Warm Up
What's Your Role?
Think about your neighborhood, your school, or even your family. What are some things you do to help out or make things better?
Lesson Plan
Your Community, Your Impact?
Students will be able to define community responsibility, identify examples of responsible actions in their community, and understand the positive impact of their contributions.
Understanding community responsibility helps students recognize their importance in the world around them and empowers them to make a difference, fostering a sense of belonging and civic duty.
Audience
5th-6th Grade Students
Time
60 minutes
Approach
Through discussion, activities, and reflection, students will explore community responsibility.
Materials
Smartboard or Projector, Slide Deck: Your Community, Your Impact?, Script: Guide to Community Responsibility, Reading: Tales of Responsible Citizens, Discussion Guide: Our Community, Our Shared Future, Activity: Community Action Brainstorm, Game: Ripple Effect Challenge, Worksheet: My Community Footprint, Quiz: Community Responsibility Check, Test: Demonstrating Community Care, Answer Key: Community Solutions, Project Guide: My Community Project, Rubric: Community Project Assessment, and Cool Down: One Small Step
Prep
Review Materials
15 minutes
- Review the Lesson Plan, Slide Deck: Your Community, Your Impact?, and Script: Guide to Community Responsibility to familiarize yourself with the content and flow.
- Print copies of the Worksheet: My Community Footprint, Reading: Tales of Responsible Citizens, Quiz: Community Responsibility Check, Test: Demonstrating Community Care, Project Guide: My Community Project, and Rubric: Community Project Assessment.
- Prepare any necessary technology for presenting the slide deck.
Step 1
Warm-Up: What's Your Role?
5 minutes
Begin the lesson with the Warm Up: What's Your Role?. Ask students to reflect on how they help out in their immediate communities (family, school). Discuss a few responses as a whole class.
Step 2
Introduction to Community Responsibility
10 minutes
Use the first few slides of the Slide Deck: Your Community, Your Impact? and the Script: Guide to Community Responsibility to introduce the concept of community responsibility. Define key terms and explain why it's important. Show the Reading: Tales of Responsible Citizens as an example to discuss.
Step 3
Discussion: Our Community, Our Shared Future
10 minutes
Facilitate a class discussion using the Discussion Guide: Our Community, Our Shared Future. Encourage students to share their thoughts and connect the ideas to their own experiences.
Step 4
Activity: Community Action Brainstorm
15 minutes
Engage students in the Activity: Community Action Brainstorm. Students will work in small groups to brainstorm ways they can contribute to their community. Provide the Worksheet: My Community Footprint for individual reflection or group recording.
Step 5
Game: Ripple Effect Challenge
10 minutes
Play the Game: Ripple Effect Challenge to reinforce the idea that even small actions can have a big impact.
Step 6
Assessment & Project Introduction
5 minutes
Distribute the Quiz: Community Responsibility Check and Test: Demonstrating Community Care as a formative assessment. Introduce the long-term Project Guide: My Community Project and explain the Rubric: Community Project Assessment.
Step 7
Cool Down: One Small Step
5 minutes
Conclude the lesson with the Cool Down: One Small Step, asking students to reflect on one action they can take.
Slide Deck
Your Community, Your Impact?
Understanding Our Role in Making a Difference!
Welcome students and introduce the day's topic. Ask them to think about what 'community' means to them.
What is Community Responsibility?
- Community: A group of people living in the same place or having a particular characteristic in common.
- Responsibility: The state or fact of being accountable or to blame for something.
- Community Responsibility: Our duty to help make our shared spaces and the lives of those around us better.
Ask students what they think community responsibility is before revealing the definition. Encourage sharing examples.
Examples in Action
- Keeping public spaces clean (parks, sidewalks)
- Helping neighbors in need (elderly, sick)
- Participating in school clean-up days
- Being a good friend and classmate
- Respecting rules and laws
Discuss why these actions are important. Ask students for other examples they've seen or done.
Why Does It Matter?
- A Cleaner Place: A community where everyone helps keep it tidy.
- Safer Neighborhoods: When we look out for each other.
- Stronger Connections: Working together builds friendships and support.
- Happy People: Feeling good about where you live and what you contribute!
Lead into the discussion activity. Emphasize that everyone's actions matter.
The Ripple Effect
One small act of kindness or responsibility can inspire others and grow into something much bigger!
Explain the 'Ripple Effect' – how one small action can spread and create bigger changes.
Taking Action: Brainstorm!
