Cost of Bottled Water
Resource for cost of bottled water
Facts of Water Regulation
Water Regulation
Don’t Drink Bottled Water
http://www.mnn.com/food/healthy-eating/stories/5-reasons-not-to-drink-bottled-water
Is Bottled Water Better Than Tap
http://abcnews.go.com/2020/Health/story?id=728070&page=2
The Birth of Bottled Water
http://www.youtube.com/watch?v=_3QBZac3MSY
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Rubric
Category |
4 |
3 |
2 |
1 |
Information |
All information presented in the presentation was clear, accurate and thorough. |
Most information presented in the presentation was clear, accurate and thorough. |
Most information presented in the presentation was clear and accurate, but was not usually thorough. |
Information had several inaccuracies OR was usually not clear.
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Use of Facts |
Every major point was well supported with several relevant facts, statistics and/or examples.
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Every major point was adequately supported with relevant facts, statistics and/or examples.
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Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable |
Every point was not supported |
Organization |
All facts were clearly tied to an idea (premise) and organized in a tight, logical fashion. |
Most facts were clearly tied to an idea (premise) and organized in a tight, logical fashion.
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All facts were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.
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Facts were not clearly tied to an idea (premise).
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- First, sit with your group and write down your personal understanding of the topic, ideas or hunches. Discuss what the group knows about this issue and compare opinions and facts known. At this time, the ideas are to gather as much information about the issue as possible, maybe discuss what the problems are and how it can be solved.
- List what is known. Make a list of all the information that you have available from the brainstorming of the team. Have each member make a list of anything thing they know about bottled water and tap water. Have them write pros and cons and any questions they may have about the issue.
- List what is unknown. Discuss all the questions that you have written down and make a list of what you don’t know about bottled and tap water. Make a list of what you want to find out about the issue too.
- List what needs to be done. After you make your list, discuss how the problem will be solved. Create different options that will help alleviate the problem and organize them in some kind or priority order. Set up a backup plan that could be implemented if the first option fails.
- Develop a problem statement. Once you have discussed all the information you have at hand, choose one problem and create a statement that will describe what the problem is and how the problem is going to be resolved. Problem statements can be revised if new research is found that can affect the original goal.
- Gather information. Use all the resources made available to you to conduct your research of the issue. You can find other resources of your own to supplement your research. I have enclosed a few online resources that can be used to help with the research.
- Present findings.
Use the Glogster website to create a place where you can share all your ideas with your team.
http://edu.glogster.com/
Create a presentation on camstasia, prezi or moodle to show the final presentation.
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113.41(b)
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
113. 41(c)
(32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
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Comments (2)
relup2001@... said
at 3:28 pm on Jul 19, 2012
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relup2001@... said
at 3:44 pm on Jul 19, 2012
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