Lucie Nguyen - Engaged Learning Project Template Final

Title of Project: Lettuce Compost Together!

Subject(s): Science and Literacy

Grade Level(s): 4th Grade

Abstract: Three- or four-sentence description of your project and audience. Include a statement of
what students will be doing. What “adult/professional” role will they assume? How will the learning
be situated in an authentic task?

Each school day, students and staff generate two or more pounds of compostable materials,
such as food scraps and paper. Students will survey the community to gather insight about
their audience’s beliefs and behaviors with composting and recycling. Students will form
compost committees to analyze their findings. Students will consult with waste auditors,
school officials, and community members to create a compost bin using their understandings
of the role of decomposers. Students will present their findings to the community to raise
awareness and advocate for the use of decomposers and compost bins to break down
organic waste and form nutrient-rich soil.

Learner Description/Context: Characteristics of the learner and description of the learning

environment(s) where the learning experience will take place. Help others “see” your local context in
order to determine if they can replicate it. Include culturally influenced interests, ways of learning,
funds of knowledge that exist among students, parents and the community. Explain how these assets
will be used to strengthen the learning experience for students.

Gwinnett County Public Schools is the largest school system in the state of Georgia. Suwanee
Elementary School is a public school located in the suburbs. It was established in 1986 and is
home to 674 enrolled students ranging from pre-k to fifth grade. Throughout the years,
Suwanee Elementary has earned a reputation as a small school with a big focus on its
students and achievement. The Suwanee Parent Teacher Association continued to serve as a
strong advocate for teaching and learning. With the PTA’s support, teachers and students
benefited from classroom grants, new computers, and numerous literacy resources and
classroom libraries. Our All-Pro Dad chapter increased school involvement. The members
supported improvement efforts in our Suwanee Outdoor Classroom by volunteering to
remove debris, lay pine straw, and create a clean learning space outdoors. Suwanee
Elementary was recognized as a Taking Action Green & Healthy School in the Environmental
Achievement Awards sponsored by Gwinnett Clean & Beautiful. These assets will strengthen
the learning experience for students because it is meaningful and authentic. Suwanee
Elementary was one of the school district’s pilot schools for the eCLASS Bring Your Own
Device (BYOD) initiative. The district has purchased GSuite for Education, MS Office 365, and
Adobe Creative Cloud for teachers and students to use for teaching and learning. The
Student Engagement Instrument (SEI) is a survey used to measure how engaged students are
at school and with learning. When taking the SEI, students respond to items that cover a
variety of topics related to their engagement in their education, including the level of support

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
they receive from teachers, peers, and family, as well as their perceptions of schoolwork and
future educational goals. Student Engagement Instrument Composite Score for Suwanee ES
was 4.37 out of 5.0. All of these factors will strengthen the learning task for students as they
promote and build a compost bin.

The chart below shows demographic data for enrolled students.

Enrollment 674
• American Indian/Alaskan 0%
Native*
• Asian* 29%
• Black/African American* 12%
• Hispanic or Latino, any race 10%
• Multiracial, two or more races* 8%
• Native Hawaiian/Pacific 0%
Islander*
• White* 41%
Special Education 11%
ESOL 19%
Free/Reduced Lunch 15%
Average Attendance 97%

*Not Hispanic or Latino

Time Frame: How long will this learning experience take to complete and how much class time will
be dedicated to the learning experience during this time.

This learning experience will take approximately six - eight weeks. Students will dedicate two
hours each week on their project during the science or literacy block.

Standards Assessed: What local, state, and national standards have you addressed? (Include GA
technology integration standards, local technology standards, and/or ISTE NETS-S)

Science
• 4. obtain, evaluate, and communicate information about the roles of organisms and the
flow of energy within an ecosystem (GSE S4L1)
o 4a. develop a model to describe the roles of producers, consumers, and
decomposers in a community (GSE S4L1a)
o 4b. develop simple models to illustrate the flow of energy through a food
web/food chain beginning with sunlight and including producers, consumers, and
decomposers (GSE S4L1b)
o 4c. design a scenario to demonstrate the effect of a change on an ecosystem (GSE
S4L1c)

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
Literacy
• 4LA.D.23: write informative/explanatory texts to examine a topic and convey ideas and
information clearly
• 4LA.E.36: add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes
• 4LA.D.27: use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills, with some guidance and support from adults

ISTE Standards
• Knowledge Constructor – 3a: Students build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and pursuing answers and solutions.
• Computational Thinker – 5b: Students collect data or identify relevant data sets, use
digital tools to analyze them, and represent data in various ways to facilitate problem-
solving and decision-making.
• Creative Communicator – 6d: Students publish or present content that customizes the
message and medium for their intended audiences.

