AP® Environmental Science
Access to Clean Water
Teaching Module
The College Board
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The College Board strongly encourages educators to make equitable access a guiding principle for their AP® programs by giving all willing
and academically prepared students the opportunity to participate in AP®. We encourage the elimination of barriers that restrict access to AP®
for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every effort
to ensure their AP® classes reflect the diversity of their student population. The College Board also believes that all students should have
access to academically challenging course work before they enroll in AP® classes, which can prepare them for AP® success. It is only through a
commitment to equitable preparation and access that true equity and excellence can be achieved.
WE
WE is a movement that empowers people to change the world through a charitable foundation and a social enterprise. Our service learning
program, WE Schools, supports teachers’ efforts to help students become compassionate leaders and active citizens, empowering them to take
action on the issues that matter most to them. Currently partnered with more than 10,000 participating schools and backed by a movement of
2.3 million youth, we are engaging a new generation of service leaders and providing resources for a growing network of educators.
Our free and comprehensive library of lesson plans is designed to be adapted to meet the needs of any partner school, regardless of students’
grades, socioeconomic backgrounds, or learning challenges. Skills development through the program also increases academic engagement and
improves college and workplace readiness. Third-party impact studies show that alumni of the program are more likely to vote, volunteer, and be
socially engaged. Learn more at WE.org.
Copyright © 2016.
The College Board.
These materials are samples from a College Board pilot
program, in partnership with WE, to assist you in your
decision to participate. Use or distribution of these draft
materials online or in print beyond use in your classroom is
prohibited.
Effective Spring 2016.
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AP® Environmental Science
Access to Clean Water
IN PARTNERSHIP WITH
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CLASSROOM IS PROHIBITED.
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Table of
Contents
USING THIS MODULE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teaching Module: Access to Clean Water . . . . . . . . . . . . . . . . . . . . . . . . . 8
PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
•Getting to Know the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
•Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
•Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
•Implementation Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
•Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
•Connections to AP® Environmental Science Focus Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
•WE Service Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
•Suggested Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
•Icon Legend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
TEACH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
• Part 1: Investigate and Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
• Part 2: Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
• Part 3: Take Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
• Part 4: Report and Celebrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
ASSESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
•Scoring Student Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
•Summary of Student Recognition Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
•AP® with WE Service: Recognition Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
STUDENT WORKBOOK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
FORMATIVE ASSESSMENT RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
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Using This Module
AP® with WE Service provides a collection of resources to support your planning and implementation of the program.
This teaching module, Access to Clean Water, is one of two sample lesson guides for AP® Environmental Science. As you
read through this module, refer to the AP® with WE Service Program Guide for additional activities that will support your
students’ learning throughout the program.
Program Guide
The AP® with WE Service Program Guide contains a robust collection of service
oriented activities and resources that support the WE Learning Framework.
Use these case studies, news articles, and student activities to supplement
and strengthen your students’ understanding and application of core service
learning skills.
WE Resources
WE offers a library of resources to support you in delivering content on social
topics and issues, as well as the tools and the inspiration for your students to
take social action, empower others and transform lives—including their own.
An AP® with WE Service Coordinator will support you in planning your instruction
with access to the resources that are the right fit for you. Digital Social Issues
Sessions will connect your students with a motivational speaker or facilitator
to deliver an online workshop on global and local issues and topics. Speakers
and facilitators can also be booked for school-wide speeches and smaller group
or class workshops on site. Full-day Youth Summits provide immersive issues
education and action planning opportunities for students. Throughout the module,
you will also see tables of optional activities and resources you can pull into your
instruction.
Digital Platform
Report your students’ performance through the AP® with WE digital platform.
Step-by-step directions for using the digital platform are available on the
program website: https://digitalportfolio.collegeboard.org.
How-To Videos
Also available on the program website are how-to videos that explain what AP®
with WE Service is all about, as well as the steps you need to take to get it going
in your class.
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PLAN
Module Sections
The Plan section contains information to help you decide how
and when you will fit this module into your AP® curriculum.
TEACH: PART 1
PART 1: Investigate and Learn defines and explores the
module topic at local and global levels, and within the context
of your AP® course curriculum. This will be the majority of
your required in-class instruction hours and it is where your
students will start to make connections between your AP®
course content and the module topic.
TEACH: PART 2
PART 2: Action Plan guides students as they form teams
and begin developing their plan for achieving one local and
one global action.
PART 3: Take Action is where students put their plans into
TEACH: PART 3
action. As they work, they should keep track of what they
do and collect artifacts that capture their efforts. During
this part, you may need to guide students as they encounter
obstacles or help them maintain their motivation.
TEACH: PART 4
PART 4: Report and Celebrate describes how students can
showcase their projects and share their accomplishments.
Presentations and celebrations may be in your class or in the
community.
The Assess section contains the Recognition Rubric — a
comprehensive list of requirements that each individual
ASSESS
student must meet to be eligible to receive the AP® with WE
Service recognition. Though students will do much of the
work with a team, each student will be assessed individually.
A student’s AP® with WE Service assessment is not related to
the student’s AP® exam score.
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Teaching Module:
Access to Clean Water
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“Water is critical for sustainable development, including environmental integrity
and the eradication of poverty and hunger, and is indispensable for human
health and well-being.”
– Preamble to UN Resolution on the International Decade for Action, “Water for Life”, 2005-2015
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GETTING TO KNOW THE TOPIC
ACCESS TO CLEAN WATER
In 2010, the UN declared access to clean water to
be a universal human right. There are more than 780
million people who live without access to clean water.
And without access to sanitation facilities, diseases like
cholera, typhoid, and dysentery spread quickly.
Many students—most often girls—miss school due to
illness, or because they spend their days hauling water
from distant sources rather than attending class. When
drought strikes, farms fail and entire villages can go
hungry. In times like these, access to clean water can
mean the difference between life and death.
MORE THAN
780
the world
Fast facts
Only 0.007% of water on the planet is available
for drinking.
Agriculture accounts for 70% of all water
usage worldwide.
1.8 billion people will be living in regions of
absolute water scarcity by 2025.
Take your research to
the next level!
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Check out more info, resources, and stats
on global access to clean water at
WE.org/ap/global-clean-water.
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PLAN
Water scarcity and water sustainability issues affect millions of Americans. There is a water crisis in the U.S. southwest,
where water regulators have mandated conservation and enforced restrictions on how individuals, farms, and businesses
can use water due to a persisting, record-breaking drought.
Low rainfalls mean that above-ground lakes are falling to low levels and even drying up. One resource that is affected is
the Colorado River Basin, which is essential to the daily lives of people in urban and rural areas, as well as for agriculture
and economies in seven states: Arizona, California, Colorado, New Mexico, Nevada, Utah, and Wyoming. With the continuing
drought, these states are in danger of exhausting their groundwater reserves which, once depleted, cannot be replenished.
This “will lead to further declines in Colorado River steam flows [which], combined with declining snowpack and population
growth, will likely threaten the long-term ability to supply water to the seven states.”
Fast facts
The Colorado River Basin lost 65 cubic kilometers—
or 17.3 trillion gallons—of water in 2004-2013.
This river supplies water to 40 million people and
irrigates 4 million acres of farmland in 7 U.S. states.
In California, farms account for 80% of water use
(cities are 20%.)
Take your research to the next level!
Check out more info, resources, and stats on water issues in
the U.S. at WE.org/ap/local-clean-water.
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TAKING ACTION
GLOBAL AND LOCAL SERVICE PROJECTS
Why Water?
Access to clean water has an impact on every aspect of
Reliable water sources keep farms and gardens
growth of developing communities.
flourishing. Without water, communities cannot
Water access helps children get an education. Without
irrigate crops or take care of livestock. When drought
a source nearby, many families pull their children—
usually girls—out of school to help fetch water from
comes, famine often follows.
Clean water powers small businesses. Without
miles away.
the stability of good health from uncontaminated
Clean water keeps communities healthy. Surface
water, owners are regularly sick or incapacitated and
water contains contaminants that can poison or sicken
businesses fail.
people, and dehydration can further compromise the
Every development pillar of WE Villages ties back to water.
immune system.
But how can we make sure that communities are gaining
reliable access to the clean water they need?
Free The Children’s WE Villages Model
Every community needs access to health care to thrive. In fact, Health is one the five pillars of development that WE uses to
help partner communities around the world lift themselves out of poverty: Education, Water, Health, Food and Opportunity.
We call this five-pillar model WE Villages, and we work through our international charity Free The Children to partner with
developing communities and collaborate on projects and programs that equip families with the tools they need to break the
cycle of poverty. Health resources are a vital factor in this process.
WATER
Providing communities with access to clean
water means girls get to dream big too
and soak up the benefits of education.
Families can keep themselves healthy
and run successful and sustainable
farms and businesses!
OPPORTUNITY
With workshops on goat rearing and small
business entrepreneurship, families have
what they need to be self-sustaining.
Parents can also discover new
financial planning skills and
invest in their children’s
futures.
EDUCATION
When children are equipped with
the tools they need to succeed in
school, they can focus on building
a better future for their families
and communities.