What are some ways you can contribute to our school or local community?
Introduce the brainstorm activity. Explain that they will think of ways to take action.
You Make a Difference!
Every single one of you has the power to create a positive ripple effect in your community. Let's make it a great one!
Conclude with a summary of the main idea and transition to the cool-down. Reinforce that every student has the power to make a positive impact.
Script
Guide to Community Responsibility
## Warm-Up: What's Your Role? (5 minutes)
Teacher: "Good morning/afternoon, everyone! To get us started today, I want you to think about your community. That could be your family, your neighborhood, our school, or even your group of friends. What are some things you do to help out or make things better in those communities? Take a moment to jot down a few ideas on your warm-up sheet."
(Allow students 2-3 minutes to write.)
Teacher: "Who would like to share one way they contribute?"
(Call on a few students, affirming their responses.)
Teacher: "Great examples! It's clear many of you already think about how you impact the spaces and people around you. Today, we're going to dive deeper into something called community responsibility."
## Introduction to Community Responsibility (10 minutes)
Teacher: "(Transition to Slide 1 of the Slide Deck) Our lesson today is called 'Your Community, Your Impact?' – and by the end of our time together, I hope you'll feel empowered to answer that question with a resounding 'Yes!'"
Teacher: "(Transition to Slide 2) So, what exactly is 'community responsibility'? Let's break down the words. Who can tell me what a 'community' is?"
(Allow students to offer definitions.)
Teacher: "Excellent! A community is often a group of people living near each other, like our neighborhood, or people who share something in common, like our school community, or even our sports team. Now, what about 'responsibility'? What does it mean to be responsible?"
(Allow students to offer definitions.)
Teacher: "You got it! Being responsible means being accountable, doing what's expected of you, and sometimes, even more. So, putting it together, 'community responsibility' is our duty to help make our shared spaces and the lives of those around us better. It's about being an active and caring member of the group."
Teacher: "(Transition to Slide 3) Let's look at some examples. What are some responsible actions in a community? (Point to examples on slide) Keeping parks clean, helping a neighbor, participating in school events – these are all ways we show community responsibility. Can anyone think of other examples?"
(Encourage a few student responses.)
Teacher: "I've also provided a Reading: Tales of Responsible Citizens which gives some great examples of people making a difference. We'll be looking at this in more detail later, but keep it in mind as we continue our discussion."
## Discussion: Our Community, Our Shared Future (10 minutes)
Teacher: "(Transition to Slide 4) Now, let's talk about why this matters so much. Why is community responsibility important? Imagine a community where no one took responsibility. What would that look like?"
(Facilitate a short discussion using prompts from the Discussion Guide: Our Community, Our Shared Future.)
Teacher: "Great points! When we all take responsibility, our community becomes a cleaner, safer, stronger, and happier place to live. Everyone benefits!"
## Activity: Community Action Brainstorm (15 minutes)
Teacher: "(Transition to Slide 5) We've talked about what community responsibility is and why it's important. Now, let's think about how we can take action. I want you to work in small groups for a few minutes. Your task is to brainstorm specific ways you can contribute to our school community or your local neighborhood. Think big and small!"
(Divide students into small groups. Distribute the Worksheet: My Community Footprint for students to record their ideas. Circulate and provide guidance.)
Teacher: "Alright, let's bring it back together. Who has an awesome idea their group came up with?"
(Have a few groups share their ideas and briefly discuss.)
## Game: Ripple Effect Challenge (10 minutes)
Teacher: "(Transition to Slide 6) Wonderful ideas! To show how powerful your actions can be, we're going to play a quick game called 'Ripple Effect Challenge'. This game will help us see how one small act can create a big impact, just like a ripple in water."
(Explain the rules of the Game: Ripple Effect Challenge and facilitate the game.)
## Assessment & Project Introduction (5 minutes)
Teacher: "Excellent job everyone! Today, we've learned a lot about community responsibility. To check our understanding, I'm going to hand out a quick Quiz: Community Responsibility Check and a more comprehensive Test: Demonstrating Community Care. You can use your notes and the reading to help you. We also have an Answer Key: Community Solutions for you to review later on."
(Distribute quizzes and tests.)
Teacher: "Beyond these, we're going to start an exciting long-term project called Project Guide: My Community Project. This is your chance to put what we've learned into action! You'll plan and execute a small project to benefit a community you care about. We'll discuss the details of the project and the Rubric: Community Project Assessment for grading it in our next session."