Learner Objectives: Write a statement of what students are going to know and be able to do as a
result of this learning experience and how it will be measured.

Students will use Google Docs to synthesize research and write an informative/explanatory
text about composting and its effects on the environment. The informational writing rubric
will assess the following criteria: (1) ideas, (2) organization, (3) elaboration, (4) style, and (5)
conventions. The informational writing rubric can be found in the References and Supporting
Material section of this lesson plan.

Students will use their data from the Google Forms survey, writing, and experiences to
produce a high-quality podcast using Anchor or Adobe Spark video informing community
members of composting. The podcast/video rubric will assess the following criteria: (1) ideas,
(2) organization, (3) elaboration, (4) style, and (5) conventions. The podcast/video rubric can
be found in the References and Supporting Material section of this lesson plan.

The “hook” or Introduction: A brief description of how the learning experience will be introduced
to students and why the project “should” be interesting/motivating to students.

“Soil needs our help. You might not think much about the soil under your feet. It's just dirt,
right? Actually, soil is an essential foundation for all life on earth! Soil affects the food we eat,
the nutrients our natural ecosystems need, the air we breathe, and the climate that makes our
planet habitable. Here's the problem: Earth's healthy soil is rapidly disappearing. This is
impacting our food supply, ecosystems, and air. It is also speeding up changes to our
climate. Here’s the good news! We can all work together to restore soil's health, and in doing
so, help slow changes to our climate.”

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
The teacher will play the Compost Story video from Kiss the Ground Foundation to engage
students in the movement to regenerate the planet.

Process: The process is the way you structure the learning to engage students in the project/learning
experience goals and objectives. How are they going to accomplish the task? What are the students
doing? What is the teacher doing? How are you assessing the process of learning? How is the student
directing the learning? A sequence of unfolding events is usually provided, and a timeline is often
used.

Week 1 and 2: Research the Importance of Soil in Ecosystems

Teacher Roles Student Roles

The teacher will introduce the soil dilemma
by playing the Compost Story video from
Kiss the Ground Foundation to engage
students in the movement to regenerate the
planet.
The teacher will guide students through the
interactive program called “Soil Quest” of
Project Hero by Captain Planet Foundation
and share texts, display videos, and guide
classroom discussions.
Students will ask questions and share
thoughts about what they observe during the
“Soil Quest” in group discussions.
The students will record facts, observations,
and thoughts in their project journal.
The students will research and gather
evidence on the benefits of composting using
resources provided by the teacher.

The teacher will use Wakelet to compile

digital resources for students to research.

*Note: Soil Quest is an interactive

program that guides the students
through a five - stage quest that
challenges students to become
heroes for ecosystems in trouble.

The quest stages guide students in a

problem-based learning pathway to
explore the issues, culminating in
students’ design and implementation
of a project that makes a meaningful
difference for those species or
ecosystems in their own community.

