Community Needs Project: Solving Problems with Science and English
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as informed researchers and problem-solvers, address a specific need in our community by comparing available resources and communicating our solution effectively?Essential Questions
Supporting questions that break down major concepts.- How can we identify the needs of our community?
- What resources are available to help us meet those needs?
- How can we effectively research and gather information from multiple sources to understand a community need or problem?
- How can we use comparison to analyze different perspectives on community needs?
- How do we communicate our project and its impact effectively to the community?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Identify community needs through observation and surveys.
- Research and gather information from multiple sources to understand a community need or problem.
- Develop a plan to address a specific community need.
- Communicate project and its impact effectively to the community.
Whatever standards the teacher provided
Common Core
Entry Events
Events that will be used to introduce the project to studentsCommunity Challenge Kick-off
A local community leader presents the students with a challenge: a pressing need in their neighborhood (e.g., food insecurity, environmental pollution, lack of recreational spaces). This sets the stage for students to become active problem-solvers.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Community Needs Investigator
Students conduct surveys and interviews to identify a pressing community need. They then compare their findings with existing data from local organizations or news articles.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written report comparing and contrasting the identified needs from the surveys/interviews with information from at least two other sources (e.g., news articles, non-profit reports). The report should highlight similarities and differences in the identified needs.Alignment
How this activity aligns with the learning objectives & standardsAligns with 05.A.RI.B.5 (Compare and contrast information in texts) and Learning Goal: Identify community needs.Solution Sleuths
Students research potential solutions to the identified community need, gathering information from various sources (e.g., websites, expert interviews, books).Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA resource portfolio containing summaries of at least three different solutions to the identified need, gathered from a variety of sources. Each summary should include the source and a brief analysis of the solution's feasibility and potential impact.Alignment
How this activity aligns with the learning objectives & standardsAligns with 05.A.RI.C.7 (Gather information from multiple sources) and Learning Goal: Research and gather information from multiple sources.Community Action Advocate
Students write an opinion piece arguing for a specific solution to the identified community need, using evidence gathered in the previous activities to support their claims.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA well-structured opinion piece that introduces the community need, states an opinion on the best solution, provides reasons and evidence to support the opinion, and includes a call to action.Alignment
How this activity aligns with the learning objectives & standardsAligns with 05.A.W.A.1 and 05.A.W.A.1a (Write opinion pieces) and Learning Goal: Develop a plan to address a specific community need.Community Impact Communicators
Students create a presentation (e.g., slideshow, video, poster) to communicate their project and its proposed solution to the community. This presentation summarizes their research, their chosen solution, and its potential impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA compelling presentation that effectively communicates the project's goals, research findings, proposed solution, and potential impact on the community. The presentation should be tailored to a specific audience (e.g., local government, community residents, school administrators).Alignment
How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Communicate project and its impact effectively to the community.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCommunity Impact Portfolio Rubric
Community Needs Investigator
Assesses the student's ability to identify a community need through surveys, interviews, and research, and to compare and contrast information from different sources.Identification of Community Need
Effectively identifies and describes a community need based on gathered information.
Exemplary
4 PointsDemonstrates a sophisticated understanding of the community and its needs through detailed observation and research. Accurately identifies a significant community need and provides compelling evidence from multiple sources to support its importance.
Proficient
3 PointsIdentifies a community need and provides relevant evidence from surveys, interviews, and other sources to support its importance.
Developing
2 PointsIdentifies a community need, but the evidence provided is limited or not fully relevant.
Beginning
1 PointsStruggles to identify a specific community need, and the evidence provided is minimal or unclear.
Comparison of Information
Compares and contrasts information from surveys/interviews with data from other sources effectively.
Exemplary
4 PointsSkillfully compares and contrasts information from surveys/interviews with data from other sources, highlighting nuances and complexities in the findings. Shows a deep understanding of different perspectives and biases.
Proficient
3 PointsCompares and contrasts information from surveys/interviews with data from other sources, highlighting similarities and differences in the identified needs.
Developing
2 PointsShows some attempt to compare and contrast information, but the analysis is superficial or incomplete.
Beginning
1 PointsStruggles to compare and contrast information from different sources.
Report Clarity and Organization
Clarity and organization of the written report.
Exemplary
4 PointsThe written report is exceptionally clear, concise, and well-organized. Presents ideas logically and uses appropriate vocabulary and terminology to enhance understanding.
Proficient
3 PointsThe written report is clear, well-organized, and easy to understand.
Developing
2 PointsThe written report is somewhat disorganized, and clarity is lacking in some areas.
Beginning
1 PointsThe written report is disorganized and difficult to understand.
Solution Sleuths
Assesses the student's ability to research potential solutions to the identified community need, gather information from various sources, and summarize the key information in a resource portfolio.Solution Identification and Research
Identifies and researches a variety of potential solutions to the community need.
Exemplary
4 PointsIdentifies and thoroughly researches a diverse range of innovative solutions to the community need, demonstrating creativity and resourcefulness. Explores unconventional approaches and considers multiple perspectives to address the problem effectively.
