are used. Information is presented so that it encourages a “call to action” on the part of the reader.
Data from the survey is used but the message conveyed is unclear. Some historical information is used but lacks detail. Persuasive techniques are attempted but are ineffective. Information is presented attempts to encourage a “call to action” on the part of the reader, but may fall short.
Data from the survey is interpreted inaccurately and fails to convey meaning. Historical information is not used. Brochure is not persuasive. Information presented does not encourage a “call to action” on the part of the reader.
The brochure has two or three grammar, usage, and/or spelling mistakes.
The brochure has four or five grammar, The brochure has six or more usage, and/or spelling mistakes. grammar, usage, and/or spelling mistakes.
____(x 1)
The brochure has zero or one Writing—Grammar, Mechanics, and Usage grammar, usage, and/or spelling mistakes.
Points Awarded ____(x 6)
Writing—Vocabulary
Several new words and technical The author correctly uses a few new jargon are defined that are unfamiliar to words and defines words unfamiliar to the reader. Words are used correctly. the reader.
The author tries to use some new vocabulary but may use one or two words incorrectly. Definitions are not included.
The author does not incorporate new vocabulary.
____(x 1)
Visual Appeal, Graphic Design, and Organization
The brochure is eye-catching and easy to read. Text and graphics create a balance. Graphics are informative and go well with the text. Information is organized.
The brochure has organized information. Formatting problems make the brochure difficult to read or hard to understand. Graphics are used but are not informative and/or do not go well with the text.
The brochure's formatting and organization of material are confusing to the reader. Graphics are not used or are used ineffectively.
____(x 5)
The brochure has attractive formatting and well-organized information. A slight imbalance exists between text and graphics (either too much or too little). Graphics are informative and go well with the text.
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Total
Intel® Teach Program Designing Effective Projects
Survey
The student contributed proficiently within a group or class to all aspects in the survey construction process. • Question Construction—Unbiased, user friendly, and useful • Survey Distribution—Thorough • Survey Collection—Thorough • Survey Tabulation—Accurate • Analysis of Data—Uses math skills appropriately • Interpretation of Data—Logical
The student contributed within a group or class to most aspects in the survey construction process but lacked proficient skills in one or two of the following areas: • Question Construction • Survey Distribution • Survey Collection • Survey Tabulation • Analysis of Data • Interpretation of Data
The student contributed within a group or class to most aspects in the survey construction process but lacked proficient skills in three or four of the following areas: • Question Construction • Survey Distribution • Survey Collection • Survey Tabulation • Analysis of Data • Interpretation of Data
The student’s contribution to group and class discussions was minimal and non-engaging. The student lacked proficient skills in most of the following areas of the survey construction process: • Question Construction • Survey Distribution • Survey Collection • Survey Tabulation • Analysis of Data • Interpretation of Data
____(x 5)
Sources
Careful and accurate records were kept to document interviews and sources. Citation formatting is correct.
Records were kept to document interviews and sources. Some mistakes were made in following the formatting for citations.
Records of documentation are inaccurate or incomplete. Citing sources was attempted but the correct format was not followed.
Sources are not documented accurately. No attempt was made to cite the sources in the brochure.
____(x 2)
Total Score:
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
/80
Intel® Teach Program Designing Effective Projects
TRASH FROM THE PAST—Social Studies Project Feedback Components
Self-Check Comments
Peer Comments
Teacher Comments
Research the history of waste management in the local community. What new technologies or applications in recycling and conservation have been implemented? Compare current waste management plans of an assigned country to that of the United States.
Compare waste management plans from an ancient civilization.
Use a graphic organizer to represent comparison statements and data. Use historical research to support a proposal in a science project.
Write a reflection that answers the Essential Question, Social responsibilities—who decides?
Copyright © 2010 Intel Corporation. All rights reserved. Adapted with permission. Intel, the Intel logo and the Intel Education Initiative are trademarks of Intel Corporation or its subsidiaries in the U.S. and other countries. *Other names and brands may be claimed as the property of others.