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
Week 3: Community Data Collection
Teacher Roles
The teacher will guide student discussions
and support students in the process of
creating suitable questions to ask the
community.
The teacher will distribute the surveys to staff
members and community members through
email.
The teacher will create a deadline for surveys
to be competed.
Week 4: Analyze Community Data and Form Compost Committees
Teacher Roles
The teacher will create compost committees
of 3-4 students.
The teacher will create the Google
Jamboard for the compost committees to
brainstorm ideas.
Week 5: Solve a Problem Affecting the Community’s Soil: Design a Compost Bin
Teacher Roles
Student Roles
The students will brainstorm questions and
generate a survey using Google Forms to
send to the community, including students in
other grade levels, families, and staff
members.
The survey will help the students gather
insight about their audience’s beliefs and
behaviors with composting and recycling. This
will also provide students will data to guide
their presentations.
Students will distribute the surveys to families
and students in other grade levels.
Student Roles
The students will analyze data and evaluate
the trends of their community.
Students will share their prior experiences
with recycling and composting.
Students will use Google Jamboard to group
ideas and brainstorm the ways they can
increase awareness and advocacy for the
different behaviors with composting and
recycling.
Students will meet with their Compost
Committees to share their experiences and
knowledge to brainstorm ways to inspire their
community to take action in their own local
soil.
Student Roles
Jo Williamson, Ph.D., Kennesaw State University
 Lucie Nguyen - Engaged Learning Project Template Final
The teacher will contact The Rodale Institute
to schedule a video conference with Rick
Carr, Compost Production Specialist, and
Luis Chen, Founder of Wormies
Vermicompost.
The teacher will gather materials needed to
create a compost bin.
The teacher will support and guide students
throughout the creation of the compost bin
at the school.
Week 6: Write to Inform
Teacher Roles
The teacher will conference with students
throughout the writing process to support
students.
The teacher will provide feedback using the
comments function of Google Docs.
The teacher will use the informational writing
rubric will assess the following criteria: (1)
ideas, (2) organization, (3) elaboration, (4)
style, and (5) conventions. The informational
writing rubric can be found in the References
and Supporting Material section of this
lesson plan.
Students will utilize a virtual platform, like
Zoom, to engage in a discussion with waste
auditors and compost experts.
Students will record their findings in their
research journal.
The students will work with community
members and school officials to create a
compost bin. The compost bin that they
design and carry out will apply what they've
learned on the “Soil Quest,” interview, and
research.
Students will record the steps of creating a
compost bin in their journals using photos
and captions.
Student Roles
Students will synthesize research and write an
informative/explanatory text using Google
Docs to share their ideas about composting
and its effects on the environment.
Students will develop the topic with facts,
definitions, concrete details, quotations, or
other information and examples related to the
topic.
Students will also use precise language and
domain-specific vocabulary to inform about or
explain the topic.
Students will use Google Docs to collaborate
with their peers.
Jo Williamson, Ph.D., Kennesaw State University
 Lucie Nguyen - Engaged Learning Project Template Final

Week 7: Video/Podcast Production

Teacher Roles Student Roles

The teacher will share high-quality examples
of podcasts and Adobe Spark videos to
engage students in the production process.
The teacher will navigate through the
podcast and Adobe Spark websites with
students and show students the functions of
each tool.
The teacher will support and guide students
throughout the production process.
The Compost Committees will use their
collective data from the community survey,
informative writing, and experiences to
produce a high-quality podcast using Anchor
or Adobe Spark video informing community
members of the benefits of composting.
Students will add audio recordings and visual
displays to presentations when appropriate to
enhance the development of their goal.

Week 8: Inspire the Community

Teacher Roles Student Roles

The teacher will support Compost
Committees as they publish their writings,
podcasts, videos, and findings using Google
Sites to create a classroom blog that can be
shared to the community and school to
increase awareness and advocate for the use
of compost bins in the community.
Compost Committees will work with the
teacher to publish their writings, podcasts,
videos, and findings using Google Sites to
create a classroom blog that can be shared to
the community and school to increase
awareness and advocate for the use of
compost bins in the community.

The teacher will set up conferences with
other schools from different countries or
states so that students can collaborate and
share how they take care of waste and create
a plan to help their community.
Students will use Zoom to collaborate with
other schools from different countries or
states to share how they take care of waste
and create a plan to help their community.

Product: What is the end-product the students will produce? Who will use/care about the product?
Why will the product be meaningful to students? How is technology integrated within this product?
How will you assess the product?

Students will use Google Docs to write informative/explanatory texts about composting and
its effects on the environment. They will develop the topic with facts, definitions, concrete
details, quotations, or other information and examples related to the topic. Students will also
use precise language and domain-specific vocabulary to inform about or explain the topic.

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
Students will use their data from the Google Forms survey, writing, and experiences to
produce a high-quality podcast using Anchor or Adobe Spark video informing community
members of composting. All compost committees will produce and publish their findings
and presentations on a classroom blog that can be shared to the community and school.

The products will be assessed using the informational writing rubric and podcast/video
rubric. The informational writing rubric will assess the following criteria: (1) ideas, (2)
organization, (3) elaboration, (4) style, and (5) conventions. The podcast/video rubric will
assess the following criteria: (1) ideas, (2) organization, (3) elaboration, (4) style, and (5)
conventions.

Technology Use: What technologies are critical to the project and how will they be used (examples:
To communicate with peers/mentors, to construct/publish original products, to analyze data, etc.)
How does the proposed technology use in this learning experience support the indicators of
engaged learning?

