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    E-Waste Life-Cycle

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    api-240091797

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    E-Waste Life-Cycle

    Uploaded by

    api-240091797
    381 views2 pages

    Original Title

    e-waste life-cycle

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    © Attribution Non-Commercial (BY-NC)

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    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    381 views2 pages

    E-Waste Life-Cycle

    Uploaded by

    api-240091797

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Science: Understanding Life Systems Our Big Idea for this module is:

    November 11, 2013

    Humans make choices that can have an impact on biodiversity


    Therefore, staying with the theme of e-Waste you will be investigating the choices and habits humans are making with technology and the resulting e-Waste produced.

    Focus Questions: What stages does e-Waste go through? What is involved? What is the end result? Are there any negative results from e-Waste? Who are the main contributors/players? How can we change this? How can we get involved? Are there any positive results from e-Waste?

    Assignment:
    You will be responsible for creating a chart or poster showing the life cycle of eWaste, while answering the Focus Questions. Your goal is to encourage discussion and possibly improve peoples e-waste habits. You will share your findings with the class, and respond to any questions.

    Tip Jar
    Research: Where does e-Waste go once collected? Who is involved? What is the outcome? Analyze: What trends do you see? Are there positive and negative results? Be Creative: How can we get involved? How would you do things differently? This is bigger than you or I How can we make this a central issue?

    Science: Understanding Life Systems

    November 11, 2013

    Rubric:
    Criteria Research 3 points Multiple resources of various platforms used to respond to all questions thoughtfully. Respond to all questions thoughtfully with supportive evidence. Solutions to problems are highly creative, realistic, and supported by evidence. Lots of thought and planning evident in a very creative design. Choice of tables, graphs, data, and images is appropriate and thoughtful. Poster/Chart is very easy to read, and clear to understand through layout. Students speak clearly and concisely. Conclusions drawn are understood by class. Students respond to class questions accurately and clearly. 2 points Content Multiple resources used to respond to all questions thoughtfully. Respond to all questions appropriately with supporting evidence. Solutions to problems are creative and realistic. 1 point Few resources used to respond to questions. 0 points Inadequate resources used to respond to questions. Respond to few questions with little to no supporting evidence. Solutions to problems are neither creative nor realistic. Very little thought, planning, or creativity went into design. Choices of tables, graphs, data, and images are unclear. Poster/Chart is difficult to read ad understand due to layout.

    Analysis

    Solutions

    Respond to most questions appropriately with some supporting evidence. Solutions to problems are somewhat creative and mostly realistic.

    Creativity

    Poster/Chart Thought and Some thought and planning evident in planning with little a creative design. creativity in design. Choice of tables, graphs, data, and images is appropriate (some repetition). Poster/Chart is easy to read, and clear to understand through layout. Presentation Students speak clearly. Conclusions drawn are understood by class. Students respond to class questions accurately and somewhat clearly. Some choices of tables, graphs, data, and images are unclear. Poster/Chart is mostly easy to read, but somewhat difficult to understand due to layout. Students speak with some clarity. Conclusions drawn are understood by class through further explanation. Students respond to class questions with some accuracy, but somewhat unclear.

    Supporting information

    Easy to read

    Clarity

    Students speak with little clarity. Conclusions drawn are not understood by class. Students are unable to respond to class questions.

    Responding to questions

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