HEALTH
When children are healthy,
they are less likely to miss school
or drop out after prolonged
absence. And when parents are
free of illness, family businesses
are more likely to thrive.
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FOOD
If female farmers had the same resources as
male farmers, 150 million more people would be
fed. That’s also why we help both men and women
grow nutritious food to fuel their children’s studies
and their family’s dreams.
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PLAN
Global and Local Service Projects
As students develop their service projects with one local and one global action in their plan, they will look to
local and global organizations and initiatives for their research and even as potential beneficiaries for their
service actions. When selecting an organization—whether local or global—it is important for students to
consider its credibility. Students may choose to partner with:
Charitable or non-profit organizations
State, national, or governmental departments or organizations (which may not be a traditional charity)
Social enterprises
A combination of the above
Taking Action Globally
When students develop service projects to support access to clean water, they are not just quenching someone’s
thirst. They are helping to provide wells and clean water systems—the infrastructure that makes long-term
change possible so no one in the community ever goes thirsty again. And with a proper clean water system, the
community makes gains in every other area of development.
There are a number of ways that students can take action in their own school and community to improve access
to clean water in developing communities around the world. Some ideas include:
Volunteer at an organization that works with global issues—many organizations offer ways to get involved
on their websites and in their offices
Collect supplies (in consultation with the organization) or raise funds for an organization that will share the
outcomes of the donations
Create a letter writing campaign to the United Nations, government bodies, and other leaders to ask for
added resources on the issue
Another option is to support and fundraise for Free The Children’s WE Villages program. Students can support
this program by visiting http://www.weday.com/we-schools/campaigns/ to get ideas and resources for taking
action on global water issues.
Taking Action Locally
Within their local or national community, students can :
Work with a local organization addressing the topic
Collect goods and items that support the needs of organizations and their local beneficiaries (e.g. nonperishable items for food banks, warm clothes and personal hygiene products for the local homeless
shelter, etc.)
Create and deliver an educational workshop to raise awareness about the topic and its local impact with a
strong call to action that leads to enacting change
With both their global and local actions, encourage students to be creative with the ideas they develop through
their action plans.
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13
PLANNING YOUR INSTRUCTION
ACCESS TO CLEAN WATER
Purpose
Students will define the criteria for “clean” water and “reasonable access” as they pertain to this basic human need and right.
Students will assess their own access to clean water (as well as conservation efforts) through a series of calculations and
estimations. Students will connect the AP® Environmental Science course content and terminology associated with water
purification, conservation, and sustainability measures through a review of global and local issues associated with access
to clean water and organizational strategies to achieve such efforts. Students (in groups) will develop and implement their
own solutions to these global and local issues of access to clean water after analyzing and evaluating several case studies of
organizational efforts to increase access to clean water.
Overview
As presented in the Introduction, this teaching module contains four parts:
Part 1: Investigate and Learn: Address ways that humans alter natural ecological systems, as well as the cultural
and social contexts of environmental problems. These lessons also relate to a variety of service learning concepts, such
as the necessity of research in understanding a topic and its effects, and the ways that a topic is connected on local and
global levels.
Part 2: Action Plan: Guide students as they form teams, develop their action plans, and reflect on their ideas.
Part 3: Take Action: Provide students with suggestions for how to navigate obstacles, overcome conflicts, record
actions, and reflect on their work.
Part 4: Report and Celebrate: Support students as they create portfolios, celebrate their actions, and complete a final
reflection on their experiences.
Throughout Parts 1-4, activities that are required for the Recognition Rubric are labeled with an icon (see Icon
Legend on page 19). Optional activities that will help students design and complete their service projects, but are not
required by the program, are listed in tables throughout each part. These optional activities are available in the AP® with
WE Service Program Guide or on the WE website, as indicated in the tables.
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PLAN
Implementation Options
Prior to beginning this module, students should have the following knowledge and skills:
Students should know:
The chemistry of water (properties, characteristics, intermolecular forces of the water molecule)
Types of water and percentages of each on Earth
Sources of, and uses for, fresh water for consumptive and non-consumptive activities
The criteria for safe drinking water
Students should be able to:
Interpret surface and groundwater diagrams labeled with appropriate associated terminology
Interpret hydrologic (water) cycle diagrams with associated terms and processes such as evaporation, precipitation,
run-off, and connections to surface/ground water
Identify human impacts affecting the water cycle such as change to the surface of the Earth, climate change,
atmospheric pollution, withdrawing water supplies (surface and groundwater)
Identify and connect water pollution sources, types, and criteria to case studies and provide observations/data
Describe water purification and treatment processes and associated terminology
Identify and describe measurements of water quality (e.g., turbidity, hardness, TDS, BOD)
Describe steps for
• Sewage management and treatment
• Storm water management
• Flooding and floodplain management
Describe chronologically the efforts/initiatives to
• Obtain more water (damming, desalination)
• Conserve water
• Develop and implement Water Stewardship initiatives (public policies such as the Clean Water Act)
The parts within the module may be implemented at a variety of different times based on the preferences and needs of
schools, teachers, and administrators. Here are several examples of when Parts 1–4 may be implemented in a school year:
PART 1
Introduce the topic
early, then complete
the service project
throughout the
school year.
Beginning of the
school year
Incorporate the entire
program throughout
the school year.
Investigate the topic
prior to the AP®
Exam and complete
the service learning
project after the exam.
PART 2
PART 3
PART 4
Throughout the school year
Throughout the school year
Throughout the
school year
After the AP® Exam
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15
Goals
Based on the AP® Environmental Science Course Description, here are the particular learning concepts addressed in this
module:
ENDURING UNDERSTANDING
LEARNING OBJECTIVES
ESSENTIAL KNOWLEDGE
Enduring understandings are the long-term
generalizations that specify what students will
come to understand and take away about the key
concepts in the course.
The learning objectives articulate what students
need to be able to do.
Essential knowledge includes the facts and basic
concepts that a student should know and be
able to recall in order to perform the learning
objective.
Students
will understand that…
Students
will be skilled at…
Students
will know…
AP® ENVIRONMENTAL SCIENCE
CONCEPTS:
AP® ENVIRONMENTAL SCIENCE
CONCEPTS:
AP® ENVIRONMENTAL SCIENCE
CONCEPTS:
• Humans alter natural systems through
• Explaining the impacts of human activities
• Humans have had an impact on the
their land, air, and water use practices.
• Human activities can result in pollution
of the environment, which has ecological,
economic, and human health consequences.
• Humans can mitigate their impact on the
on water resources
• Describing the distribution of water
consumption by principal users
• Identifying causes for the shortage in
surface freshwater
environment for millions of years.
• Technology and population growth have
enabled humans to increase both the
rate and scale of their impact on the
environment.
environment, and these mitigation can have
• Identify the source of human health issues
• Water use varies significantly by sector,
short and long term ecological, economic,
• Communicate accurately and meaningfully
with agricultural users typically using
political, and social implications.
about observations and conclusions
far more than domestic users, and
commercial/industrial users being
somewhere in between.
• A suitable combination of conservation and
development is required.
• Management of common resources is essential.
• Human survival depends on developing
practices that will achieve sustainable systems.
Connections to AP® Environmental Science Focus Areas
Some content from the AP® Environmental Science Course Description is identified as more challenging for
students based on AP® Chief Reader commentary from previous AP® Environmental Science Exams. This content is
referred to as a focus area. Activities that address the following focus areas are highlighted throughout the module.
Perform dimensional analysis (including all units in the setup) without a calculator:
• Converting within the metric system and, in particular, converting 2- and 3-dimensional values (areas and volumes)
• Working with scientific notation and exponents
• Showing all work, including “mental math” (since some students doing mental math make simple errors)
Use discipline-specific language and case study examples in answers to questions:
• Avoiding the use of terms such as “habitat” and “pollution” without clear examples
• Providing specific information in student answers
»» Generalities like “air pollution” or “pollution” do not demonstrate the level of understanding expected of a student
who has completed a college-level course in environmental science.
»» Words such as “pollution,” “biodiversity,” and “habitat” are insufficient and need further qualification. Clear
language using vocabulary that does not simply repeat the question is required to earn credit.
Describe a step or action that a city, nation or government can take to affect change (not steps or actions that
an individual can take):
• Describing a policy, regulation or law that could be implemented and enforced to effect the required change.
16
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WE Service Concepts
PLAN
WE Service empowers young people to become active local, national, and global citizens. Through service-based learning
and engagement, students discover the issues they care about and how to take meaningful action to make a difference.
WE Service programs focus on learning goals for students to develop the skills to succeed:
Academically
In the workplace
As active citizens
By integrating WE Service skills development, learning goals and outcomes in AP® courses, students consider their classroom work and how it applies to real world topics, while working closely with their peers to address relevant needs in the
local, national, and global community to create positive outcomes for society.
Based on the WE Learning Framework, here are the particular WE Service concepts addressed in this module.
STUDENTS WILL UNDERSTAND THAT...
• Social issues are complex, and
therefore, research is essential to
understanding them
• Often times local and global issues can
be interconnected
• Understanding the role of cultural,
STUDENTS WILL BE SKILLED AT...