• Students and teachers will use the interactive, online “Soil Quest” program from Project
Hero by Captain Planet Foundation to explore the topic.
• The teacher will use Wakelet to compile digital resources such as links and articles to
share research resources with students.
• Students will use Google Forms to generate a survey for community members.
• Students will use Google Jamboard to brainstorm and organize information collected
from survey.
• Students and teachers will use Zoom as the video conferencing platform to discuss with
experts.
• Students will use Google Docs to synthesize research and write an
informative/explanatory text.
• Students will use data from the community survey, informative writing, and experiences to
produce a high-quality podcast using Anchor or Adobe Spark video to share the
benefits of composting with community members.
• Students will use Google Sites to create a classroom blog to publish their work to the
community.
• Students will use Zoom as the video conferencing platform to collaborate with other
schools from different countries or states to share how they take care of waste and create
a plan to help their community.

Google Forms, Jamboard, Docs, and Zoom allows students to collaborate with multiple
perspectives and co-construct knowledge that can be used to inform audiences to produce
positive change in the community. It also allows the teacher to stimulate discussion and guide
the process of learning. The usage of Podcasts, Adobe Spark videos, and Google Sites allows
students to move beyond comprehension and apply their understandings of soil and the
effect of a change on an ecosystem to create a product that can engage audiences in their
community.

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final

References and Supporting Material: List materials that you used to develop this learning
experience. List supporting materials that the instructor would need to implement this learning
experience. What would need to be made? (Rubrics? Videos? Samples? Books) Include links to
existing Web resources that a teacher would use to understand and implement this learning
experience. (For example, if students will be using the Little Kids Rock Website, include the URL
somewhere in your template.) Use APA 6 Style.

Adobe Inc. (n.d.). Adobe Spark. Retrieved from https://spark.adobe.com/

Anchor FM Inc. (n.d.). Anchor. Retrieved from https://anchor.fm/

Google, LLC. (n.d.). Google Forms. Retrieved from https://www.google.com/forms/about/

Google, LLC. (n.d.). Google Jamboard. Retrieved from https://jamboard.google.com/

Google, LLC. (n.d.). Google Docs. Retrieved from https://www.google.com/docs/about/

Google, LLC. (n.d.). Google Sites. Retrieved from https://www.sites.google.com

Hero For the Planet. (2020). Food Composting. Retrieved November 09, 2020, from
https://herofortheplanet.org/healthysoils/solve/project-ideas/food-composting/

Hero For the Planet. (2020). Soil Quest. Retrieved November 09, 2020, from
https://herofortheplanet.org/quests/soil-health-
quest/

Kiss the Ground. (Director). (2017, May 8). The Compost Story [Video file]. Retrieved November 8,
2020, from
https://www.youtube.com/watch?v=bqDQD8cvO5Y

Organic, G. (2018). United Kingdom: Garden Organic. Retrieved November 8, 2020, from
https://www.gardenorganic.org.uk/sites/www.gardenorganic.org.uk/files/resources/fflp/com
posting.pdf

Rodale Institute, R. (2018, November 12). Learn About Composting from the Experts. Retrieved
November 09, 2020, from
https://rodaleinstitute.org/blog/composting-apprenticeship/

Schlosser, M. (2015, November 13). Problem Based Learning Project. Retrieved November 09, 2020,
from
https://knowledgequest.aasl.org/lead-successful-problem-based-learning-project-2nd-
grade-reduces-garbage-cafeteria/

Wakelet. (n.d.). Wakelet. Retrieved from https://wakelet.com/

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final

Weber, C. (2020, April 27). Making the Most of Compost. Retrieved from
https://www.edutopia.org/article/making-most-
compost

Zoom Video Communications. (n.d.). Zoom. Retrieved from https://zoom.us/

Rubrics to evaluate the results of this engaged learning experience

Informational Writing Rubric

Focus and Development: The informational/expository writing tasks examines the writer’s ability to effectively
develop informational/expository pieces in which the writer introduces a topic, develops the topic with
facts, definitions, and details, and provides a concluding statement or detail.
Categories Beginning (1) Developing (2) Proficient (3) Distinguished (4)
Ideas Writes an informational/explanatory Writes an Writes an informational/ Writes an informational/
text in which they name the subject and informational/expository piece expository piece to examine a expository piece to examine a
use facts and definitions to develop to examine a topic and convey topic and convey ideas clearly to topic and convey ideas clearly to
points and teach readers about the ideas clearly to teach readers a lot teach readers different things teach readers different things
subject. about a subject. about a subject. about a subject in different ways.

