Project+and+Presentation+Guidelines


 * Stage Two**: Identify the items ingredient and WHAT they are made from. **Due October 20, 2011**-worth 25 points.
 * // This assignment can be a written paper, or digital. You may create a page of your own on the class web page and post your assignment there. Create a new page and call the page your name, for example mine would be Lisa Schmidt, then use the page for your project. Post the ingredients on your page. If you turn in a written paper, it must be double-spaced. Photos are encouraged! //


 * Stage Three**: Discover WHERE the ingredients are from. **Due November 3, 2011**-worth 25 points.
 * // Once you have broken down your item and you know what it is made from, find out where those items come from. You should do some research and figure out what kind of places these are, how do people live? How do the treat the environment? This assignment can be digital or paper. Add this information to your page. //


 * Stage Four**: MAP the journey of your item. **Due November 10, 2011**-worth 25 points.
 * // This project can be digital or paper. Make a map that details the journey of your product. Shows the origination of the basic ingredients, the location of processing or manufacturing points, and the destination-the market where you purchased the item. Highlight any points along the route where there is any impact from the creation of this product. //


 * Stage Five**: Discuss the impacts of your item and its journey to you. PRESENTATIONS begin on November 17 and continue to the last day of class. **WORTH 100 POINTS**.
 * // This portion of the project will be done in groups that YOU choose. You will come together with all of this information and present as groups what products you chose and what you discovered. Presentations will be at least five minutes long but not more than 10 minutes long. //

Here is a matrix of how presentations will be graded:

|||||| Evaluating Student Presentations
 * || ** 1 ** || ** 2 ** || ** 3 ** || ** 4 ** || ** Total ** ||
 * ** Organization ** || Audience cannot understand presentation because there is no sequence of information. || Audience has difficulty following presentation because student jumps around. || Student presents information in logical sequence which audience can follow. || Student presents information in logical, interesting sequence which audience can follow. ||  ||
 * ** Subject Knowledge ** || Student does not have grasp of information; student cannot answer questions about subject. || Student is uncomfortable with information and is able to answer only rudimentary questions. || Student is at ease with expected answers to all questions, but fails to elaborate. || Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. ||  ||
 * ** Graphics ** || Student uses superfluous graphics or no graphics || Student occasionally uses graphics that rarely support text and presentation. || Student's graphics relate to text and presentation. || Student's graphics explain and reinforce screen text and presentation. ||  ||
 * ** Mechanics ** || Student's presentation has four or more spelling errors and/or grammatical errors. || Presentation has three misspellings and/or grammatical errors. || Presentation has no more than two misspellings and/or grammatical errors. || Presentation has no misspellings or grammatical errors. ||  ||
 * ** Eye Contact ** || Student reads all of report with no eye contact. || Student occasionally uses eye contact, but still reads most of report. || Student maintains eye contact most of the time but frequently returns to notes. || Student maintains eye contact with audience, seldom returning to notes. ||  ||
 * ** Elocution ** || Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. || Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. || Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. || Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. ||  ||
 * ||  ||   ||   || ** Total Points: ** ||   ||
 * ** Elocution ** || Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. || Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. || Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. || Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. ||  ||
 * ||  ||   ||   || ** Total Points: ** ||   ||