• Working collaboratively in teams
to addressing social issues and
community partners (where
topics, and provides knowledge
applicable)
toward creating working
• Researching an identified social
issue on local and global levels
• Creating an action plan
the development of solutions
• Successfully implementing an action
provides opportunities for public action
• Serving the greater community can be
meaningful for the individual and the
community
• Creating social change happens through
volunteers, and as citizens to
about a social issue
have a positive impact on their
• Presenting actions and results to
context of that issue
local and global community
wider audiences
• Thinking entrepreneurially
a social issue impact the larger global
play as students, employees,
community partners, school, etc.)
• Applying critical thinking
• Individual behavior and decisions toward
issue
• They have an important role to
• Educating others (classmates,
action plans
personal and group resilience
solutions
• There are organizations working
for social change on the social
plan
a set of skills, including creating
• Carrying out an action plan requires
• AP® course content is relevant
• Working collaboratively with
social, and economic factors is vital to
• People have a civic identity which
STUDENTS WILL KNOW THAT...
• Demonstrating leadership
• Reflecting on learning about the
social issue
• Reflecting on working to create
social change
See full WE Learning Framework and details at http://www.weday.com/we-schools/learning-framework/.
Enhance Your Instruction With WE Resources
Connect with an AP® with WE Service Coordinator, schedule a Digital Social Issue Session, book a motivational speaker,
sign your students up for a Youth Summit and apply for WE Day tickets to celebrate young people changing the world.
Throughout the module, you will also see tables of optional activities and resources you can pull into your instruction.
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17
Suggested Pacing
Plan on allowing the following amount of class time for each part of the module.
CLASS TIME (APPROXIMATELY 10 HOURS)
IN ADDITION TO CLASS TIME (APPROXIMATELY 6 HOURS)
Part 1: 6 hours
Part 1: 2 hours
Part 2: 2 hours
Part 2: 1 hour
Part 3: 1 hour
Part 3: 1 hour (not including action)
Part 4: 1 hour (not including celebration)
Part 4: 2 hours (not including celebration)
The chart below represents a suggested order and time frame to follow when implementing the lessons in Part 1: Investigate
and Learn.
ACTIVITY
SUGGESTED IN-CLASS TIME
Lesson 1: Local and Global Access to Clean Water
Activity: Focusing on Access to Clean Water
45 minutes
Activity: Defining Reasonable Access to Clean Water
45 minutes
Lesson 2: Causes and Effects Associated with Access to Clean Water
Activity: Identifying Causes and Effects
45 minutes
Activity: Making Connections with Students’ Lives
45 minutes
Activity: Calculating Threats to Access to Clean Water
Homework
Activity: Assessing One’s Relationship to the Topic of Access to Clean Water
45 minutes
Lesson 3: Future Concerns and Solutions
18
Activity: Developing Solutions
45 minutes
Activity: Reflecting on Investigate and Learn
25 minutes
Activity: Summarizing the Investigation
45 minutes
Activity: Working Independently
20 minutes
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Icon Legend
PLAN
As described in the AP® with WE Service Program Guide, the WE Learning Framework identifies the most relevant
core skills students will develop as they progress through this module.
ARGUMENT
FORMATION
INFORMATION
LITERACY
LEADERSHIP
SKILLS
ORGANIZATION
REFLECTION
CRITICAL
THINKING
RESEARCH AND
WRITING
ACTION
PLANNING
Throughout each part of this module, look for these additional icons to identify the following opportunities
and notes:
Suggestions for ways to implement or modify the activities with students.
TEACHER TIP
Opportunities for students to practice content and skills that are pivotal for improving student performance in
the AP® course and on the AP® Exam (see page 16 for a description of the AP® Environmental Science Focus
FOCUS AREA
ALERT
Areas addressed in this module).
Recommendations for ways to formatively assess student progress and mastery of the content and skills
CHECK FOR
UNDERSTANDING
practiced in the activities.
Pay particular attention to activities labeled with the red checkmark icon:
Identifies activities that are required in the Recognition Rubric (see pages 90-93 for the AP® with WE Service
RECOGNITION
RUBRIC
Recognition Rubric).
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19
20
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PART 1:
INVESTIGATE
AND LEARN
WE Service Framework
INVESTIGATE
AND LEARN
ACTION PLAN
TAKE ACTION
REPORT AND
CELEBRATE
RECORD AND REFLECT
Part 1: Investigate and Learn is divided into the following lessons:
Lesson 1: Local and Global Access to Clean Water
Lesson 2: Causes and Effects Associated with Access to Clean Water
Lesson 3: Future Concerns and Solutions
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21
Overview for Part 1: Investigate and Learn
Students will strengthen their understanding of the AP® Environmental Science course content pertaining to the social
issue of access to clean water. They will make connections on the need for access to clean water to global and local issues.
Key Takeaways
Humans alter natural systems through their land, air, and water use practices.
Human activities can result in pollution of the environment, which has ecological, economic, and human
health consequences.
Humans can mitigate their impact on the environment, and this mitigation can have short and long term
ecological, economic, political, and social implications.
This Section Contains:
Lessons and activities that deepen student understanding of the topic through their AP® course content
Templates that all students should complete to help them successfully meet the recognition criteria
What Criteria Will Be Assessed in This Section?
As described in the Recognition Rubric (see p. 89-92), students must complete the following group and individual activities
in order to be eligible for AP® with WE Service Recognition.
Recognition Rubric Criteria
Investigate and Learn
Working in a group, executes an investigation that DOES all of the following:
Analyzes a topic at local and global levels
Evaluates existing programs working to take action on the topic and identifies areas of unmet need
(needs assessment)
Lists sources and resources identified by the student related to learning about the topic
Identifies contribution of each student
Summarizes learning from investigation to peers, using at least three detailed examples
AND
Individually, DOES all of the following:
Explains connections between the topic and AP® course content
Participates in group investigation
22
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Lesson 1: Local and Global Access to Clean Water
Students will begin to define reasonable access to clean water and recognize ways that access to clean water affects local
and global communities.
Activity: Focusing on Access to Clean Water
TEACH: PART 1
Guiding Question: Is access to clean water a basic human right?
Real World Application: Have students read the following news article describing how the Detroit City Council shut
off water to thousands of residents for homework. As the article describes, many groups, including the United Nations,
attested that this action was a violation of human rights.
“The U.N. says water is a fundamental human right in Detroit”:
http://www.detroitnews.com/story/news/local/detroit-city/2016/03/31/detroit-water-shutoffs/82497496/
Lead a discussion with students the next day about the issues raised in the article:
What is a human right?
Is access to water a human right?
Why have outside groups such as the United Nations become involved in the situation in Detroit?
What role does/should the government play at the local, state and national levels?
This could also lead to a discussion about why individuals and organizations act to help others:
What is service?
Why do individuals, groups and organizations perform service?
What is advocacy?
Why do individuals, groups and organizations perform advocacy?
Teacher Tip
The Detroit article is just one real-world example of an issue relating to access to clean water. You should
feel free to use a different example that is closer to your students’ everyday life, preferably an example that
includes service and advocacy. Other examples include:
“Access to water is everybody’s problem”: http://www.weday.com/we-schools/columns/global-voices/
access-water-everybodys-problem/
“Water, water everywhere – Phnom Penh a clean water success story”: http://www.weday.com/we-schools/
columns/global-voices/water-water-everywhere-phnom-penh-a-clean-water-success-story/
“Planning and vision can nourish hunger and quench thirst”: https://www.youtube.com/watch?v=EjiljbNlHBQ
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23
Activity: Defining Reasonable Access to Clean Water
Ask students in small groups to define the words: reasonable, access, and clean water. Students should then create
a graphic organizer that maps definitions of these words, noting the similarities and differences between the definitions.
After students share their graphic organizers, show the “Degrassi in India” video (http://www.metowe.com/
volunteer-travel/trip-videos/) and have groups discuss if their definition of access applies in this situation. Give
groups the opportunity to revise their definitions of reasonable, access, and clean water, if necessary.
Once students have revised their definitions, engage in a whole class discussion on what “reasonable access to
clean water” means. After the discussion, allow groups to revise their definitions of reasonable, access, and clean water, if
necessary.
Focus Area Alert
Emphasize the importance of using the terms “water stress”, “water scarcity”, and “acute water scarcity”
to provide context and clarity for the phrase “reasonable access to clean water.” The emphasized terms
will help students understand the difference between a personal perspective of water scarcity and the
global perspective pertaining to the issue of access to clean water.
For additional resources on the topic of reasonable access to clean water, view the following:
The following is a resource to the basic definitions of the terms: www.un.org/waterforlifedecade/scarcity.shtml
For a more critical discussion of water scarcity: www.globalwaterforum.org/2012/05/07/understanding-water-scarcitydefinitions-and-measurements/
For more information on the definition of access to clean water, see page 67 in the UN document “Charting the Progress
of Populations”: www.un.org/esa/population/pubsarchive/chart/12.pdf
For an overview of issues related to clean water access: WE.org/ap/global-clean-water
Check for Understanding
Lead a discussion in which students describe their reactions about inequalities of water access existing around the
world. Check that students are accurately using the vocabulary from this activity, such as reasonable, access, clean
water, water stress, and water scarcity.