Begins informational/explanatory
writing by naming the subject and
trying to interest the reader.
● question
● interesting fact
Provides a concluding statement or
section.
● restates subject
● adds own thoughts
Organization Focuses on one subject
Writes informational/explanatory text
across three or more pages with clear
parts that teach about the topic. Each
part teaches different information
about the topic.
Uses transition words to provide
additional information
For example:
● and
● also
Reflects planning For example:
● Oral rehearsal
● Sketch across pages
make chapters or headings that teach
different parts about the topic
Introduces a topic in a way that
gets readers ready to learn about
the subject by writing a:
● question
● interesting facts
● setting a scene
● and /or a real-life story
Provides a concluding statement
or section by:
● drawing conclusions
● asking questions
and /or a call to action - ways
readers might respond
Examines a topic and groups
related information together in
paragraphs and sections. Each
section is mostly about one thing or
one part of the subject.
Organizes page layout to include
illustrations when useful in
aiding comprehension.
Uses linking words and phrases:
● and, and
● another
● however, but
● In addition, such as
● before, after, then
Reflects planning For example:
● Table of Contents
Booklets - sketch, tell, write
Introduces a topic clearly in a way
that hooks the readers and tells
what sub-topics may be addressed
by:
● explaining why the
topic matters
● asking questions
● telling interesting facts
● setting a scene
● and/or telling a real-life
experience
Provides a concluding statement
or section related to the
information or explanation
presenter by:
● reminding readers of
the main message or
points
● drawing conclusions
● asking questions to
cause readers to reflect
on the topic
● a call to action
and/or a final insight
Examines a topic and groups
related information together in
paragraphs and sections. Each
section develops a sub-topic of the
main subject.
Organizes pages to aid
comprehension with:
● formatting (headings)
● illustrations
● and/or multimedia
Links ideas within categories of
information using words and
phrases:
● another
● for example
● also
● because
Reflects planning. For example:
● Table of Contents
Introduces a topic clearly to
provide a general observation
and focus by:
● hooking the reader
● introducing subtopics
and sequence of
subtopics
Provides a concluding statement
or section related to the
information or explanation by:
● restating the main
points
● and a final insight or
question for readers to
consider
Examines a topic and groups
related information logically by:
● creating a sequence of
separate sections
● using headings and
subheadings to
organize topics and
subtopics
Organizes pages and sections to
aid comprehension with:
● formatting (headings
and subheadings)
● illustrations and
graphics
● and/or multimedia
Links ideas within and across
categories of information using
words, phrases and clauses that
reflect the organizational structure