## Cool Down: One Small Step (5 minutes)
Teacher: "(Transition to Slide 7) As we wrap up today, I want everyone to think about just one small step they can take this week to show community responsibility. It doesn't have to be big, just one thoughtful action. Write it down on your cool-down sheet."
(Distribute the Cool Down: One Small Step and allow students time to write.)
Teacher: "Thank you all for a thoughtful discussion today. I'm excited to see the positive ripples you'll create!"
Worksheet
My Community Footprint
Name: _________________________ Date: _______________
## Part 1: My Current Contributions
Think about the different communities you are a part of (family, school, neighborhood, sports team, etc.). List three ways you already contribute positively to any of these communities.
1.
2.
3.
## Part 2: Community Challenges
What are some challenges or problems you notice in your school or local neighborhood community? (e.g., litter, unkindness, lack of resources, unsafe areas)
1.
2.
3.
## Part 3: Ideas for Action
Based on the challenges you identified, brainstorm three new ways you could show community responsibility. These can be big or small actions!
1.
2.
3.
## Part 4: The Ripple Effect
Choose one of your ideas from Part 3. Describe how that one action could create a positive
Reading
Tales of Responsible Citizens
## The Park Protectors
In the heart of Willow Creek, there was a beautiful park with a playground, picnic tables, and tall, shady trees. Over time, some people started leaving trash behind. The swings creaked, the paint chipped, and fewer families came to visit. Ten-year-old Leo loved this park, but he was sad to see it looking so neglected.
One Saturday, Leo decided to do something. He grabbed a pair of gloves and a trash bag and headed to the park. He started picking up wrappers, bottles, and old newspapers. His friend Maya saw him and asked, "What are you doing?" Leo explained, "This is our park, Maya. It makes me sad to see it messy. If we all take care of it, more people will enjoy it."
Inspired, Maya joined him. Soon, other kids and even some adults who were passing by noticed their efforts. They asked how they could help. By the end of the day, the park looked much better. The next week, Leo and Maya started a "Park Pride" club. They organized regular clean-up days, painted the swings, and even planted some flowers. Because Leo and Maya took responsibility, their community park became a vibrant, clean place for everyone once again.
## The Helping Hands of Elm Street
Mrs. Gable was the oldest resident on Elm Street. She lived alone and sometimes struggled with tasks around her house, especially in winter when the snow piled high. One snowy morning, her neighbor, a teenager named Sarah, noticed Mrs. Gable trying to shovel her driveway.
Sarah knew how hard that must be. Without being asked, she put on her coat, grabbed her shovel, and walked over to Mrs. Gable's house. "Good morning, Mrs. Gable! Let me help you with that," Sarah offered with a warm smile. Mrs. Gable was so grateful. "Oh, Sarah, you're an angel! Thank you so much."
From then on, Sarah made sure Mrs. Gable's driveway was shoveled after every snowfall. She also started helping with other small things, like bringing in groceries or checking her mail when Mrs. Gable was away. Sarah didn't ask for anything in return; she just knew it was the right thing to do to help a member of her community. Other neighbors saw Sarah's kindness and started offering help to Mrs. Gable and other elderly residents too. Sarah's simple act of responsibility created a chain of helpfulness throughout Elm Street.
Discussion
Our Community, Our Shared Future - Discussion Guide
## Introduction: (2 minutes)
Teacher: "We just talked about what community responsibility means and saw some examples. Now, let's have a discussion about why it's so important and how it affects us every day."
## Discussion Questions: (8 minutes)
1. Connecting to Your Life: "Think about the different communities you are a part of – your family, our school, your neighborhood. What are some of the good things that happen in these communities when people act responsibly?"
* Possible student answers: People help each other, places are clean, everyone feels safe, we learn new things, we have fun together.
* Follow-up: "Can you think of a specific time someone's responsible action positively affected you or someone you know?"
2. The Opposite Side: "What would our school or neighborhood be like if no one took responsibility? What if people littered, didn't follow rules, or ignored others who needed help?"
* Possible student answers: Messy, unsafe, sad, nobody would trust each other, things would break down.
* Follow-up: "How would that make you feel to live or learn in a community like that?"
3. Small Actions, Big Impact: "We talked about the idea of a 'ripple effect' – how one small action can lead to bigger changes. Can you give an example of a small act of community responsibility that you think could create a big ripple?"
* Possible student answers: Picking up one piece of trash, saying thank you to a crossing guard, sharing a toy, helping a classmate with homework.