Proficient
3 PointsIdentifies and researches a variety of potential solutions to the community need, gathering information from multiple sources.
Developing
2 PointsIdentifies and researches a limited number of potential solutions, with limited information from each source.
Beginning
1 PointsStruggles to identify and research potential solutions to the community need.
Solution Summary and Analysis
Summarizes key information about each solution, including its source, feasibility, and potential impact.
Exemplary
4 PointsProvides exceptionally insightful and comprehensive summaries of each solution, accurately assessing its feasibility, potential impact, and ethical considerations. Demonstrates a sophisticated understanding of the complexities involved in implementing each solution.
Proficient
3 PointsSummarizes key information about each solution, including its source, feasibility, and potential impact.
Developing
2 PointsSummaries are brief and lack sufficient detail about feasibility and potential impact.
Beginning
1 PointsStruggles to summarize key information about each solution.
Portfolio Organization
Organization and presentation of the resource portfolio.
Exemplary
4 PointsThe resource portfolio is exceptionally well-organized, visually appealing, and easy to navigate. Uses creative and innovative methods to present information in a compelling and engaging manner.
Proficient
3 PointsThe resource portfolio is well-organized and easy to navigate.
Developing
2 PointsThe resource portfolio is somewhat disorganized, and navigation is challenging.
Beginning
1 PointsThe resource portfolio is disorganized and difficult to navigate.
Community Action Advocate
Assesses the student's ability to write an opinion piece arguing for a specific solution to the identified community need, using evidence gathered in the previous activities to support their claims.Argumentation and Support
Clearly introduces the community need, states an opinion on the best solution, and provides reasons and evidence to support the opinion.
Exemplary
4 PointsPresents a compelling and nuanced argument for the chosen solution, demonstrating exceptional critical thinking and persuasive writing skills. Anticipates and addresses potential counterarguments effectively, strengthening the overall impact of the opinion piece.
Proficient
3 PointsClearly introduces the community need, states an opinion on the best solution, and provides reasons and evidence to support the opinion.
Developing
2 PointsThe introduction is unclear, the opinion is not clearly stated, or the reasons and evidence are weak.
Beginning
1 PointsStruggles to introduce the community need, state an opinion, and provide reasons and evidence.
Call to Action
Effectiveness of the call to action.
Exemplary
4 PointsCrafts an exceptionally compelling and actionable call to action that inspires readers to take meaningful steps towards supporting the proposed solution. Provides clear and specific instructions on how community members can get involved and make a difference.
Proficient
3 PointsIncludes a call to action, encouraging community members to support their proposed solution.
Developing
2 PointsThe call to action is vague or unclear.
Beginning
1 PointsThe call to action is missing or ineffective.
Opinion Piece Structure and Clarity
Structure and clarity of the opinion piece.
Exemplary
4 PointsThe opinion piece is impeccably structured, with a logical flow of ideas and seamless transitions between paragraphs. Writing style is sophisticated, engaging, and perfectly tailored to the intended audience.
Proficient
3 PointsThe opinion piece is well-structured and easy to understand.
Developing
2 PointsThe opinion piece is somewhat disorganized, and clarity is lacking in some areas.
Beginning
1 PointsThe opinion piece is disorganized and difficult to understand.
Community Impact Communicators
Assesses the student's ability to create a presentation to communicate their project and its proposed solution to the community.Communication Effectiveness
Effectively communicates the project's goals, research findings, and proposed solution.
Exemplary
4 PointsCommunicates the project's goals, research findings, and proposed solution with exceptional clarity, passion, and creativity. Captivates the audience with a compelling narrative and leaves a lasting impression of the project's significance and potential impact.
Proficient
3 PointsEffectively communicates the project's goals, research findings, and proposed solution.
Developing
2 PointsCommunication is unclear or incomplete in some areas.
Beginning
1 PointsStruggles to communicate the project's goals, research findings, and proposed solution.
Presentation Quality
Quality of the presentation (e.g., visuals, text, organization).
Exemplary
4 PointsThe presentation is visually stunning, meticulously crafted, and flawlessly executed. Demonstrates a mastery of design principles and utilizes multimedia elements effectively to enhance audience engagement and understanding.
Proficient
3 PointsThe presentation is well-organized, visually appealing, and easy to understand.
Developing
2 PointsThe presentation is somewhat disorganized, and visual quality is lacking in some areas.
Beginning
1 PointsThe presentation is disorganized and visually unappealing.
Audience Tailoring
Tailoring the presentation to a specific audience.
Exemplary
4 PointsDemonstrates an exceptional understanding of the target audience and tailors the presentation with precision to resonate with their interests, values, and concerns. Adapts the language, tone, and content to maximize impact and foster meaningful connections.
Proficient
3 PointsTailors the presentation to a specific audience (e.g., local government, community residents, school administrators).
Developing
2 PointsThe presentation is not clearly tailored to a specific audience.
Beginning
1 PointsThe presentation is not tailored to any specific audience.