Learning activity: Logical and educational response to real-life scenarios
For this activity there would be 3 scenarios that would be placed to the students, they would group in threes.
Each scenario would include a morally challenge situation that focuses on smoking a tobacco product.
The children with in the groups would have to not only create a response to the scenario but also explain what a potential result of the outcome of the situation could be.
CATEGORY | Exemplary (4) | Developing (3) | Emerging (2) | Need Improvement (1) |
Identifies important information | Student lists all the main points of the article without having the article in front of him/her. | The student lists all the main points but uses the article for reference. | The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. | The student cannot important information with accuracy. |
Identifies opinions | Student accurately locates at least 5 opinions in the article and gives a clear explanation of why these are opinions, rather than facts. | Student accurately locates at least 4 opinions in the article and gives a reasonable explanation of why these are opinions, rather than facts. | Student accurately locates at least 4 opinions in the article. Explanation is weak. | Student has difficulty locating opinions in an article. |
States health issue | Student accurately locates at least 2 health issue facts in the article and gives a clear explanation of why these are facts, rather than opinions. | Student accurately locates 1 health issue facts in the article and gives a reasonable explanation of why they are facts, rather than opinions. | Student accurately locates 0 health issue facts in the article. Explanation is weak. | Student has difficulty locating facts in an article and does not including anything about health issues |
Providing a clear reaction to scenario | Student uses only 1-3 sentences to describe clearly a reaction to the scenario. | Student uses several sentences to accurately describe a reaction to the scenario. | Student gives very little reactions, show that there is lack of understanding of the scenario | Student has great difficulty mentioning any type of reaction to the scenario. |
It’s unclear what your standard of acceptability is. It appears to be exemplary, but as we discussed in class “good” might be a better descriptor than developing, if that category serves as your standard.