24
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Lesson 2: Causes and Effects Associated with Access to
Clean Water
Now that students have explored definitions of access to water, they will consider what prevents communities from having
reasonable access, as well as what problems occur when communities do not have reasonable access to clean water.
Activity: Identifying Causes and Effects Related to Access to Clean Water
TEACH: PART 1
Students can use various visual diagrams to explore the causes and effects of a lack of reasonable access to clean
water. To illustrate the connection of the AP® Environmental Science course and associated discipline-specific terminology
to the issue of reasonable access to safe water in the United States, guide students with questions like “What terms,
processes or diagrams did we study that can be linked to our issue of reasonable access to clean water?”
Have students look at the problem tree graphic organizer (see Appendix p. 100). Display a larger version of this
graphic organizer, perhaps projected on to a screen, and explain the three sections.
Problem: The issue that is being studied. In this case, reasonable access to clean water.
Causes: Issues, situations or phenomena that have led to the problem. In this case, you might prompt exploration of
causes by asking, “What are some of the factors hindering reasonable access to clean water?” Encourage students to
think about the “causes of causes.” For example, if students suggest a cause is people putting garbage in waterways, ask
students to then think further about what causes people to put garbage in waterways. Then, repeat this exercise and
think further about the causes of the next levels of causes.
Effects: Results created by the problem. As with causes, encourage students to explore multi-layered effects, or
“effects of effects.” For example, if students suggest an effect is people catching diseases from drinking contaminated
water, ask them to identify the results of that effect, one of which could be students missing school due to illness. Next,
they should ask what the effects are of students missing school. The more students drill, the more they will deepen
their critical thinking and analysis. Refer to the p. 12 We Village graphic for ideas.
Demonstrate how to fill out the problem tree and at least two levels for each root cause and visual effect in the
graphic organizer. Then, have students work with a partner to fill out the graphic organizer.
Teacher Tip
n
It is often easier for students to begin by exploring the effects first and then to consider the causes.
Focus Area Alert
Encourage students to think back on AP® Environmental Science course content and use discipline-specific
terminology when filling out their graphic organizer.
Check for Understanding
For homework, have students write a reflection in which they respond to the following questions:
What are some of the causes of lack of clean water access? In what ways does inequality play a role?
When people do not have reasonable access to clean water, what are the consequences for them, their
families and their communities?
Adapted from Problem Tree: Investigating Causes and Effects: Copyright © 2016 WE. All rights reserved.
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25
PROBLEM TREE
NAME:
TEAM MEMBERS:
In your problem tree graphic organizer, start by writing the problem at the center of the tree, and then look at the causes
and effects of an issue. Keep digging to go deeper on the issue to find its supporting and root causes.
LEAVES/BRANCHES: Effects
These are the results created by the
problem. At first, this part of the issue
appears easy to tackle, but when leaves
and branches are trimmed, they grow
back quickly. Consider the multilayered effects, or “effects of effects,”
that can arise when a problem goes
unaddressed. Always ask: “Then what
happens?”
TRUNK: Problem
This is the key issue that is being
studied. Because it is not as apparent
as the leaves, the core problem itself
sometimes takes a little longer to
identify.
ROOTS: Causes
These are the situations or factors
that have led to the problem. When
exploring the root causes of a problem,
ask yourself “Why does this problem
exist?” Dig deeper to consider the
“causes of causes”—the multiple layers
of factors that contribute to a problem.
26
Problem Tree Worksheet: Copyright © 2016 WE. All rights reserved.
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Activity: Making Connections with Students’ Lives
To connect the issue of access to safe drinking water to students’ lives, ask them to consider a typical day in their
life and list the tasks that require access to clean water. Students will individually complete the Tracking Your Water
Usage Table, which asks them to list daily tasks requiring access to clean water. See p. 101 of the Appendix for a blank
TEACH: PART 1
student copy.
For each task listed, students then answer the following questions:
How do you access this water (e.g., pipe, stream, hose)?
From where does your source draw the water (e.g., well, stream, lake, etc.) and how far is this source?
What could threaten your access to this water?
What problem or health threat could arise if you no longer had access to water for this task?
What could threaten cleanliness of this water? (Be specific.)
What problem or health threat could arise if you had access but the water was no longer “clean”?
Next, students work in groups of 4-5 and compare their task lists. Then, have groups report to the class the tasks that
were common among them. As each group does this, create a “common” table for the entire class on the board. Direct
students to review their individual problem tree from the previous activity and add work with their group to any additional
connections made between their own water usage and the issue of access to safe drinking water/clean water.
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27
TRACKING YOUR
WATER USAGE
NAME:
TEAM MEMBERS:
AMOUNT OF WATER USED
L= LITRES C= CUPS
(#L X 4 = # OF CUPS)
ACTIVITY
Drinking water
0.25 L
1C
Washing hands
7.5 L/min
30 C
15 L/min
60 C/min
Newer shower 9.5 L/min
head
38 C/min
Taking a
shower
Older shower
head
LENGTH OF
TIME
(MINUTES)
2 L/person
8 C/person
Brushing teeth
4 L/min
16 C/min
Older model
11 L
44 C
Newer model
5.5 L
22 C
Older faucet
15 L/min
60 C/min
Newer faucet
7.5 L/min
30 C/min
Running the dishwasher
75 L/load
300 C/load
N/A
Doing a load of laundry
95 L/load
380 C/load
N/A
Watering the lawn or garden
7.5 L/min
30 C/min
Washing Car
At home
378 L
1512 C
At car wash
170 L
680 C
Washing
dishes by
hand
28
TOTAL
AMOUNT OF
WATER USED
N/A
Taking a bath
Flushing
toilet
NUMBER OF
TIMES PER DAY
N/A
N/A
N/A
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Activity: Calculating Threats to Access to Clean Water
For homework, have students perform the Water Loss Drop by Drop activity (see link below) to strengthen student
skills with dimensional analysis and to identify additional threats to reasonable access to clean water.
TEACH: PART 1
Once students complete the activity, they return to their problem trees and add additional terms/human impacts that
connect to the issue of access to clean water.
If you do not have your own version of this activity, you can use the one at the following link:
https://d3jc3ahdjad7x7.cloudfront.net/nmkqkwjWwPhueKFC2hQZBsVg6A6n2xhfElqQCOOg9F2d1Pfh.docx
Focus Area Alert
As students have problems performing dimensional analysis without a calculator, you may need to model
each part of the activity. In addition, students should be able to use the dimensional analysis skills
practiced in this activity on the free response question at the end of Part I of this module.
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29
Activity: Assessing One’s Relationship to the Topic of Access to Clean Water
To connect their own use of water to that of others globally, direct students to use the following website to
calculate their water footprint and compare it to the national and global water footprint:
http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/
Lead a brief discussion on the difference in the students’ water footprint compared with the national and global
footprint. Help students connect their own water consumption and waste to sustainability and access on a global scale.
Discuss with students the extent to which they have reasonable access to clean water as compared to other nations around
the globe, using the following
online resources:
National Water Footprints: www.waterfootprint.org/?page=cal/waterfootprintcalculator_national
Water Footprints of Nations: www.waterfootprint.org/?page=files/WaterFootprintsNations
Share with students key statistics to explore water needs and water use:
Humans require 1-2 liters of water daily to maintain bodily functions.
We require 50 liters per day for basic household functions: drinking, food preparation, cooking, dish washing, and bathing.
In industrialized countries, average water use per capita is 200-400 liters.
Source: Nadakavukaren, Anne. 2011. Our Global Environment: A Health Perspective (7th Edition).
Direct students to review their individual problem tree and add any additional connections made between their own
water usage and the issue of access to safe drinking water/clean water.
Optional Experiential Activity: One way to help students understand the toll that lack of access to clean water has is to
engage in simulation activities that help them understand the issue. These can include:
Water Walk: At a distance of about a mile, set up pails of water that students will need to walk to and then walk back
with the water in hand. This is the experience of many girls and women in the developing world who have to walk far
distances just to collect enough water for family to use in one day. Have students consider: How long does it take to
walk there and back? Imagine having to do this more than once a day because there is only so much you can carry the
first time. What else could you be doing with your time?
Water Scarcity: As a class, decide on a set amount of water that each person will use over the course of a 24-hour
period. Have them journal about their experience and whether or not they are successful with sticking to the set amount.
As food for thought: In some developing communities, the average person consumes as little as 20 liters of water in a
day—for cooking, bathing, brushing their teeth, washing clothes, washing dishes and, of course, drinking.
Optional Community Connection: Engage students in a community mapping walk (http://cdn.weday.com/files/2015/09/
Community-Mapping.pdf)to help students identify problems with reasonable access to clean water on a local level. Model
for the students how to engage in the components of the community mapping walk.