Jo Williamson, Ph.D., Kennesaw State University

 Lucie Nguyen - Engaged Learning Project Template Final
Elaboration Includes details that teach information
about each part of the topic by:
● including several details per
subtopic like size, shape,
and/or color words
● including facts, definitions,
details, steps, and tips
● making comparisons
● providing examples
and/or
● providing details in
illustrations like arrows that
show how something works or
captions to pictures
Style Works to help readers picture and learn
about the topic by choosing strong
words:
● specific nouns
● active verbs
● adjectives and adverbs
● words acquired through
conversations and reading,
that show expertise on the
subject
● include sensory language
Produces, expands, and rearranges
simple and compound sentences.
Conventions Writes legibly
Uses a variety of tools to produce and
publish writing.
● Glossaries, beginning
dictionaries/thesaurus
Develops the topic to convey
ideas and information clearly by
including:
● including facts, details,
definitions
● making comparisons
● providing examples
● drawings, captions,
and/or diagrams
Elaborate by explaining some of
the details and facts.
Makes word choices to convey
information clearly, develop tone
and for effect by:
● using expert words/
domain specific
words and definitions
● forming and using
comparative and
superlative adjectives
and adverbs
Makes word choices to explain
information and develop tone by
using phrases such as:
● This shows…
● This is important
because...
Varies sentence structure for style
and purpose by producing:
● simple, compound,
and complex
sentences.
● uses coordinating
and subordinating
conjunctions
Writes legibly in print and/or
cursive
Uses technology to produce and
publish writing, with
guidance/support including:
Jo Williamson, Ph.D., Kennesaw State University
Boxes and Bullets
Develops the topic to convey
ideas and information clearly by
including:
● different kinds of facts
and concrete details
(numbers, names,
examples)
● quotations
● other information or
examples related to
the topic
Use documents to clarify details
or support claims
Makes choices about text structure:
compare/contrast; cause/effect;
pro/con to help develop and clarify
information.
Includes illustrations and graphics
such as:
● diagrams
● charts
● headings
● bold words
side bars
Makes word choices to inform or
explain about a topic, develop
tone, and for effect by:
● using precise
language
● using domain specific
vocabulary
● forming and using
prepositional phrases
● using and repeating
key words
● and/or by using
comparisons or
figurative language
Makes word choices to develop a
teaching tone using phrases such
as:
● that means…
● let me explain…
● This is important
because...
Varies sentence structure for style
and purpose by :
● producing complex-
complex sentences
● choosing punctuation
for effect
Writes legibly in print and/or
cursive
Uses technology to produce and
publish writing, with
guidance/support including:
for the section. For example, when
comparing information:
● in contrast
● especially
● by comparison
Narrative or step by step sections:
● a little later
● three hours later
Opinion sections:
● the most important
reason…
consequently...
Develops the topic to convey
ideas and information clearly by
including:
● different kinds of facts
and concrete details
(examples, dates,
quotes)
● uses documents to
clarify details and/or
support claims
● other information or
examples related to
the topic
● distinguished between
when the writer was
explaining facts and
when the writer was
offering an opinion
Makes choices in each section
about text structure:
compare/contrast; cause/effect;
pro/con to help develop and clarify
information.
Includes a variety of illustrations
and graphics to support
comprehension.
Makes word choices to inform or
explain about a topic, develop
tone, and for effect by:
● using precise
language
● using domain specific
vocabulary and
explained it
● using exact phrases,
comparisons, or
images to explain
information or
concepts
Makes choices about how to
convey information in a way to
make sense to the readers by
blending storytelling, summary, or
other genres and text structures.
Expands, combines, and/or
reduces sentences for meaning,
reader interest, and style.
Writes legibly in print and/or
cursive
Uses technology to produce and
publish writing, with
guidance/support including:
 Lucie Nguyen - Engaged Learning Project Template Final
● Digital tools with guidance/support ● Spell check ● Spell check ● Spell check
Capitalize holidays, product names, ● Grammar check ● Grammar check
and geographic names. Demonstrates a command of
third grade-level appropriate Demonstrates a command of Demonstrates a command of
Demonstrates a command of second conventions of English grammar fourth grade-level appropriate fourth grade-level appropriate
grade-level appropriate conventions of and usage when writing: conventions of English grammar conventions of English grammar
English grammar and usage when ● grammar/usage and usage when writing: and usage when writing:
writing: ● capitalization ● grammar/usage ● grammar/usage
● grammar/usage ● punctuation ● capitalization ● capitalization
● capitalization ● spelling ● punctuation ● punctuation
● punctuation Errors have a minimal effect on ● spelling ● spelling
● spelling meaning.
Errors have an effect on meaning. Errors have no effect on meaning. There are no errors.

Podcasts/Video Rubric
Categories Beginning (1) Developing (2) Proficient (3)
Somewhat engaging and Describes the topic and Catchy and clever introduction.
provides a vague engages the audience as the Provides relevant information
Hook purpose. introduction proceeds. and establishes a clear purpose
engaging the audience
immediately.
Some information is Accurate information and Creativity and original content
inaccurate or long- concise concepts are enhance the purpose of the
Content winded. presented. Accurate podcast/video in an innovative
information is provided way.
concisely.
Podcast/video has Podcast/video has some Podcast/video has minimal
noticeable and distracting background noise or background noise or
background noise or interruptions that slightly interruptions.
Technical interruptions. disturb the audience.
Production Transitions are smooth and the
Transitions are somewhat Transitions are generally volume of the speaker and any
choppy, as is the volume smooth. The volume of the other effects enhance the project.
of the speaker and other speaker and other effects is
effects. somewhat inconsistent.
The graphics/artwork (if The graphics/artwork (if used) The graphics/artwork used (if
used) sometimes relates to the audio and any) creates an effective
Graphic and enhances the quality and reinforces content and presentation and enhance the
Music understanding of the demonstrates functionality. podcast/video. Music enhances
Enhancements presentation. Music Music provides supportive the mood, quality, and
provides somewhat background to the understanding of the
distracting background to podcast/video. presentation.
the podcast.
Delivery is very choppy, Delivery is somewhat Delivery is well rehearsed and
Delivery and the speaker is difficult rehearsed but still choppy. The smooth. The speaker speaks
to understand. speaker is sometimes unclear clearly and uses a pleasant
and muddled. expression.

Jo Williamson, Ph.D., Kennesaw State University