* Follow-up: "Who might be affected by that small action, and how?"
4. Who is Responsible?: "Is it only adults who have community responsibility? Or do kids like you also play a role? Explain your thinking."
* Possible student answers: Everyone, because everyone uses the community; kids can do small things that add up; it's important to learn early.
* Follow-up: "What specific responsibilities do you think students have in our school community?"
## Wrap-Up: (Optional)
Teacher: "Thank you for sharing your thoughtful ideas! It's clear that every one of us, no matter our age, plays a crucial role in making our communities great. Let's remember these ideas as we move into our next activity."
Activity
Community Action Brainstorm
## Objective:
To brainstorm practical and creative ways to contribute to the school or local community.
## Materials:
- Worksheet: My Community Footprint (one per student or group)
- Chart paper or whiteboard (for whole-class sharing)
- Markers
## Instructions:
1. Form Small Groups (2 minutes): Divide the class into small groups of 3-4 students. Explain that they will be working together to come up with ideas.
2. Introduce the Challenge (2 minutes): "Your mission, should you choose to accept it, is to brainstorm as many ways as possible that you, as students, can contribute positively to our school community OR your local neighborhood. Think about things you can actually do!"
* Clarify: "These don't have to be huge, difficult tasks. Small acts of kindness, helping keep spaces clean, showing respect – every little bit counts!"
3. Brainstorming Time (8 minutes):
* Instruct groups to use the "Part 3: Ideas for Action" section of their Worksheet: My Community Footprint or a separate piece of paper to list their ideas. Encourage them to be creative and think outside the box.
* Teacher Role: Circulate among the groups, listening to their ideas, offering gentle prompts, and ensuring everyone is participating.
* Prompt Examples: "What if our school library needed help?" "How could you make a new student feel welcome?" "What's something you see in our neighborhood that could be improved?"
4. Group Sharing (8 minutes): Bring the class back together. Ask each group to share 1-2 of their best ideas with the whole class.
* Record these ideas on chart paper or a whiteboard under categories like "School Actions" and "Neighborhood Actions."
* Encourage positive feedback and brief discussion after each shared idea.
5. Reflect Individually (5 minutes): "Now that we've heard so many amazing ideas, take a moment to look at your own worksheet or notes. In 'Part 4: The Ripple Effect' of your Worksheet: My Community Footprint, choose ONE idea that you personally feel you could commit to this week or month. Describe how that one action could create a positive ripple effect."
## Differentiation:
* Support: Provide sentence starters for students who struggle with generating ideas (e.g., "I could help by...", "A small way to make a difference is..."). Pair struggling learners with stronger partners.
* Challenge: Encourage advanced learners to develop a mini-plan for one of their ideas, outlining steps, materials needed, and potential challenges.
Game
Ripple Effect Challenge
## Objective:
To visually and interactively demonstrate how small acts of community responsibility can create a larger positive impact, or a "ripple effect."
## Materials:
* Small slips of paper or sticky notes (5-10 per student)
* Pens or pencils
* A large piece of chart paper or whiteboard labeled "Our Community Ripple"
* Tape or sticky tack
## Instructions:
1. Introduce the Concept (2 minutes): "Earlier, we talked about the 'ripple effect' – how one small action can spread and cause bigger changes, just like a pebble dropped in water. This game will help us see that in action!"
2. Think of an Action (3 minutes): "On your first slip of paper, I want you to write down ONE small, specific act of community responsibility you could do. It can be something from our brainstorm, or a new idea. Make it something you genuinely think you could do."
* Examples: "Smile at five people today." "Pick up one piece of litter." "Offer to help a classmate." "Thank a school staff member."
* Teacher: Circulate to ensure ideas are positive and actionable.
3. Start the Ripple (5 minutes):
* "Now, I want everyone to silently and without talking, stick their 'small action' paper somewhere on the 'Our Community Ripple' chart paper or whiteboard."
* Once students have placed their action, tell them: "Now, look at the board. Notice all the small actions. If you see an action that inspires you, or gives you an idea for another small positive action you could take, write that new, inspired action on a fresh slip of paper."
* Teacher: Give an example: "If someone wrote 'Recycle my lunch carton,' maybe that inspires you to write, 'Remind a friend to recycle their carton.'"
4. Expand the Ripple (5 minutes): "Take your 'inspired action' paper and stick it near the original action that inspired you, or just somewhere else on the ripple chart. Keep doing this! Look for new ideas, and if something sparks another idea, write it down and add it to the ripple. We want to see how many positive ripples we can create!"
