iRubric: POWERING OUR GREENHOUSE IN THE MOST ENVIRO-FRIENDLY, COST EF rubric

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POWERING OUR GREENHOUSE IN THE MOST ENVIRO-FRIENDLY, COST EF

Service learning is a method that combines academic instruction, meaningful service, and critical reflective thinking to enhance student learning and civic responsibility. Use this rubric to evaluate your progress during your service learning project and once you've completed it.

Rubric Code: UXW63W5

By mholmes328

Ready to use

Public Rubric

Subject: Science

Type: Project

Grade Levels: 9-12

Service Learning Goals
	Strong Impact 50 pts	Good Impact 38 pts	Some Impact 25 pts	Minimal Impact 13 pts
Quality of life	Strong Impact Service activity facilitates change or insight, helps solve a problem, meet a need or address an issue in community served.	Good Impact Service activity provides some change or insight. Service enhances an already good community situation.	Some Impact Service mainly decorative, but activity provides some benefit to community served.	Minimal Impact Service mainly decorative, but service provides limited community benefit or does not offer any new or unique opportunity.
Community Need	Strong Impact Determined by or discovered through extensive research and collaboration with group member(s).	Good Impact Determined or discovered through basic research and collaboration.	Some Impact Determined by making a guess as to what the community needs may be.<BR> Very little evidence of collaboration among group members.	Minimal Impact Community needs secondary to what student wants to do. Project considers only student needs. No collaboration
Academics / Learning	Strong Impact Students have direct application of new skills or knowledge in community service. Service learning is seen as a vital instructional activity.	Good Impact Students have some active application of new skills or knowledge. Service learning has strong connection to instruction.	Some Impact Students only has some application of new skills or knowledge. Service learning has minimal connection to instruction.	Minimal Impact Student do not use skills or knowledge outside classroom. No active service experience. Activity has no connection to instruction.
Student Reflection	Strong Impact Students actively reflect on their learning and think, share, and produce reflective products based upon those reflections. Students submit or actively participate in all reflective exercises collaboratively.	Good Impact Student reflection provides basic insight into their learning. Students produce minimal reflective products based upon those reflections. Students submit or actively participate in most reflective exercises collaboratively.	Some Impact Student share minimal reflection on service learning and produce no individual reflection projects. Students submit or actively participates in some reflective exercises collaboratively.	Minimal Impact No time given for true active reflection. Student provided only a summary of events. Students do not submit or actively participates in any reflective exercises. or There is no evidence of students collaborating in the reflective exercises.
Developing a sense of concern	Strong Impact Reflections show deep personal understanding of the importance of service in student's ability to make a difference. Student will likely take the initiative to serve again.	Good Impact Reflections show growing understanding of the importance of service in student's ability to make a difference. Student may serve again.	Some Impact Reflections show limited understanding of the importance of service. Student may serve again if asked.	Minimal Impact Reflections show student largely unaffected by the importance of service. Student is unlikely to serve again.

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