Introduction
What is Infrastructure? How do we use it? Who uses it? Whats the difference between Hard and Soft Infrastructure?
Well Let's find out!
PBL: How can we strengthen our infrastructure to deal with Earth's changes?
EDP: Ask--> Imagine--> Plan--> Create--> Improve!
4 C's: * Creativity * Critical Thinking * Communication * Collaboration
This whole project will be due: 5/18/2018
Task
Get together with your group.
https://wordpress.com/create-blog/ - Create your blog here
Step 1 of 4
Get started.
Pick one of our popular themes to get started or choose from hundreds more after you sign up.
Step 2 of 4
Enter your site's name, or some keywords that describe it - we'll use this to create your new site's address. Select the FREE OPTION.
******You must also write your blog name on the sheet on Mrs. Stallings' desk.******
Step 3 of 4
Pick a plan that's right for you. Scroll to the bottom and choose 'Start with Free'
Step 4 of 4
Create your account. Enter one person from your groups email. Choose someone who is rarely out and is very trustworthy. Password should be 'Infrastructure' with a capital i.
You may work on the looks of your blog, but do not focus on this. Your main objective is to complete the assignments below.
Your job is to make a blog about both Hard and Soft Infrastructure. Included in your blog:
- Define Hard and Soft Infrastructure.
- Write a blog post about each of the following, assign one topic per person: What are they? How do they affect the economy? If I had never heard of this system, could you explain it to me?
* What is Hard and Soft Infrastructure?
*Financial System
* Educational System
* Health Care System
* Law Enforcement
* Emergency Services
**** Is someone in your group struggling to research? Do they not understand what this section is asking about? What do you think you should do? I know a leader would help! Everyone is a leader!! Do the right thing and help your teammate! ****
___________________________________________________________________________________
- READ ALL OF THIS SECTION BEFORE YOU BEGIN!!
Do you remember when the bridge on i85 caught on fire and collapsed??? Well, so do I! But did you know that the bridge collapsing caused a lot of different events to take place? Atlanta had to figure out how to solve a BIG problem.. Fixing the bridge to get commuters back road and to their jobs in the city! - You will now work with all of the students who researched your topic (Ex: Health Care Systems work will all students who researched Health Care Systems) to come up with an idea on how this soft infrastructure system helped Atlanta rebuild the bridge. After you are done working with your "Systems Group" you will come back to your original group and help write a story about that fateful day! You will have one class period to work with your research group. When you are done collaborating:
You will work with your NEW group on 5/7. You should be done collaborating that day and go back to your original group.
Each member of your original group will write 1-2 chapters! Come up with a beginning middle and end together as a group. What do you want the outcome to look like. Once you have mapped out your story, everyone begin writing your chapter!
Ex: Ms. Stallings writes chapter 1-2 on how the fire started, who were the first responders, and how the law enforcement handled the situation.
Ms. Wilder writes chapter 3, and described how Emergency services helped the situation etc.
Your story can be as long as you want, but each chapter needs to be AT LEAST 1/2 a page long. Each topic needs to be covered as well (excluding Education).. You may be as creative as you want, make the story enjoyable to read! Add dialogue, have people interacting with each other, did people react in a crazy way to the fire? ADD THIS TO YOUR BLOG when you are finished. Make sure your work is edited and up to 5th grade standards!
* What systems did it affect? Financial? Health? Law? Emergency?
* How did Atlanta fix the problem? Did it take a lot of money? Who did they give the money to in order to fix the problem? Who all was involved in fixing the problem? How did Atlanta help the people who were affected by the fire?
* If you are working on Educational systems, choose one of the other groups to join and discuss how they help solve the crisis. In your chapter write about the system you chose to join.
When you are done writing and it is added to your blog, you are to begin working on your newscast. Work on your newscast when you have any free time.
____________________________________________________________________________________
- Final Project- You and your group will come up with a newscast on the events from the i85 bridge collapse. Mr. McCarthy will be taking one group at a time to record their newscast in front of a green screen. Students will be working with Mr. McCarthy starting 5/14/2018, there will be a sign up sheet provided. Your script MUST BE COMPLETE by the day you are signed up to perform.
You need to:
* Come up with a part for everyone. ( reporter, news anchor, someone being interviewed, a firefighter, a commuter, etc)
* Write a script with everyones parts.
* have some green screen background ideas ready for Mr. McCarthy.
* Your newscast must include 2 decimals numbers, 2 fraction numbers, and 1 PEMDAS problem.