30
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Lesson 3: Future Concerns and Solutions
This lesson has students move beyond the causes that inhibit access to clean water to research solutions that can reduce
the effects on local and global communities.
Activity: Developing Solutions
TEACH: PART 1
Show the short film Project 22 (https://www.youtube.com/watch?v=B0ky-VMi9fI) to get students to think about
developing solutions to address the issue of reasonable access to clean water.
Ask students to engage in an Internet search to begin developing an understanding of specific issues related to
access to clean water. This is best done by having students search for organizations that are working to combat this
issue. These organizations may be governmental or non-governmental, and you may wish to guide students to search for
organizations that are not-for-profit. Students should use the Needs Assessment Worksheet to carry out an analysis (see
Appendix p. 102).
You may also wish to have students use the solutions graphic organizer to keep track of current solutions that are in use to
combat the issue of access to clean water. Model how to go from the center of the proposed solution graphic organizer to
the more specific details of the key elements to the possible outcomes of the solution (see Appendix p. 103).
Encourage students to revisit and work in parallel with their Problem Tree cause and effect graphic organizer,
which can help to ensure that their solutions are addressing actual problems. Students should develop four
solutions and their accompanying key elements and possible outcomes. They should keep track of any sources they
used to fill out the graphic organizer.
Check for Understanding
As students work, check to be sure that they are accurately analyzing each organization and determining ongoing
needs to address the issue.
Independent Practice
For homework, students should write a 1-2 page report that describes their needs assessment findings on one organization.
The report should include the following:
A description of the social issue at local and global levels
An evaluation of two existing programs that are working to solve the social issue
Identification of opportunities to address the social issue in a new way
Citation of resources
Review the reports to ensure that students have:
Correctly described local and global implications of the social issue
Understood how the existing programs are addressing the social issue
Identified a new or innovative way to address the social issue
Included their resources
Adapted from Solution Tree: Identifying Solutions and Outcomes: Copyright © 2016 WE. All rights reserved.
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31
NEEDS ASSESSMENT
NAME:
TEAM MEMBERS:
The following series of questions helps you to analyze and identify ongoing areas of need within organizations addressing
your issue.
1. Identify 3-5 organizations working
on issues related to clean water.
Keep in mind that organizations
addressing the issue may have a
mandate that is focused entirely
on clean water—such as Charity
Water—or could be focused on
clean water within the framework
of a holistic development model—
such as Free The Children. Be
sure to assess both types of
organizations in your analysis.
2. What does each organization do
well in response to issues related
to clean water?
3. What could each organization do
better in its response?
4. What areas of need related
to access to clean water have
you learned about that each
organization is NOT addressing?
5. Considering all 3-5 organizations,
what are the ongoing needs
that are not being adequately
addressed?
6. Considering all 3-5 organizations,
what are the ongoing needs that
are being addressed successfully,
and to which you can add further
efforts to support the issue of clean
water access?
Needs Assessment Worksheet: Copyright © 2016 WE. All rights reserved.
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SOLUTION TREE
NAME:
TEAM MEMBERS:
In your solution tree graphic organizer, start by rewriting the problem from your problem tree, and reframing it as a goal at the
center of the tree. Then consider the different solutions (the roots) and possible outcomes of the solutions (the branches).
TEACH: PART 1
LEAVES/BRANCHES: Outcomes
These are the results created by
the solution. Results may appear as
straightforward as having achieved
goals, but when you consider the ripple
effects and outcomes of sustainable
results, the impact is far-reaching and
long-lasting. Always ask: “Then what
happens?”
TRUNK: Problem
TRUNK: Goal
ROOTS: Solutions
These are the actions needed to solve
the problem and achieve the goal
stated at the center of the solution tree.
When exploring solutions, ask yourself
“How will this solve the problem?” Dig
deeper to think holistically, so that you
are looking beyond the short-term and
addressing not only the symptoms of
the problem but the root causes as
well.
Solution Tree Worksheet: Copyright © 2016 WE. All rights reserved.
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33
Activity: Reflecting on Investigate and Learn
Provide opportunities for students to think about and record their individual and collective learning as they
progress through the activities. Students should answer the following reflection question to prepare for Part 2:
Action Plan: How can what you are learning in your AP® Environmental Science class support solutions that
improve access to clean water?
As they write, the following questions can help students shape their reflections:
What are the social impacts of lack of access to clean water?
As you investigated existing programs addressing water access, what did you feel these programs do well, and what did
you feel they could do better?
Who should be responsible for improving water access, locally and globally? What role do you think you could play in
addressing water access, locally and globally?
Based on what you learned about your local and global issue and the actions others are already taking, what are five
areas of need that you could address?
What attracts you to these areas?
What are some actions that you could take to address this issue?
What excites you about these actions and the impact you can have?
How can what you are learning in your AP® Environmental Science class support solutions that improve access to
clean water?
34
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REFLECT: INVESTIGATE
AND LEARN
NAME:
TEAM MEMBERS:
Now that you have investigated problems and potential solutions associated with access to clean water, think back over
what you have learned: How can what you are learning in your AP® Environmental Science class support solutions
that improve access to clean water?
TEACH: PART 1
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
What
excites you
about these actions
and the impact you
can have?
What
are some
actions that you
could take to address
this issue?
What
are the social
impacts of lack of
access to clean
water?
As you
investigated existing
programs addressing water
access, what did you feel
these programs do well, and
what did you feel they
could do better?
Who should
be responsible for
improving water access,
locally and globally? What
role do you think you could
play in addressing water
access, locally and
globally?
What
attracts
you to these
areas?
Based on what
you learned about your
water access issue and the
actions others are already
taking, what are five areas
of need that you could
address?
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35
Activity: Summarizing the Investigation
As part of their service project, students should summarize their learning to educate their classmates on the issue
they have identified and investigated related to the topic of access to clean water. Select an appropriate format for
students to complete their summary. For example, students may make class presentations, design posters to hang in the
classroom, write blog posts to share with the class, etc. Summaries may be supported by multimedia or print materials
that synthesize and analyze the topic and issue on local and global levels.
When summarizing their investigation, students should keep in mind the following:
What are the key takeaways from your investigation of the issue of access to clean water?
How are the problems you investigated similar at local and global levels? How are they different?
How are the solutions you investigated similar at local and global levels? How are they different?
Why may your investigation be important to other AP® Environmental Science students?
Alternative approach:
Students are invited to hold an educational event or campaign to raise awareness about the social issue they have studied,
which hopefully will have the power to compel their class (or community) to action. Students should consider what format
they would like to use, based on their action. It may be a public speech at their school or in their community, a newspaper
article, a website, a social media campaign, a short story, an artistic display, etc.
36
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SUMMARIZING YOUR
INVESTIGATION
NAME:
TEAM MEMBERS:
Summarize what you have learned from your investigation. Your work may be supported by multimedia or print materials
that synthesize and analyze the topic and issue on local and global levels.
TEACH: PART 1
When summarizing your investigation, keep the following in mind:
What are the key takeaways from your investigation of the issue of access to clean water?
How are the problems you investigated similar at local and global levels? How are they different?
How are the solutions you investigated similar at local and global levels? How are they different?
Why may your investigation be important to other AP® Environmental Science students?
Alternative Approach:
Consider holding an educational event or campaign to raise awareness about the social issue you have studied. Develop your
event or campaign with the intent to compel your class (or community) to action. Based on your action, think about what
format you would like to use. It may be a public speech at your school or in the community, a newspaper article, a website, a
social media campaign, a short story, an artistic display, or another creative approach that you and your team come up with.
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37
Activity: Working Independently
Now have students independently complete Free Response Question #2 from the 2007 AP® Environmental Science
exam, which addresses the content in this module. The question, shown below, is available as a student handout in
the appendix of this module (see Appendix p. 106). Use the scoring guidelines found on pages 39 and 40 to assess student
performance and provide feedback on any misconceptions or missed understandings.
Independent Practice
Check individual student understanding of the content and skills from the lesson.
2007 AP® ENVIRONMENTAL SCIENCE FREE-RESPONSE QUESTION
The Cobb family of Fremont is looking at ways to decrease their home water and energy usage. Their
current electric hot-water heater raises the water temperature to 140°F, which requires 0.20 kWh/gallon at
a cost of $0.10/kWh. Each person in the family of four showers once a day for an average of 10 minutes per
shower. The shower has a flow rate of 5.0 gallons per minute.
a. Calculate the following. Be sure to show all your work and include units with your answers.
I. The total amount of water that the family uses per year for taking showers.
II. The annual cost of the electricity for the family showers, assuming that 2.5 gallons per minute of the
water used is from the hot-water heater.
b. The family is considering replacing their current hot-water heater with a new energy-efficient hot-water
heater that costs $1,000 and uses half the energy that their current hot-water heater uses. How many
days would it take for the new hot-water heater to recover the $1,000 initial cost?
c. Describe TWO practical measures that the family could take that would reduce their overall water use at
home.
d. Describe TWO conservation measures (other than reducing hot water use) that the family could take to
reduce the total amount of energy that they use at home.
© 2007 The College Board. All rights reserved.
