Objective Tasks (Project Component Grades) National Geographic Live Field Trip - Confirmation of Project - Daily Task Logs Projects Choice Project

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1 APES Final Projects Objective Use the knowledge you ve gained this year to make a positive and lasting improvement in the condition of our environment. Tasks (Project Component Grades) National Geographic Live Field Trip - Return FT Forms no later than Monday, May 11 This is not a mandatory field trip, but I do need to confirm your participation. 5 points extra credit of your parent/guardian can chaperone! Confirmation of Project - Due no later than Monday, May 11th A written 1 paragraph statement on which of the choice final projects you would like to participate in. Daily Task Logs Maintain a record of your daily class activity in regards to the garden AND the final project (your own, or the Green School Certification) Projects Choice Project Due Date: Friday 6/29 or individual contest date Who completes: Everyone Points: 25 You have a choice of the following projects: - Work on green school certification o Collect data and Prepare applications o Be a leader on the Green Team and/or o Design a public awareness and education campaign and/or institute a framework for change based on data - Enter a student contest o Collect data o Public awareness and education based on data and contest rules - Create your own project o Collect data o Public awareness and education based on data Be prepared to share your work and talk about your contribution during the final feast Final Feast Due Date: Monday/Tuesday of Senior Finals 6/1 or 6/2 Who completes: Everyone Points: 25 In preparation for leading a conscious life, we will have an Environmental Science themed meal. This will be an opportunity to share your creative cooking (or try out a new way of cooking!). Please see the description page for details. Garden Contribution Final Due Date: Wednesday 6/3 Who completes: Everyone Points: 25 Leave a lasting legacy or maybe just help contribute to the education and enjoyment of the garden. Ideas: - Signs describing garden features such as the worm bin, compost bin, or other permanent garden features. Signs describing what we are growing and why we ve planted it. - Guide to the garden this is a large sign welcoming and explaining the purpose of the garden or an artistic sign with name of the garden - Garden art use recycled or repurposed materials to make stepping stones, bird baths, or other features in the garden - Contributing or building a permanent structure such as benches or tables Be prepared to share your work and talk about your contribution during the final feast

2 PROJECT MANAGEMENT LOG: INDIVIDUAL TASKS Project Name: Final Project Impact a community! Your Name & Class Period: Use the following check-list to keep track of your assignments during this final unit. SELECT TASK DUE DATE STATUS POINTS YOUR SCORE Required - These count as Project Components in your grade Returned the National Geographic Live Field Trip Form or Confirm you are not attending Confirm your final project Helping maintain the garden on a weekly basis Project Log Monday 5/11 Project - These count as Projects in your grade Choice Project Final Feast Garden Contribution Monday 5/11 Continues throughout. Log due 6/3 Continues throughout. Log due 6/3 Friday 5/29 or specified by your project Monday or Tuesday 6/1 or 6/2 on Senior Finals No later than 6/3 Keep Daily Task Log Keep daily Task Log

3 PROJECT MANAGEMENT LOG: GARDENING LOG Your Name & Class Period: This log must be completed on a daily basis. If you are absent, please also note this on the log and the reason for your absence (e.g. I was taking the AP Japanese exam, I was at Ellington, or I m staff on Desert School ). Due Date: Wednesday 6/3 for Seniors or Friday 6/12 for Juniors Gardening Task Log - See assignment for how this will be counted in your grade Date Task Description (e.g. watered seedlings, transplanted, weeded)

4 PROJECT MANAGEMENT LOG: PROJECT LOG Your Name & Class Period: This log must be completed on a daily basis. If you are absent, please also note this on the log and the reason for your absence (e.g. I was taking the AP Japanese exam, I was at Ellington, or I m staff on Desert School ). Due Date: Wednesday 6/3 for Seniors or Friday 6/12 for Juniors Use this to document your progress in the group project (Green School Challenge) or your individual project - See assignment for how this will be counted in your grade Date Task Description (e.g. watered seedlings, transplanted, weeded)

5 Garden Contribution Checklist and Rubric Name(s) *** This sheet MUST be turned in with your final project. NO extra copies will be provided and no grade will be given if it is missing! Final Due Date: Wednesday 6/3 Your project meets one of the following criteria for group or individual work: Individual - A sign that describes at least one garden features such as the worm bin, compost bin, or other permanent garden features. Pair OR Small group of 3-4 people (depends on scale of what you propose) - Garden art use recycled or repurposed materials to make stepping stones, bird baths, or other features in the garden - Guide to the garden this is a large sign welcoming and explaining the purpose of the garden - Artistic sign with name of the garden - Contributing or building a permanent structure such as benches or tables If you choose to do an artistic element, you must also provide a written description of what you did and why. All projects will be assessed on content (related to APES topics) AND aesthetics. Content (50% of the overall score) Below Approaching Unclear how the Uses content information information from 1 relates to the APES unit APES Describes one negative curriculum aspect of the food system that needs to be improved Meets Uses content information from 2 APES units Describes one negative aspect of the food system that needs to be improved Clearly explains how their feature applies to improving the current food system Exceeds Uses content information from 3 or more APES units Describes one negative aspect of the food system that needs to be improved Clearly explains how their feature applies to improving the current food system 0-35 % % % % Artistic (50% of the overall score) Below Approaching Looks Unfinished or contains unfinished, minor mistakes that unedited, or distract is not Minimal effort in use of aesthetically color, illustration or appealing artistic expression And/OR art does not enhance information Meets Uses color, illustrations, or other artistic expression to make visually appealing Art contributes but does not distract; enhances information Exceeds Meets expectations as well as: Uses recycled and/or reclaimed materials for 90% of the construction Extraordinarily creative in idea and/or execution 0-35 % % % %

