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5 Taking Action! Sample Order Form, page 2 © FACING THE FUTURE www.facingthefuture.org & SNOW LEOPARD TRUST www.snowleopard.org
Preparation Plan Development 5 Taking Action! 3 Very Successful 2 Moderately Successful 1 Not Successful Student fully contributes ideas for developing a viable plan and timeline. Consensus Student participates in all class discussions and the voting process to achieve consensus on final plan. Action Product Sales Student sells a minimum of 5 items. Significance of Project Reflection Student informs all purchasers about how purchasing items contributes to snow leopard conservation. Completion Student completes an individual reflection encompassing all components of the project. Thoroughness In his/her individual reflection, student identifies skills and knowledge gained, as well as components of the project that went well and others that could be improved. Demonstration Understanding Interconnections In a finished piece (poem, skit, poster, etc.), student articulates relationships among snow leopards, poverty, and the service learning project. Participation Student actively takes part in group demonstration or celebration of learning. Total Points/24 Sample Project Assessment Rubric Student somewhat contributes ideas, or contributes unrealistic ideas. Student participates in some but not all class discussion and voting. Student does not contribute to the development of a project plan or timeline. Student does not try to participate in any class discussion and voting. Student sells 1-4 items. Student does not sell any items. Student incompletely educates purchasers about how the items sold relate to snow leopard conservation. Student completes part of an individual reflection, but does not reflect on all parts of the project. In his/her individual reflection, student insufficiently identifies skills and knowledge gained, components of the project that went well, and others that could be improved. Student is able to partially articulate how snow leopards, poverty, and the service learning project are interrelated. Student somewhat contributes to/participates in group demonstration. Student makes no attempt to educate purchasers about significance of items. Student does not attempt to complete an individual reflection on project. In his/her individual reflection, student does not identify any skills or knowledge gained, nor identifies components of the project that went well or could be improved. Student does not demonstrate understanding of links among snow leopards, poverty, and the service learning project. Student does not contribute to group demonstration. © FACING THE FUTURE www.facingthefuture.org & SNOW LEOPARD TRUST www.snowleopard.org
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Engaging Students in Conservation:
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Acknowledgements Curriculum Develop
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Grade Level: 5-8 Unit Length: 1-2 w
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Lesson The Cat’s out of the Bag!
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1 The Cat’s out of the Bag! Mater
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1 The Cat’s out of the Bag! • h
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1 The Cat’s out of the Bag! Cat C
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1 Cheetahs (Acinonyx jubatus) typic
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1 The Cat’s out of the Bag! Jagua
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Lesson Mountain Mixer In a lively
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2 Mountain Mixer Vocabulary biodive
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2 Mountain Mixer 6. Student will us
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2 Mountain Mixer predation on the r
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Page 36 and 37: 3 It Takes All Kinds of People Core
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Page 40 and 41: Scenario: There is a protected area
Page 42 and 43: Name Date It Takes All Kind of Peop
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Page 58 and 59: What’s the Plan?: Increase the Am
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Page 62 and 63: Name Date 4 Title: Characters invol
Page 64 and 65: 4 What’s the Plan? SNOW LEOPARD C
Page 66 and 67: Lesson Taking Action! This project
Page 68 and 69: 5 Taking Action! NAAEE 2.3 Humans a
Page 70 and 71: 5 Taking Action! 1. Break students
Page 72 and 73: 5 Taking Action! at wholesale price
Page 74 and 75: In 1998 the Snow Leopard Trust, a g
Page 76 and 77: Name Date 1. How will your class pa
Page 80 and 81: 5 Taking Action! Snow Leopard Enter
Page 82 and 83: 5 Taking Action! Sales Flyer © FAC
Page 84 and 85: Endnotes Lesson 1 Jaguar References
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