Name: ________________________________________ Date:

_________________________

Blue Dot or Ecological Footprint RAP

Performance Task (10% of Final Grade)
Due Date: Friday, December 23, 2016
Choose your RAP = a combination of one item from each of
the three columns
1 role, 1 agenda and 1 product
Role

Agenda

Product

The Lorax

Issues with air, the Blue Dot Project and

the
right to clean air

YouTube video

Wall-E

Issues with water, the Blue Dot Project

and the right to clean water

Slide show

Environmenta
list (David Suzuki

Issues with food, the Blue Dot Project

and the right to healthy food

PowToon animation

Reducing your Ecological Footprint and

practicing Sustainability and
Stewardship

Childrens book

or)

Lou The
Frog

Your product should include a minimum of all the following

items:
Blue Dot and Right to.
Reducing Your Ecological
Appropriate Title.
Footprint
Your Full Name.
Minimum of 300 words (written or oral).
Outline the issues associated with your
topic (air, or water or food), answering
questions such as:

What is it?
How is it created in the environment?
How does it impact human health and/or
environmental health?

Outline the
includes:

Blue

Dot

Project

Appropriate Title.
Your Full Name.
Minimum of 300 words (written or oral).
Outline the topics of Sustainability and
Stewardship by answering question such
as:

that

Its purpose and supporting fact.

Explains a municipal declaration and
which towns and cities are presently
included
Why do we need for the right to clean air,
clean water and healthy food to be
included in the Canadian Constitution?

What is Sustainability and Stewardship?

How you can become a Steward of the
Earth and how you can practice
Sustainability?
Why is practicing sustainability and
stewardship important?

Outline the topic Ecological Footprint that

includes:

Meaning of Ecological Footprint.

Your personal EF and how is it calculated.
Describes how you can reduce your

Why the right to (your topic) is

important to you as a citizen of Canada?

Concluding Statement that summarizes

your big idea and major viewpoint.
A variety of illustrations, visuals, images,
colours, sounds, and/or props to support
the information.

personal EF at home and at school and in

the community.
Explains a minimum of FOUR MAJOR
AREAS (water, waste, food, energy,
transportation, etc.) of how your footprint
can be reduced, with details.

Concluding statement that summarizes

your big idea and major viewpoint.
A variety of illustrations, visuals,
images, colours, sounds, and/or props to
support the information.

Name: _______________________________ Date: Friday December

23rd, 2016

Blue Dot or Ecological Footprint RAP

Performance Task Evaluation
Academic CGC1D (10% of Final Grade)

Knowledge and Understanding

Product demonstrates poor/limited/some/considerable/thorough/exceptional degree of
understanding of geographic concepts and factual knowledge relating to the topic (air,
water, food) and the Blue Dot Project OR relating to ecological footprint, sustainability
and stewardship.
1
2
3
4
5
6
7
8
9
10
Application
Product demonstrates poor/limited/some/considerable/thorough/exceptional degree of
application of geographic understanding of the issues associated with the topic (airwater-food and the Blue Dot Project OR ideas, concepts, solutions and strategies
associated reducing your ecological footprint, and practicing sustainability and
stewardship.
1
2
3
4
5
6
7
8
9
10
Thinking
Product demonstrates poor/limited/some/considerable/thorough/exceptional degree of
inquiry-research, personal reflection and critical thinking relating to the topic of the

right and the Blue Dot Project OR personal initiative of reducing

footprint and practice sustainability and stewardship.
Character (Lorax, Environmentalist, Wall-E, Lou The Frog) included
poor/limited/some/considerable/thorough/exceptional degree of logic and
1
2
3
4
5
6
7
8
9

your ecological
and used with
creativity.
10

Communication
Content demonstrates poor/limited/some/considerable/thorough/exceptional level of
effective communication skills presented in a way that is appropriate to the audience
and age/grade level; shows poor/limited/some/considerable/thorough/exceptional degree
of correct, accurate and effective use of punctuation, spelling, sentence/point-form
structure, and/or role playing, and/or visual communication and/or other forms of
communication.
No/limited/some/considerable/thorough/exceptional
variety
of
supporting
and
appropriate visuals, and/or props, and/or characters and/or other communication devices
that demonstrate poor/limited/some/considerable/thorough/exceptional level of effective
communication skills presented in a way that is appropriate to the topic.
1
2
3
4
5
6
7
8
9
10

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_____%