* Teacher: Continue to circulate, encouraging students to connect their new ideas to existing ones if possible, but the main goal is just to add to the visual.
5. Observe and Discuss the Ripple (5 minutes):
* Once most students have added a few slips, bring their attention back to the whole class.
* "Wow! Look at our 'Community Ripple' now! What do you notice?"
* Guide the discussion with questions:
* "Did one small action lead to many other ideas?"
* "Does it feel like these actions are connected?"
* "How does seeing all these ideas together make you feel about our community?"
* "Do you think real-life acts of responsibility work the same way?"
* Emphasize: Even though these are just ideas on paper, it shows how easily one positive act can encourage many more, creating a much larger positive impact than just the original action alone.
## Differentiation:
* Support: Provide a list of suggested actions if students are struggling to come up with initial ideas. Allow students to draw a picture instead of writing if preferred.
* Challenge: Ask students to categorize the types of ripples they see (e.g., environmental, social, kindness-based).
Quiz
Community Responsibility Check
Test
Demonstrating Community Care
Answer Key
Community Solutions Answer Key
## For Quiz: Community Responsibility Check
1. Which of the following best describes 'community responsibility'?
* Correct Answer: C. Helping to make your shared spaces and the lives of those around you better.
* Thought Process: Community responsibility is about active participation and positive contribution to the collective well-being, not just personal affairs or ignoring issues.
2. What is an example of community responsibility?
* Correct Answer: C. Volunteering to help clean up a local park.
* Thought Process: This option directly involves taking action to improve a shared community space, which aligns with the definition of community responsibility. The other options describe irresponsible or neutral actions.
3. Explain in your own words what the 'ripple effect' means in the context of community responsibility.
* Correct Answer: The 'ripple effect' means that one small positive action can spread and inspire other people to take positive actions, leading to a much larger positive change in the community.
* Thought Process: The key elements are the initial small action, its spreading influence, and the eventual larger positive impact. Analogies to a pebble in water are helpful here.
4. How important do you think it is for everyone in a community to take responsibility?
* Correct Answer: Extremely important
* Thought Process: While importance can be subjective, the lesson emphasizes that collective responsibility leads to a healthier, safer, and happier community for everyone. Therefore, a high level of importance is expected.
## For Test: Demonstrating Community Care
1. Define community responsibility and provide two examples of how a student can demonstrate it in their school.
* Correct Answer: Community responsibility is the duty or obligation we have to contribute positively to the well-being of our shared spaces and the people within them. Two examples of how a student can demonstrate it in school are: 1) Picking up trash in the hallways or playground, even if it's not theirs. 2) Helping a new student find their way around or making them feel welcome.
* Thought Process: The definition should capture the essence of collective contribution. Examples should be concrete and relevant to a student's daily school life, showing proactive care for the shared environment and peers.
2. Which scenario best illustrates a lack of community responsibility?
* Correct Answer: B. Ignoring a broken swing at the local park because it's not your job to fix it.
* Thought Process: This option shows a direct disregard for a shared community resource and a passive attitude towards its upkeep, which is the opposite of community responsibility. The other options describe responsible actions.
3. Describe the potential impact of a single act of kindness, like helping an elderly neighbor with groceries, on the wider community. Use the concept of the 'ripple effect' in your answer.
* Correct Answer: When someone helps an elderly neighbor with groceries, it's a positive 'ripple' that starts with that one act. The neighbor feels cared for, which can make them happier and more connected. Others who see this act might be inspired to help their neighbors or volunteer. This kindness can spread, making the whole community feel more supportive, friendly, and willing to assist each other.
* Thought Process: The answer should connect the initial act to a chain of positive outcomes that affect more than just the immediate individuals involved, explaining how the 'ripple' expands to the wider community.
**4. On a scale of 1 to 5, with 5 being 'strongly agree' and 1 being 'strongly disagree,' how much do you agree with the statement: 'Even small actions by individuals can make a big difference in a community'?
Project Guide
My Community Project: Making a Difference!
## Project Goal:
To plan and carry out a small project that demonstrates community responsibility and creates a positive impact in your school or local neighborhood.
## What is Community Responsibility?
Remember, community responsibility is about understanding your role in making our shared spaces and the lives of those around us better. This project is your chance to put that understanding into action!