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7 APES Final Feast Instructions and Grading Checklist Name(s) *** This sheet MUST be turned in on the day of your meal. NO extra copies will be provided and no grade will be given if it is missing! Due: Monday or Tuesday June 1/2 during your block period this is Senior Finals Day In preparation for leading a conscious life, we will have an Environmental Science themed meal. This will be an opportunity to share your creative cooking (or try out a new way of cooking!) During the feast, be ready to share out what you prepared, why you chose the criteria you did, and what you learned from purchasing and making the dish. Your Task: Prepare a dish that meets at least one of the following criteria. You must provide evidence to show these. Evidence includes receipts, photos of you shopping for the ingredients at farmer s markets, or packaging. Bonus: Vegan no ingredients can be from animals Organic - 75% of ingredients (by mass) must be organic Local -75% of ingredients (by mass) must be from Washington State Controversy Free - see this link if you don t have ideas on this one: Sierra Club 5 Worst Foods for Environmentalists to Eat: Incorporating edible insects into the meal; must show that they are from a food-quality source. (10 pts) Incorporating food from our garden in the meal (5 pts) The following are required: Bring your own utensils plate and drink container that are reusable, NOT disposable even if they are compostable or recyclable (- 5 pts if missing) Bring serving utensils for your dish, wash them and take them home by the end of the day (- 5 pts if missing/not completed) Store-bought off the shelf food rather than something you prepared yourself (- 10 pts) Type and print the recipe you used. You don t have to use an established recipe, even if you make something up you need to write down the ingredients list and instructions (-5 pts if missing) Enough to serve 4-5 people. You can team up with one other person if your recipe serves Have fun with this and get creative. Choose a style of cooking or ingredients you ve never eaten and see what you can come up with!

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9 Choice Project Checklist and Rubric 25pts Name *** This sheet MUST be turned in with your final project. NO extra copies will be provided and no grade will be given if it is missing! Final Due Date: Friday 5/29 or date specified by your contest (no later than 6/3 for seniors) Your project meets one of the following criteria for group or individual work: Individual You have a choice of the following projects: - Work on green school certification o Collect data and Prepare applications o Be a leader on the Green Team and/or o Design a public awareness and education campaign and/or institute a framework for change based on data - Enter a student contest (several posted on the class website including art and essay contests, video contest for WA Green School can be done in a group) o Collect data o Public awareness and education based on data and contest rules - Create your own project o Collect data o Public awareness and education based on data Be prepared to share your work and talk about your contribution during the final feast Data Collection (50% of the overall score) - Regardless of the project, you must participate in or design a way to collect data about your project topic. For example, if you are writing an essay about ocean pollution you could design a survey for GHS students about their knowledge of and attitudes toward recycling and properly disposing of plastics. - If you are participating in the Green School Certification, you would consistently participate in the class data collection. Below Approaching Meets Exceeds Participation is inconsistent, and minimum when present, or missing. Participation in data collection is minimal. OR Minimal effort in collecting survey information for individual project. You participate in class data collection or design a way to collect data about your project from the GHS student body. Take leadership roles in heading organization and collection of data. OR extent of data collection for own project is beyond expectation in quality or quantity % % % % Provide your evidence for your score here:

10 Content (50% of the overall score) - Your project must reflect AP Environmental Science concepts and/or advocate measures that are more sustainable than the current system. If you are writing an essay for Chipotle, you can research and provide supplemental information to me on why/how this company is more sustainable than similar restaurants. - Your participation in the Green School Certification would encompass all aspects of the process including summarizing information, and researching and implementing changes. Below Approaching Meets Exceeds Unclear how the information relates to the APES curriculum Uses content information from 1 APES unit Helps on only one aspect of the group effort (e.g. data, but not write-up of results). Uses content information from 2 APES units Contributes substantially to 2 or more aspects of the group effort - processing data, summarizing information, researching and implementing changes and submitting application. Uses content information from 3 or more APES units Takes a leadership role in processing data, summarizing information, researching and implementing changes and submitting application % % % % Provide your evidence for your score here: