HGE 8: Demonstrate respect and compassion for the environment and humanity

Disclaimer: This is a work in progress and certainly not a final, nor approved, document.

HGE 8 Draft June 2012

posted Jul 8, 2012, 5:33 AM by Charlotte Sherman

HGE: Demonstrate
 understanding of the
 relationship between
  the environment
and  humanity.

 Criteria


 Emerging Developing Proficient
(meets the HGE)
 Exemplary
 1. Understanding Place
Students demonstrate understanding of the relationship between their local environment and community heritage and how each shapes their lives.
From Vital Results
Sub criteria:
  -Natural Assets
  -Economic Assets
  -Built Assets
  -Historical Assets
  -Social Assets
Examples of why a place changes:  human, geologic and ecologic needs
 Student has basic understanding of historical perspective of interrelationships that exist between human, geological and ecological changes with respect to the place they live. Students provide list the type of impacts seen for the three main sources of change and may be able to provide one valid example of each type of interaction. Student provides evidence of research on the natural history of a specific place with its many  interrelationships that exist by highlighting its historical perspective using human, geological and ecological changes with respect this landscape. over time.
Students are able to list and discuss at least one of each type of change and the interactions involved in the formation of this landscape.  
 Student is able to tell the story of the interrelationships between human, geological and ecological changes with respect to a current landscape.
During the process students highlight and discuss two pieces of evidence for each type of change.
 Student is able to tell the story of the major and minor interrelationships or impacts between human, geological and ecological changes with respect to one landscape.
During this process the student highlights and discusses evidence of change then predicts possible and probable future changes with reasoning for each.
 2. Interrelationship between humans and the environment
   
Sub criteria:
 -effects of humans on
  environment
 -effects of environment
  on humans
 Student is able to list an  interactions with environment & discuss steps to take to protect these aspects of the environment from harmful changes Student is able to list & describe two interactions with the environment, explain one immediate impacts predict a long-term impact. 

Student is able to

describe and discuss

three interactions with

the environment, then provide and explain

steps needed to protect

the environment from immediate

and long-term negative impacts.

 Student is able to describe, discuss three or more major and three or more minor interactions with the environment and then explain what steps could be taken to protect this environment from negative  aspects or harmful changes

Student Work

posted May 7, 2012, 5:48 AM by Susan Hennessey

Student Work Samples to support 2nd drafting process:

Updated Rubric 3/9/2012

posted Mar 9, 2012, 8:25 AM by Charlotte Sherman   [ updated Apr 17, 2012, 3:30 PM ]


Last revision 4/10/12


HGE:  Demonstrate Respect and Compassion for the Environment and (while taking in to account for the impact and needs of) Humanity (Team would like to change the wording suggest taking out the and then adding the words in ().

CriteriaEmerging
(beginning to work toward meeting the standard)
Developing
(making progress on meeting the standard)
Proficient (meeting the HGE standardExemplary (exceeding the HGE standard)
1. Understand ones own environment over time through observation, research and/or scientific method
this includes knowledge, natural history and interrelationship with the community ie.land use overtime for local, state, national or global areas
From Vital Results Understanding Place
Student has begun to understand that there are  interrelationships that exist between human, geological and ecological changes with respect to a specific landscape. Students provide list the type of impacts seen by the three main sources of change and may be able to give one example of each as it relates to changes seen for a specific landscape. ie. human, geologic and ecologic changesStudent has evidence of research on the natural history of a specific landscape and has  identified a list of interrelationships that exist between human, geological and ecological changes with respect to one specific landscape.
Students are able to list and discuss at least one of each type of change that has occurred on this landscape with its interrelationship to other types of change..ie. human, geologic and ecologic changes
Student is able to tell the story of the interrelationships between human, geological and ecological changes with respect to a landscape.
During the process students highlight and discuss  two pieces of evidence for each type of change.ie. human, geologic and ecologic changes
Student is able to tell the story of the major and minor interrelationships between human, geological and ecological changes with respect to one landscape.
During this process the student highlights and discusses evidence of change and predict future change with supporting reasoning for each type of change ie. human, geologic and ecologic changes
2. Reflect on interrelationships between you and your environment and the possible stewardship of these aspects of the environment
From Vital results Understanding Place
Student is able to list three interactions with the environment and then explain what steps could be taken to protect or support these specific aspects of the environment from harmful changesStudent is able to list and describe three interactions you have had with your environment and then explain what immediate impacts on this environment were observed and predict at the least one long term impact expected for these specific interactionsStudent is able to describe and discuss three interactions you have had with your environment and then explain what steps could be taken to protect these specific aspects of the environment from immediate and long-term negative impactsStudent is able to describe, discuss three major and three minor interactions you have had with your environment and then explain what steps could be taken to protect this environment from negative  aspects or harmful changes
3. Respond open-mindedly to different ideas and values concerning environmental issues while respecting cultural differences, working effectively with people from a range of social and cultural backgrounds and environmental beliefs  
From the Framework for 21st Century Learning
Student is able to write a personal reflection piece, which discusses group dynamics and the impact of negative and positive interactions in which you have  been a part of  that focused on one or more environmental issue Student is able to discuss the need for listening and respecting opposite view points when working in group situations that can be derailed negative interactions using specific personal experiences in which you have  been a part of  that focused on one or more environmental issues as examples Document and reflect on three interactive experiences where you worked with a group of varied individuals concerning environmental beliefs.
The reflection includes an overview of the make-up of the group, norms used and the process  for decision making. Provides evidence of cultural,social and environmental differences, working effectively, while retaining an open-mind.
Document and reflect on three interactive experiences where you facilitated a group of varied individuals concerning environmental beliefs.
The reflection includes an overview of the make-up of the group, how you introduced and maintained norms used and the process  for decision making. Provides evidence of cultural,social and environmental differences, working effectively, while retainifindings.ng an open-minedness of participants
4. Understand the need for a balance between but not limited to the economic, political, societal needs of humanity and the health of the environment.
From the Framework for 21st Century learning


Student uses a valid and important local environmental issue to research design and implement plan. The student investigates a minimum of 3 society’s factors that are directly linked to the project, including economic, political, community factors.
There is a mimimal attempt to analyze the needs of society and the environment but it is not complete enough to make any recommendations.
Student designs, plans and implement s a local envirnmental research project where  3 society’s factors t including economic, political, community factors are investigated and analyzed. The findings are communicated to a group of peers or community members
Student designs, plans,  and manages a research project based on a valid environmental issue, to analyze local and global environmental information for 4 or more factors, and communicate their findings and recommendations to a group of peers or community membersStudent designs, plans,  and manages a research project based on a valid environmental issue, to analyze local and global environmental information for 4 or more factors, and communicate their findings and recommendations to a group of peers or community members. Student seeks input, revises as needed and  helps to create a task force to make the recommendations the reality.





Updated Rubric 1/25

posted Jan 25, 2012, 7:55 AM by Charlotte Sherman   [ updated Jan 25, 2012, 7:56 AM ]

HGE:  Demonstrate Respect and Compassion for the Environment and Humanity
CriteriaEmerging
(beginning to work toward meeting the standard)
Developing
(making progress on meeting the standard)
Proficient (meeting the HGE standardExemplary (exceeding the HGE standard)
Understand ones own environment over time through observation, research and/or scientific method
this includes knowledge, natural history and interrelationship with the community ie.land use overtime for local, state, national or global areas
From Vital Results Understanding Place
Students are able to tell the story of the interrelationships between human, geological and ecological change with respect to a landscape.
During the process students highlight and discuss  two pieces of evidence for each type of change.ie. human, geologic and ecologic changes
Reflect on interrelationships between you and your environment and the possible stewardship of these aspects of the environment
From Vital results Understanding Place
Students are able to describe and discuss three interactions you have had with your environment and then explain what steps could be taken to protect these specific aspects of the environment
Respond open-mindedly to different ideas and values concerning environmental issues while
respecting cultural differences, working effectively with people from a range of social and cultural backgrounds and environmental beliefs  
From the Framework for 21st Century Learning
Document and reflect on three interactive experiences where you worked with a group of varied individuals concerning environmental beliefs.
The reflection includes an overview of the make-up of the group, norms used and the process  for decision making. Provides evidence of cultural,social and environmental differences, working effectively, while retaining an open-mind.
Understand the influence of individual and group actions on the environment and that there are limits to the ability of the environment to absorb impacts imposed by human needs
From projectwild.org
Act responsibly keeping the interests of the larger community in mind
From the Framework for 21st Century learning

Rubric Tempate for Respect and Compasion for Environment and Humanity

posted Jan 25, 2012, 2:40 AM by Charlotte Sherman

DEMONSTRATES RESPECT AND COMPASSION FOR THE ENVIRONMENT AND HUMANITY

1 - Emerging (beginning to meet the HGE)




2 - Developing (making good progress at meeting the HGE)



3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the

Score

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

First Draft Criteria

posted Dec 14, 2011, 2:13 AM by Charlotte Sherman   [ updated Jan 19, 2012, 8:00 AM by Matt Henchen ]

HGE: _______________________________________________________________

Criteria

1 - Emerging (beginning to meet the HGE)

2 - Developing (making good progress toward meeting the HGE)

3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the HGE)


















































HGE:  Demonstrate Respect and Compassion for the Environment and Humanity
CriteriaEmerging
(beginning to work toward meeting the standard)
Developing
(making progress on meeting the standard)
Proficient (meeting the HGE standardExemplary (exceeding the HGE standard)
Understand ones own environment overtime through observation and/or scientific method
a. this includes knowledge, history and interrelationship to the community
b. land use overtime
From Vital Results Understanding Place




Reflect on what you personally appreciate about your environment and how to provide stewardship of these aspects of your environment
From Vital results Understanding Place




Respect cultural differences, work effectively with people from a range of social and cultural backgrounds and environmental beliefs
From the Framework for 21st Century Learning




Respond open-mindedly to different ideas and values concerning environmental issues
From the Framework for 21st Century Learning




Understand the Influence of individual and group actions on the environment and that there are limits to the ability of the environment to absorb impacts imposed by human needs
From projectwild.org




Act responsibly keeping the interests of the larger community in mind
From the Framework for 21st Century learning




Untitled Post

posted Dec 12, 2011, 7:29 AM by Charlotte Sherman

HGE: Demonstrate respect and compassion for the environment and humanity
Facilitator: Charlotte Sherman

Laurie Patterson
Kristi McKnight
John Kerrigan
Nancy Spencer
Jamie Robertson
Chris Urban

Creating A Rubric FORMAT HELP

posted Dec 12, 2011, 7:27 AM by Charlotte Sherman











Suggested Process:
  1. Read through the entire suggested process before you begin.

  1. Quickly examine the contents of your RRG Group’s Resource Packet
    1. “Tips for Creating an Effective Rubric”
    2. HGEs, Vital Results, and 21st Century Learning Outcomes (to help prompt discussion)
    3. Sample rubrics (not all packets will have sample rubrics)

  1. Look more closely at ‘Tips for Creating an Effective Rubric’  
    1. Allow ample time for participants to read and understand each tip.

  1. Defining our terms:  
  • Read the HGE together and be clear about the vocabulary (i.e. what does “dignity” or “passion” or “numeracy” mean) - consider making a glossary if necessary - student-friendly terms?  
  • Write HGE on the rubric and populate criteria boxes using HGE language - Discussion could center around how measurable the HGE is (i.e. too broad or too narrow)

  1. Share rubric examples located in packet and give members a few minutes to explore.  
    1. Task:  Notice what criteria is used in each rubric - compare to yours built using the HGE language.

  1. Group Work - Build a consensus over what the criteria should be -
    1. Task:
      1. break up into small groups of 2 or 3 to decide what all criteria should be (think both from the lens of the whole-school and from your own practice).  The Vital Results, and 21st Century Learning Outcomes handouts might help.
      2. Regroup and come to whole-group consensus.  
      3. Now, check back to see if all elements of the HGE are clearly elaborated upon in the criteria.

  2. Break into small groups of 2 or 3 - each group takes one criterion
    1. Task:  
      1. Create proficient descriptor first
      2. Build out horizontally (row) - look on the “Elements of a Good Rubric” to drive this work.

  1. Group Work - Share work with full group to create whole rubric and load work into google document template.


Remember, you are building something you will be using in your classroom - so think of it in that way. However, if you adamantly disagree with the consensus of the group, you could modify the rubric to meet the realities of your classroom during the beta phase of HGE rubric development in order to provide feedback to this on-going process.


Criteria

1 - Emerging (beginning to meet the HGE)

2 - Developing (making good progress at meeting the HGE)

3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the HGE)

Avoid using negative phrases about what the student CANNOT do.  Instead, emphasize those things a student CAN do.“Student has been exposed to... but cannot do all even with help or assistance.”“Student can do all...with some help or assistance.”“Student can consistently/independently do...”“Student can apply skills/knowledge in new ways...”

  • Try to avoid using value words (i.e. few, many) and numbers (1,2,3) of things correct or incorrect, present or not present as criteria descriptions.
  • Try to avoid using subjective language (i.e. excellent, exceptional, good, poor).  What one teacher thinks is exceptional is not necessarily what the next teacher may think is exceptional.
  • Try not to re-invent the wheel.  Search for examples to use as springboards for your own development.  (We’ve attached some for you to use, but please feel free to search further...)



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