Introduction
The project that you will embark upon for the next 4 weeks will be presented as your Midterm project. Please see the course syllabus for full details and due dates. Ask your instructor if you have any questions.
This lesson was adapted from the Going Green tasks published at https://sites.google.com/site/goinggreenfh2015/teacher-s-page
Task
A funeral home has consulted you to develop a proposal for green burials in which they can offer to families.
Your task consists of four GROUP items:
1. An educational brochure about green burials
2. A Proposal (in the proposal include package components, details of the product, where to get it, wholesale vs. retail, profitability)
3. Advertisement (how would you advertise this package?) Examples of ads include newspapers, magazines, video, direct mail, etc.
4. Presentation (about 15-20 minutes) - this should follow the detailed information in your proposal and incorporate your advertisement
Your task consists of one INDIVIDUAL item:
Reflective essay (1 page)
Explain clearly how, if at all, your opinion has changed on the topic of Green Burials. You should reference your work on the project and state a strong, clear personal opinion.
Process
Things to do to accomplish the task:
Research green burials
Assign specific tasks to members of the group
Remember you are presenting to a funeral home (you want the funeral home to purchase your package)
Advertisement should show value to the consumer
Products should be profitable
Evaluation
| Qualities | 4 Advanced | 3 Proficient | 2 Needs Improvement | 1 Warning/ Failing |
| Group Participation (Individual Grade) |
Student demonstrated active participation throughout the WebQuest, researched information, excellent communication to the group and contributed to the success of the group
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Student demonstrated active participation throughout the WebQuest, researched information, adequate communication to the group and contributed to the success of the group |
Student demonstrated some participation throughout the WebQuest, researched some information, little communication to the group. The success of the group was not enhanced significantly by the individual. |
Student showed minimal participation. The success of the group was not enhanced by this individual. |
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Individual "Roles" (Individual Grade) |
Student exhibited superior effort within their individual designated roles, contributed quality research and input specifically pertaining to their "role". | Student exhibited effort within their individual designated roles, contributed general research and input specifically pertaining to their "role". | Student exhibited some effort within their individual designated roles, contributed some input showing an attempt at pertaining to their "role". | Student did not exhibit effort to contribute. Student did not take on a "role". |
| Proposal (Group Grade) | The proposal was unique, well thought out and professional in construct (no spelling/grammatical errors), truly reflective of an understanding of the "green" concept and expertly covered all of the required components outlined in the Web quest. | The proposal was unique, well thought out and professional in construct (no spelling/grammatical errors), truly reflective of an understanding of the "green" concept and covered most of the required components outlined in the Web quest. | The proposal was complete but may not be considered "unique." Was constructed with some spelling/grammatical errors. Demonstrated some understanding of what "green" is but not fully. Covered some of the required components outlined. | The proposal was not complete. Demonstrated many spelling/grammatical errors. An understanding of "green" is not demonstrated and only some or none of the required components are covered. |
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Advertisement (Group Grade) |
The advertisement demonstrated a thorough understanding of their proposal and was designed with the demographic market and consumer value as the primary focus. The final product was polished, unique and engaging to the audience. | The advertisement demonstrated an understanding of their proposal and was designed with the demographic market and consumer value as a focus. The final product was unique and engaging to the audience. | The advertisement somewhat reflected the proposal but may not have fully been designed with the demographic market in mind. The final product showed attempts at being engaging, but could use improvement. | The advertisement was not reflective of the proposal and was not crafted in consideration of the target demographic. |
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Presentation (Group Grade) |
The student presentation was engaging, seamlessly organized, crafted towards the initial request and evidently rehearsed from start to finish, incorporating appropriate and quality visual aids and included the "expert voices" of all group members individually. Appropriate time was left for questions. | The student presentation was engaging, showed clear organization, crafted towards the initial request and rehearsed, incorporating appropriate visual aids and included the "expert voices" of all group members individually. Appropriate time was left for questions. | The student presentation showed clear organization and was crafted towards the initial request. Showed some evidence of rehearsal and incorporated some visual aids. Some group members may have not participated in the presentation as much as they could have given their roles. | The student presentation was not demonstrative of organization and was not done in consideration of the initial request. No rehearsal was evident and visual aids were not used or were inadequate. Not all group members participated. |
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Individual Reflections (Individual Grade) |
Individual essays demonstrate a strong personal opinion and voice. Student clearly voiced how, if at all, their opinion has changed on the topic, backed by reference to their work on the Web quest. Essays are written at a college level. | Individual essays demonstrate personal opinion and voice. Student voiced how, if at all, their opinion has changed on the topic, backed by reference to their work on the Web quest. Essays are written at a college level. | Individual essays demonstrate some personal opinion and voice. Student made an attempt to voice how their opinion has changed on the topic. Essays may contain a few grammatical/spelling errors. | Individual essays do not demonstrate personal opinion. There was no or little attempt to compare and contrast opinions on the topic from before and after the project. Essays are not written at college level. |