* News cast must be 2-5 minutes long.
Submit your Video to the blog when done!
Process
Check out these resources! You may also do research of your own. You may Google information, just make sure the website it a legitimate source!
Start here.
Simplicable.com/new/hard-infrastructure-vs-softinfrastructure
Georgia Tech research and ideas
urbaninnovation.gatech.edu/research/sustainable-cities
Check out how Soft infrastructure can help connect countries.
csis.org/analysis/role-us-soft-infrastructure-influencing-reconnecting-asia
Georgia's ideas on Infrastructure
georgia.org/competitive-advantages/infrastructure/
Information on Infrastructure Week
ifrastructureweek.org
Evaluation
A Rubric for Student Blogs
| Criteria |
Unsatisfactory – 0% |
Limited – 80% |
Proficient – 90% |
Exemplary – 100% |
Rating |
|
Content and Creativity Weight for this criterion:
|
Postings show no evidence of insight, understanding or reflective thought about the topic. |
Postings provide minimal insight, understanding and reflective thought about the topic. |
Postings provide moderate insight, understanding and reflective thought about the topic. |
Postings provide comprehensive insight, understanding, and reflective thought about the topic by |
|
| Postings present no specific viewpoint and no supporting examples or links to websites or documents are provided, or the links selected are of poor quality and do not add any value to the information presented. | Postings present a specific viewpoint but lack supporting examples or links to websites or documents, but not all links enhance the information presented. | Postings present a specific viewpoint that is substantiated by supporting examples and links to websites or documents, but not all links enhance the information presented. | Postings present a focused and cohesive viewpoint that is substantiated by effective supporting examples or links to relevant, up-to-date websites or documents that enhance the information presented. | ||
|
Voice Weight for this criterion: |
Postings do not reflect an awareness of the audience and it is difficult to identify the author’s voice. |
Postings are written in a style that does not fully consider the audience, and the author’s voice is difficult to identify. |
Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice. |
Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout. |
|
|
Text Layout, Use of Graphics and Multimedia Weight for this criterion:
|
Does not insert any graphics, or uses only low-quality graphics and multimedia, which do not enhance the content.
|
Selects and inserts many low-quality graphics and multimedia which do not enhance the content.
|
Selects and inserts graphics and multimedia that are mostly high quality and enhance and clarify the content.
|
Selects and inserts high quality graphics and multimedia when appropriate to enhance the content’s visual appeal and increase readability. |
|
|
Citations Weight for this criterion: |
No images, media or text created by others display appropriate copyright permissions and do not include accurate, properly formatted citations. |
Some of the images, media or text created by others does not display appropriate copyright permissions and does not include accurate, properly formatted citations. |
Most images, media or text created by others display appropriate copyright permissions and accurate, properly formatted citations. |
All images, media and text created by others display appropriate copyright permissions and accurate citations. |
|
|
Quality of Writing and Proofreading Weight for this criterion:
|
Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. |
Written responses include some grammatical, spelling or punctuation errors that distract the reader. |
Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. |
Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication. |
|
|
TOTAL |
|
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Research |
Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast. |
Group researched the subject and integrated 2 "tidbits" from their research into their newscast. |
Group researched the subject and integrated 1 "tidbit" from their research into their newscast. |
Either no research was done or it was not clear that the group used it in the newscast. |
|
Accuracy of Facts |
All supportive facts are reported accurately (3 of 3). |
Almost all facts are reported accurately (2 of 3). |
One fact is reported accurately. |
No facts are reported accurately OR no facts were reported. |
|
Graphics |
All graphics clearly illustrate the material being presented |
All graphics are related to the material being presented |
Most graphics are related to the material being presented. |
Many graphics are not related to the material being presented. Distracting |
|
Speaks clearly |
Speaks clearly and distinctly all of the time and mispronounces no words. |
Speaks clearly and distinctly all of the time but mispronounces 1 or more words. |
Speaks clearly and distinctly most of the time and mispronounces no words. |
Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. |
|
Posture and Eye Contact |
Stands or sits up straight and looks confident and relaxed. Establishes eye contact with audience during most of newscast. |
Stands or sits up straight. Establishes eye contact with audience during most of newscast. |
Slouches or appears too casual but establishes good eye contact with audience during most of newscast. |
Slouches or appears too casual AND establishes little eye contact with audience during newscast. |
|
Enthusiasm |
Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is not overdone. |
Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is somewhat overdone. |
Facial expression and body language show some interest and enthusiasm about the topic throughout the newscast. |
Facial expression and body language depict apathy or boredom with the topic. |
|
Attire |
Business casual look. |
Clean and attractive student look. Attire does not detract from credibility of presentation. |
|
Sloppy appearance which detracts from credibility of presentation. |
|
Awareness of Audience |
All students in group can clearly explain why they felt the vocabulary, audio and graphics they chose fit their intended audience. |
All students in group can explain why they felt the vocabulary, audio and graphics they chose fit their intended audience. |
There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose fit their intended audience |
Limited attention to audience in designing newscast AND/OR one or fewer members of the group can explain how the element relate to the audience. |
|
Point of View - Purpose |
Newscast establishes a purpose at the beginning and maintains that focus throughout! Cohesive newscast. |
Establishes a purpose at the beginning, but occasionally wanders from that focus. |
The purpose is somewhat clear but many apects of the newscast seem only slightly related. |
It was difficult to figure out the purpose of the newscast. |
|
Duration of presentation |
The newscast was between 2 - 5 minutes and did not seem hurried or too slow. |
The newscast was between 2 - 5 minutes but seemed SLIGHTLY hurried or too slow. |
The newscast was between 2 -5 minutes but seemed VERY hurried or too slow. |
The newscast was too long or too short. |
|
Group Work |
The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! |
The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! |
The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! |
Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. |
Story Group Work Rubric
| CATEGORY | Exemplary | Proficient | Partially Proficient | Unsatisfactory | POINTS |
|
3 points |
2 points |
1 point |
0 points |
Focus on the Task |
___/3 |
|
Stays on task all of the time without reminders. |
Stays on task most of the time. Group members can count on this person. | Stays on task some of the time. Group members must sometimes remind this person to do the work. | Hardly ever stays on task. Lets others do the work. | ||
| A true team member who works hard and helps others in the group. | A strong group member who tries hard! | Sometimes an active group member, but needs to try harder. | Sometimes chooses not to help out, and does not complete tasks. | ||
|
3 points |
2 points |
1 point |
0 points |
Work Habits |
___/3 |
|
Is on time for meetings, turns in all work when it is due. |
Usually on time for meetings, turns in most work when it is due. |
Sometimes late for meetings, often turns in work late. |
Late for all or most meetings, and late turning in work. |
||
| Completes assigned tasks and does not depend on others to do the work. | Completes most assigned tasks. | Does not follow through on most tasks and sometimes counts on others to do the work | Does not complete tasks. Depends on others to do all of the work. | ||
|
3 points |
2 points |
1 point |
0 points |
Listening, Questioning and Discussing |
___/3 |
| Respectfully listens, discusses, asks questions and helps direct the group in solving problems. | Respectfully listens, discusses and asks questions. | Has trouble listening with respect, and takes over discussions without letting other people have a turn. | Does not listen with respect, argues with teammates, and does not consider other ideas. Blocks group from reaching agreement. | ||
| 3 points |
2 points |
1 point |
0 points |
Research Information-Sharing |
___/3 |
| Gathers information and shares useful ideas for discussions. All information fits the group’s goals | Usually provides useful information and ideas for discussion. | Sometimes provides useful information and ideas for discussion. | Almost never provides useful information or ideas for discussion. | ||
|
3 points |
2 points |
1 point |
0 points |
Problem Solving |
___/3 |
| Actively seeks and suggests solutions to problems. | Improves on solutions suggested by other group members. | Does not offer solutions, but is willing to try solutions suggested by other group members. | Does not try to solve problems or help others solve problems. | ||
|
3 points |
2 points |
1 point |
0 points |
Group Teamwork |
___/3 |
|
Works to complete all group goals.
|
Usually helps to complete group goals. |
Occasionally helps to complete group goals. |
Does not work well with others and shows no interest in completing group goals. |
||
| Always has a positive attitude about the task(s) and the work of others | Usually has a positive attitude about the task(s) and the work of others. | Sometimes makes fun of the task(s) or the work of other group members. | Often makes fun of others’ work and has a negative attitude. | ||
| All team members contributed equally to the finished project. | Assisted group/partner in the finished project. | Finished individual task but did not assist group/partner during the project. | Contributed little to the group effort during the project. | ||
| Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned work. | Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most of the assigned work. | Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team. Completed some of the assigned work. | Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work. | ||
|
TOTAL POINTS |
___ /18 |