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AP® ENVIRONMENTAL SCIENCE
2007 SCORING GUIDELINES
SCORING GUIDELINES
The Cobb family of Fremont is looking at ways to decrease their home water and energy usage. Their current electric hot-water
heater raises the water temperature to 140°F, which requires 0.20 kWh/gallon at a cost of $0.10/kWh. Each person in the family
of four showers once a day for an average of 10 minutes per shower. The shower has a flow rate of 5.0 gallons per minute.
TEACH: PART 1
(a) Calculate the following. Be sure to show all your work and include units with your answers.
(i) The total amount of water that the family uses per year for taking showers (2 points—1 point for correct
set-up and 1 point for correct answer with units)
10 minutes/day x 5 gallons/minute x 365 days/year x 4 (people) = 73,000 gallons/year
(73,000 gallons also acceptable due to usage defined as per year)
(ii) The annual cost of the electricity for the family showers, assuming that 2.5 gallons per minute of the
water used is from the hot-water heater (2 points—1 point for correct setup and 1 point for correct
answer with units)
73,000 gallons/year ÷ 2 = 36,500 gallons of hot water per year
36,500 gallons/year x 0.20 kWh/gallon x $0.10/kWh = $730/year
($730 also acceptable due to cost defined as per annum)
(b) The family is considering replacing their current hot-water heater with a new energy efficient hot-water
heater that costs $1,000 and uses half the energy that their current hot-water heater uses. How many
days would it take for the new hot-water heater to recover the $1,000 initial cost? (2 points—1 point for
correct set-up and 1 point for correct answer with units)
Old bill for electricity = $730/year = $2/day New bill for electricity = $730 ÷ 2 = $365/year
$365/yr ÷ 365 day/year = $1/day = new cost per day
Old cost = $2/day, new cost = $1/day
Savings old – new = $1/day
Days to pay off initial cost = cost ÷ $saved/day = $1,000 ÷ $1/day = 1,000 days
(1,000 also acceptable due to days stated in the question)
With the old heater they were spending $2/day for hot water for showers; with the new heater they would
spend $1/day for hot water for showers. Therefore, the savings is $1/day, and they would recover the $1,000
cost of the new hot-water heater in 1,000 days.
Savings calculation alone:
0.2kWh/gallon ÷ 2 = 0.10kWh/gallon saved
0.10kWh/gallon x 2.5 gallons/minute x 10 minutes/person x 4 people x $0.10/kWh = $1/day
$1,000 ÷ $1/day = 1,000 days
($730/yr ÷ 365day/year = $2/day)
Another way of looking at it:
The new hot-water heater would mean a savings of $365 per year. $1,000 ÷ $365/year = 2.74 years
2.74 years x 365 days/year ≈ 1,000 days (1,000 also acceptable due to days given in problem)
Visit www. apcentral.collegeboard.com (for AP® professionals) and
www.collegeboard.com/apstudents (for students and parents)
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39
AP® ENVIRONMENTAL SCIENCE
2007 SCORING GUIDELINES
QUESTION 2 (CONTINUED)
(c) Describe TWO practical measures that the family could take that would reduce their overall water use at
home. (2 points total—1 point for each measure)
Valid answers to this question include:
Reduce the length of daily showers
Shower less frequently
Install low-flow shower heads and/or toilets
Make sure all water leaks are fixed
Don’t let water run while brushing teeth
Run the dishwasher or washing machine only when fully loaded
Use a water-efficient appliance
Hand washing dishes uses less water then running a dishwasher
Use of paper plates and plastic silverware; not using the dishwasher
Use plants outside that require little watering/only water on alternate days/use drip irrigation systems/moisture sensing sprinklers
Sweeping driveway/sidewalks versus washing with water
Don’t let water run while washing the car
Wash the car less frequently
Use a car wash
Reuse of water—gray water, bucket in shower to later water plants, rain barrel, etc.
The new hot-water heater would mean a savings of $365 per year. $1,000 ÷ $365/year = 2.74 years
2.74 years x 365 days/year ≈ 1,000 days (1,000 also acceptable due to days given in problem)
(d) Describe TWO conservation measures (other than reducing hot water use) that the family could take to
reduce the total amount of energy that they use at home. (2 points—1 point for each measure)
Valid answers to this question include:
40
Turn off electric appliances when no one is in the room
Turn off lights in daylight hours
Replace incandescent light bulbs with fluorescents
Increase insulation
Set thermostat to higher temperatures in the summer and lower temperatures in the winter
Use an automatic thermostat that lowers/raises temperatures when no one is in the house
Replace appliances with energy-efficient appliances
Caulk and/or weather-strip exterior doors and windows
Replace single-pane windows with double-pane or other more energy-efficient windows
Open windows/run fans rather than running air-conditioning
Use sweaters/blankets rather than running heater
Reduce usage by not using appliances—hand wash vs. dishwasher
Unplug appliances when not in use.
Line dry clothing instead of using dryer
Lower thermostat of water heater
Add insulation blanket to the hot-water heater
Purchase more energy-efficient water heater
Use of passive solar with description
Visit www. apcentral.collegeboard.com (for AP® professionals) and
www.collegeboard.com/apstudents (for students and parents)
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TEACH: PART 1
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PART 2:
ACTION
PLAN
WE Service Framework
INVESTIGATE
AND LEARN
ACTION PLAN
TAKE ACTION
REPORT AND
CELEBRATE
RECORD AND REFLECT
The Action Plan section is divided into four parts:
Connect Learning
Form Teams
Develop Action Plan
• Goal Setting
• Measuring Success
• Identifying Resources and Creating a Network
• Developing a Timeline
Reflect
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43
Overview for Part 2: Action Plan
Students apply the knowledge they acquired through the Investigate and Learn lessons to develop a plan through which
they will address one local and one global service action.
Key Takeaways
Completing a service action requires a set of skills, including working as a team and creating action plans.
Action plans involve setting goals, identifying measurements of success, creating a timeline for each task, assigning
specific responsibilities to each team member, and preparing to network with others to complete tasks.
Three approaches to completing a service action are direct service, indirect service, and advocacy.
This Section Contains:
Tables containing optional activities that you may choose to use with your class to deepen student understanding of
particular elements of action planning
Templates that all students should complete to help them successfully meet the recognition criteria
What Criteria Will Be Assessed in This Section?
As described in the Recognition Rubric (see p. 89-92), students must work with a team to create an action plan and
individually identify how the action plan connects to their previous investigation of the topic. After completion of their action
plan, you will use the Recognition Rubric criteria (shown below) to assess student performance and indicate whether each
student met the following minimum requirements:
Recognition Rubric Criteria
Action Plan
Working in a team, creates an action plan that DOES all of the following:
Identifies at least one clear, measurable goal informed by needs assessment
Incorporates one global and one local action
Describes an action that is direct service, indirect service, or advocacy
Sequences necessary tasks
Identifies individual roles and responsibilities
Identifies required resources, including network
Presents a timeline for completion
AND
Individually, DOES all of the following:
Identifies how the action plan connects to the investigation of the topic and the needs assessment
Participates in team action planning
44
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Connect Learning
Activity: Determining Interests
As a class, discuss the following:
What issues related to clean water do you hear about on the news or read in newspapers and online articles? Why do
you think these stories are covered by the media?
What issues related to clean water do you think the general public is not aware of? Why do you think they are unaware?
What issues related to clean water really bother you, even if you do not know a lot about them? Why are you bothered
by these issues?
If you were a world leader, what kinds of problems related to clean water access would you tackle?
Teacher Tip
Support students in determining their personal interests by incorporating an activity in which they
TEACH: PART 2
think back to the problems and solutions they identified in Part 1: Investigate and Learn. Have students
brainstorm the global and local issues they feel are most important and personally interesting to them.
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45
Form Teams
Students will work in teams of 4-6 to plan and carry out their AP® with WE Service projects. Each team will decide on
one local and one global action, and then create a plan that details how the actions will be achieved. Since each team will
focus on a particular action, encourage students to form teams based on their interest in working on similar local and
global issues. The more inspired and passionate students are about the issue they identify around the topic of access to
clean water, the more creative they will be with the actions they develop. In order for students to pick teams, have students
present the local and global issues they are interested in. Have students join forces with other students who are addressing
similar local and global issues.
Teacher Tip
When students first meet with their team, encourage them to create a contract so all members have a
clear understanding of their own role and responsibilities, as well as those of the other members on the
team. The contract will help to identify and establish group norms, including a plan and process for conflict
resolution. This is both a key skill that students will learn, but also a proactive approach to problem-solving
within a team environment.
Instead of emphasizing skills and talents, ensure students are grouped based on the issue that is most
important to them.
If a big group forms around one issue, have students break into two groups and ensure they design different
action plans on the same topic.
46
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Additional Resources to Support Forming and Working in Teams
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Use this activity to help students think about how they might
individually contribute to an action that they feel passionate about.
WE.org/ap/
giftissuechange
Finding Passion with the Issue
Compass
This interactive activity can be used to align students into action
teams according to their interests and talents.