## Project Steps:
### Step 1: Identify a Need (Week 1)
* Think about our school, your neighborhood, or a community group you belong to. What is a problem or an area that could be improved? (e.g., litter, lack of kindness, need for decorations, helping a specific group of people).
* Brainstorm: List at least 3 potential needs or areas for improvement.
* Choose One: Select one specific need that you are passionate about addressing. Make sure it's something you can realistically impact with a small project.
### Step 2: Plan Your Project (Week 1-2)
* Project Name: Give your project a creative and descriptive name.
* Objective: What do you hope to achieve with your project? (e.g., "To make the school playground cleaner," "To spread kindness among classmates," "To collect books for younger students.")
* Actions: List the specific steps you will take to complete your project. Be detailed! (e.g., "Get a trash bag," "Ask friends to help," "Make 'Kindness Notes'").
* Materials: What supplies will you need? (e.g., gloves, paper, markers, old books).
* Timeline: When will you do each step? (e.g., "Monday: Gather materials," "Tuesday: Implement project").
* Support: Do you need help from others (friends, family, teacher)? If so, how will you ask for it?
### Step 3: Implement Your Project (Week 2-3)
* Carry out your project according to your plan.
* Document Your Work: Take photos (if allowed and appropriate) or draw pictures of you working on your project. Keep notes about what you did, who helped, and any challenges you faced.
### Step 4: Reflect and Share (Week 4)
* Project Report: Write a short report (1-2 paragraphs) or prepare a short oral presentation about your project. Include:
* What you did.
* What impact you think your project had.
* What you learned about community responsibility.
* Any challenges you faced and how you overcame them.
* Share with Class: Be prepared to share your project and reflections with your classmates.
## Important Notes:
* Safety First: Always ask an adult for permission and help if your project involves going off school grounds, using tools, or interacting with strangers.
* Be Realistic: Choose a project that is manageable for you to complete in a few weeks.
* Every Little Bit Helps: Remember the ripple effect! Even small projects can make a big difference.
## Submission:
Your submission will include:
1. Your completed Project Plan (Steps 1 & 2)
2. Documentation of your work (photos/drawings/notes from Step 3)
3. Your Project Report/Presentation Outline (Step 4)
Good luck, and have fun making a positive impact!
Rubric
Community Project Assessment Rubric
Student Name: _________________________ Date: _______________
Project Name: __________________________________________________
| Criteria | 4 - Exceeds Expectations | 3 - Meets Expectations | 2 - Developing | 1 - Needs Improvement | Score |
| :-------------------- | :------------------------------------------------------------------------------------- | :------------------------------------------------------------------------------------- | :------------------------------------------------------------------------------------------- | :------------------------------------------------------------------------------------- | :---- |
| 1. Identifying a Need | Clearly identified a significant, relevant community need with thoughtful justification. | Identified a clear, relevant community need. | Identified a community need, but it was somewhat broad or less relevant. | Did not clearly identify a community need. | |
| 2. Project Planning | Developed a detailed, realistic, and creative plan with clear objectives, actions, materials, and timeline. | Developed a clear and realistic plan with objectives, actions, materials, and a timeline. | Plan was somewhat unclear or lacked detail in one or more areas (objectives, actions, materials, timeline). | Plan was incomplete or unrealistic. | |
| 3. Project Implementation | Successfully carried out the project with strong effort and adherence to the plan. Documented work thoroughly. | Carried out the project with good effort and followed the plan. Documented work adequately. | Attempted to carry out the project, but faced significant challenges or deviated from the plan. Documentation was minimal. | Little to no evidence of project implementation or documentation. | |
| 4. Reflection & Impact | Articulately reflected on the project's impact, personal learning, challenges, and how it demonstrates community responsibility. | Reflected on the project's impact and personal learning, connecting to community responsibility. | Reflection was brief or did not fully connect to the concept of community responsibility. | Little to no reflection on the project or its connection to community responsibility. | |
| 5. Presentation/Report | Presented/reported project clearly, engagingly, and with all required components. | Presented/reported project clearly with all required components. | Presentation/report was somewhat unclear or missing a few components. | Presentation/report was unclear or missing many components. | |
| Total Score | | | | | |
Teacher Feedback:
Cool Down
One Small Step
Name: _________________________ Date: _______________
Thinking about everything we discussed today about community responsibility, what is ONE small, specific action you can take this week to make a positive difference in your family, school, or neighborhood community?
My one small step is:
Why do you think this small step matters?