WE.org/ap/
issuecompass
Article: Volunteerism—today’s MBA
for tomorrow’s entrepreneurs
What does entrepreneurism have to do with service? Use this
article as a conversation or thought starter as a class or amongst
teams as they begin to brainstorm and develop their action plan.
WE.org/
globalvoices/
volunteerismtodays-mba
This activity helps students discover how they
can use their talents and interests to carry out a
service action.
This activity helps students to brainstorm a list
of local and global issues and to share their
thoughts, opinions, and analyses about the
topics. Students then choose one issue about
which they are most excited to learn more and
take action.
This article talks about how tomorrow’s
millionaire entrepreneur can be taught
entrepreneurship through volunteering and
being active in social causes.
TEACH: PART 2
Gift + Issue = Change
Additional Resources to Support Collaborating as a Team
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Exploring the Four Leadership Styles
Use this activity to help students better understand their individual
strengths and the strengths of their teammates. By giving each
person the power to be a leader, no one person will feel the burden
of being responsible for the entire project.
WE.org/ap/
fourleaderstyles
Creating a Safe Space
Use this activity to help teams create guidelines around the way
they interact and make decisions as a team.
WE.org/ap/
safespace
Drafting a Team Contract
Use the contract to help students identify and establish group
norms, including a plan and process for conflict resolution. This
is both a key skill that students will learn, but also a proactive
approach to problem-solving within a team environment.
WE.org/ap/
teamcontract
Practicing Positive Teamwork and
Conflict Mediation
Use this tip sheet and worksheet to help students understand
conflict mediation techniques and the power of constructive
feedback to keep team dynamics positive and ensure their
teammates feel supported and appreciated.
WE.org/ap/
conflictmediation
Establishing Roles and Responsibilities
Use this activity to share with students how they can divide and
conquer major areas of responsibilities and the roles they can each
assume to make their service project both personally fulfilling and
an overall success.
WE.org/ap/roles
Every student can be a leader within their action
team. This activity helps students to understand
and value different kinds of leadership styles,
and to discover their own strengths and challenges as a leader.
It is important for each team to create a space
in which everyone feels comfortable voicing
their opinions. This activity asks team members
to think individually and then as a group about
what they will need in order to thrive within their
team.
This activity walks students through how
to create a contract so all members have a
clear understanding of their own role and
responsibilities, as well as those of the other
members on the team.
Maintaining a positive and enthusiastic team can
be difficult in the midst of long sessions of work
and preparation. Conflicts are likely to arise,
and understanding techniques around conflict
resolution are an important lifelong skill to have.
Teamwork is a success when project tasks
are divided equally and based on individual
strengths.
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47
Develop Action Plan
After students have formed their teams, the next step is for teams to build out an action plan that (1) identifies team
goal(s), (2) establishes their metrics of success, (3) identifies their network and required resources, and (4) creates a
timeline for completing their actions by sequencing necessary tasks and identifying individual roles and responsibilities.
Teacher Tip
Be sure teams create goals that are specific and measurable. In addition to meeting the Recognition Rubric
requirements, this will allow students to report on the impact of their project in Part 4: Report and Celebrate.
48
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TEACH: PART 2
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Goal Setting
Each team must create a goal for the team’s action. This goal will need to (1) be clear, measurable, and informed by the
team member’s needs assessment, (2) incorporate one global and one local action, and (3) achieve direct service, indirect
service, or advocacy. Help students generate and decide on a team action goal using the following activities.
Understanding Approaches to Taking Action
Every great plan begins with establishing clear goals. But first, help students understand the types of actions their team
might take through their action project.
There are three approaches, generally speaking, to taking action:
Direct service: Personally engaging with and providing hands-on services to those in need (usually in conjunction
with an organization).
Indirect service: Channeling resources to the needs of a community—locally, nationally, or internationally.
Advocacy: Educating others about an issue to increase visibility and follow up with an action that focuses on
enacting change.
Excerpted from Understanding Approaches to Taking Action: Copyright © 2016 WE. All rights reserved.
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Additional Resources and Ideas to Support Selecting a Type of Service
RESOURCE AND DESCRIPTION
Tips on Developing Direct Service
Action Ideas
Get ideas and resources on how to personally engage
with and provide hands-on services to those in need
(usually in conjunction with an organization).
Tips on Developing Indirect Service
Action Ideas
Get ideas and support on how to channel resources
to the needs of a community—locally, nationally, or
internationally.
Get ideas and resources on how to educate others
about an issue to increase visibility and how to followup with an action that focuses on enacting change.
Use the following resources to show students how to create
their own ideas or connect with existing ones that they can
expand on:
WHERE TO FIND IT
WE.org/ap/
directservice
• Tips on Developing Direct Service Action Ideas
• WE Volunteer Now Campaign
Use the following resources to show students how to create
their own ideas or connect with existing ones that they can
expand on:
•
•
•
•
•
WE.org/ap/
indirectservice
Tips on Developing Indirect Service Action Ideas
WE Take Charge Campaign
WE Scare Hunger Campaign
WE Are Rafikis Campaign
WE Create Change Campaign
Use the following resources to show students how to create
their own ideas or connect with existing ones that they can
expand on:
WE.org/ap/
advocacy
TEACH: PART 2
Tips on Developing Advocacy
Action Ideas
HOW TO USE THIS RESOURCE
• Tips on Developing Advocacy Action Ideas
• Developing a Deep Understanding of Your issue, and
Messaging Your Message
• Ensuring Message Credibility
• Spreading the Word (Communications Strategies and
Communications Plan Worksheets and Templates)
• Practice, Practice, Practice
• WE Are Silent Campaign
• WE Won’t Rest Campaign
• WE Step Up Campaign
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51
APPROACHES TO TAKING
ACTION INFORMATION SHEET
DIRECT SERVICE
WHAT IS IT?
Personally engaging with and providing hands-on services to those in need (usually in conjunction with an organization).
EXAMPLE GOAL
By the end of the semester, we will organize a clean-up of our local lake/river/water system. We will recruit at least 50
people from our school and community to come and help clean up the body of water.
ACTIONS
• Research local water sources and how they are polluted, as well as the effects of the pollution on human health in our
city or town
• Organize an assembly to present findings from research and delegate who will prepare the slides, speaking points, etc.
• Choose a date for the clean-up and announce it at an assembly
• Advertise the event through social media and posters around the school
• Assemble materials needed for the clean-up (gloves, garbage bags, claws, etc.)
• Plan how garbage will be disposed of once taken off the shore
INDIRECT SERVICE
WHAT IS IT?
Channeling resources to the needs of a community—locally, nationally or internationally.
EXAMPLE GOAL
By the end of the semester, we will develop a water consumption campaign to track personal water use/access to inform
and make comparisons with use/access in developing countries. Through the campaign, we will decrease water consumption
as a school and collect pledges through a water walk to build a clean water well in a developing community. We will aim for
at least 30 participants for the water walk.
ACTIONS
• Research how to effectively track water consumption in our school and put these measures in place
• Delegate who will track which data and how the information will be recorded
• Organize a water walk (maybe host an assembly segment to educate other students about what a water walk is and what
it shows us)
• Create a sign-up form and organize a way to collect pledges/donations
• Advertise the walk through social media and with posters around the school
ADVOCACY
52
WHAT IS IT?
Educating others about an issue to increase visibility and following up with an action that focuses on enacting change.
Actions around advocacy often look like raising awareness, but without a strong call to action within the initiative as a whole.
Educating others is not considered service in and of itself.
EXAMPLE GOAL
By the end of the semester, we will create a petition with 200 signatures to have a reusable water bottle filling station
installed at our school. We will present this petition to our school administration, complete with data about water saved (and
plastic prevented from going to the recycle plant) with this initiative in place. If possible, find a neighboring school with a
water station like this and track our plastic bottle trash produced in two weeks compared to theirs. Present these findings in
the petition for concrete proof that this is an environmentally conscious and effective project.
ACTIONS
• Research water bottle filling stations (exact cost projections, timeline for installation, predicted cuts in plastic
bottles consumed, etc.)
• Draft a petition with room for 200 signatures or more
• Connect with a neighboring high school that has a water bottle filling station in use, and track plastic bottle consumption
at both schools for two weeks. If the data is conclusive, include it in the petition
Approaches to Taking Action Information Sheet: Copyright © 2016 WE. All rights reserved.
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Determining Clarity and Relevance of Goals
In their teams, students should now begin to hone in on their goal(s) for their action plan. Setting effective goals is a more
difficult skill than most people imagine, but once students learn to employ one or more techniques for developing clear
goals, it will serve them in all endeavors. Have students split up into their action teams and instruct them to brainstorm
actions they would like to take, sharing from their personal reflections from the previous section, and drawing from their
previous investigation and research, along with the needs assessment and reflections. Encourage students to use the 5Ws
(what, where, when, why, who, and how) to express their overarching goal(s) and to be as clear and specific as they can.
As they write drafts of their goal(s), they should ask themselves the following questions to assess the clarity and
effectiveness of their goal:
Is this goal specific enough so that we know exactly what our team will accomplish?
Can we measure whether or not this goal was fully accomplished?
Is it achievable within our project period?
Is it relevant to the social issue we are aiming to address?
TEACH: PART 2
Do we know the deadline by which it will be accomplished?
Additional Resources on Goal-Setting
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Determining Clarity and Relevance
of Goals
Use this activity to help students sort through all the ideas
they will come up with before they hone in on the goal around
which they will develop their action plan.
WE.org/ap/
plangoals
Establishing SMART Goals
SMART goals help students ensure that their team sets a
“right-sized” and relevant goal to guide their action planning
throughout this experience. This skill set, once learned, is one
that students can apply to a myriad of other challenges and
settings.
WE.org/ap/
smartgoals
This is a brainstorming activity that guides students
through big picture ideas and critical thinking as they
begin to plan their service project goal.
This activity guides students through key steps of
SMART (Specific, Measurable, Achievable, Relevant,
Timely) Goals.
Excerpted from Determining Clarity and Relevance of Goals: Copyright © 2016 WE. All rights reserved.
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53
Measuring Success
As part of goal setting, establishing Measurements for Success is an important way of knowing if the goal has been
achieved. Take time to discuss measurement in a bit more detail. Measurement is an aspect of the goal-setting exercise
that students should understand before they begin executing an action plan. Students will need to understand how they will
measure positive outcomes so that they understand what success looks like and how they will know they have achieved
their goal. Is it based on the number of people they have reached through their actions? This will require teams to keep
track of numbers. Or are they also looking at how the individuals reached have been affected? A survey with written
answers (or multiple choice options) could do the trick. Share with students that measuring success can take two forms:
Qualitative data is usually descriptive data that provides insights into what/how people think or feel. Qualitative data is
harder to analyze than quantitative data.
Quantitative data usually provides a numbers-based measurement (with units associated to it) such as quantity,
amount or range.
Teacher Tip
Have teams define quantitative and qualitative data sets for their action plan; then brainstorm a list of each that
applies to their action project. Remind students that establishing their criteria for success and the corresponding
metrics is an ongoing process. As they dive deeper into their action planning and execution, it will become
clearer for students what kind of data they will need and how they will obtain it. The information may be
collected by multiple team members. However, it is good to designate at least one person to any (and each) of
the methods on their list.
Additional Resources and Ideas to Support Measurements of Success
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Creating Measurements of Success
Help students understand the difference between qualitative and
quantitative data, and how to go about creating and establishing the
right measures of success for each team’s project.
WE.org/ap/
measuresuccess
Collecting Evidence and Artifacts
Use this resource to help students determine the type of data they
need to collect, and then how they can go about gathering the info
they need. The data and information students gather will feed into
their team executive summary at the end of the overall module.
WE.org/ap/
collectingevidence
Creating Surveys and
Feedback Forms
Use this resource to show students how they can create their own
surveys and feedback forms by considering all the relevant data and
information they will need. Sample surveys and forms will provide
further guidance.
WE.org/ap/
feedbackforms
Reporting success comes down to students’
ability to collect the right data and
information. This activity helps students think
about the outcomes of their project as part of
their goal-setting and action planning work.
This activity supports students with gathering
the information they will need to help report
on the outcomes of their service projects.
Creating a survey and/or a feedback form
means identifying the criteria on which you
want to collect data and report the outcomes.
Excerpted from Creating Measurements of Success: Copyright © 2016 WE. All rights reserved.
54
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Identifying Resources and Creating a Network
As students develop their goals and measures of success, they will start to identify what they will need to execute
their action plans. This will include creating connections with people such as within (but not limited to) the school, your
community, different organizations and businesses, topic experts and speakers, media outlets, the blogging/social media
community, etc. These people will serve as supporters and amplifiers, as well as providers of information and resources.
For this latter part, students will need to identify the resources they need to accomplish their goals. This can include (but is
not limited to):
Facts and statistics (found through research or materials from other organizations)
Tools and supplies (this list can be endless, but may include things like card stock paper, paint, tables, chairs,
microphones, water buckets and sponges, labeled boxes to collect items, collection jars, etc.)
Stories of individuals who benefit from the services of the organization
Access to space and/or venues
Methods and resources for producing necessary materials or media
TEACH: PART 2
Developing a Timeline
A key to success in action planning is developing a careful timeline. Not only will it help students allot the appropriate time
to each task and keep them on track, but breaking up a large task or action into smaller, more manageable tasks will help
them address all the necessary details in a timely fashion.
Additional Resources to Support Identifying Resources and Creating a Timeline
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Creating a Timeline
This activity will help students allot the appropriate time to each
task and keep them on track. It will also help them break up a large
task or action into smaller, more manageable tasks to effectively
help them address all the necessary details in a timely fashion.
WE.org/ap/timeline
Identifying and Sequencing Tasks
This activity will help students think about each step of their
action project and how to plot each step as an actionable task
in a timeline.
WE.org/ap/
tasksequence
Identifying Task Owners
Use this activity to show students how to effectively divide tasks
amongst team members. Some tasks will be a part of each
individual’s overall role and responsibilities and some will be based
on personal interests, skills, and strengths.
WE.org/ap/taskowners
Identifying Resources and
Creating a Network
Use this activity to help students create a networking map to help
them keep track of the people they will be working with through
their action plan. They can also document the resources they will
need to access, either through their network or as an item they will
need to source separately.
WE.org/ap/network
Creating careful timelines is a key to success in
action planning.
Creating timelines means thinking through the
details and plotting the relevant tasks that get
students from point A to B and onward on
a project.
This activity shows the difference between roles
and responsibilities set out at the beginning of
a project with that of an owner of an individual
task.
This activity highlights that through the process
of planning and taking action, students will meet
and be in touch with many people. This network
of people will grow quickly and may be valuable
beyond their projects.
Excerpted from Identifying Resources and Creating a Network: Copyright © 2016 WE. All rights reserved.
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Activity: Creating the Action Plan
After working as a team to identify team goals, establish metrics of success, determine their network and required resources,
create a timeline for completing their actions, and identify individual roles and responsibilities, students are ready to put all
their ideas in writing. By creating an action plan, all team members are committing to supporting their team in carrying out
the proposed project(s).
Check for Understanding
Review each team action plan against the Recognition Rubric (see page 89-92) and work with students to ensure
that each requirement is included in the plan.
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ACTION PLAN
NAME:
TEAM MEMBERS:
This outline serves as a basic template for your action plan. Use additional space and resources to help you build out each
part with the right amount of detail and flow to ensure you have the strongest action plan that you and your team can
implement with ease. Remember, this is your road map for your service project!
Team Goal:
TEACH: PART 2
Measures of Success:
Required Network and Resources
In order to complete this goal, our team will need to develop the following network and access the following resources:
Network:
Resources:
Roles and Responsibilities
Each team member will take on the following roles and associated responsibilities:
Timeline
Our team will use the following timeline to complete tasks and successfully carry out
the action to meet our goal(s):
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Avoiding the Five Action Planning Pitfalls
Once teams have completed their Action Plan, have them review the Five Action Planning Pitfalls Tip Sheet provided in the
Student Workbook (see Appendix p.109) to ensure these have been avoided. Instruct students to review the team’s plan
individually first, then together as a team. Take a few minutes to review common mistakes as a class to ensure thorough
action planning. Allow time for students to review and, if necessary, rework their action plans.
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FIVE ACTION PLANNING
PITFALLS TIP SHEET
Once your team has completed the major components of your action plan (creating your teams and setting goals, timeline,
and network), review the five action planning pitfalls provided below to ensure these have been avoided. Review your
plans—individually first, then together as a team. After the review, rework your action plans, if necessary.
1. Setting an unclear goal
The first and most important part of any action plan is defining the goal, or what you want to achieve. It should be clear
and easy to understand, for example, “we want to collect 500 cans of food,” or “we want 200 people to learn about WE
Villages.” If the goal is not clearly defined, proper planning will be difficult if not impossible. As a best practice, have a
peer from another team review your goal to ensure it is as clear as you hope.
2. Planning unrealistic actions
After the goal is set, begin planning the actions necessary to achieve it. It is important that the steps make sense
TEACH: PART 2
and are achievable. Do not plan unrealistic actions such as working at times that will interfere with schoolwork,
overestimating how many people can help out, or planning to go to places that would be difficult for you to reach.
Consider each team member’s school and community schedule, such as work and extracurricular activities. Before
planning an action, ask yourself, “Is this action realistic?”
3. Rushing the process
Do not be too hasty in planning actions. While you may be excited to start, proper planning takes time. The better the
planning and organization, the more success you will achieve. Even if it means slowing down to figure out details, do
not rush and leave out important steps.
4. Not asking for help
Do not be afraid to ask for help. When a network is created, bigger goals can be achieved faster. Reach out to friends,
parents and mentors. People generally enjoy helping, especially if it is for a worthy cause.
5. Not learning from mistakes and giving up too quickly
We all make mistakes—it is normal and healthy. Mistakes allow us an opportunity to learn and grow. So, learn from the
mistakes. Ask, “Why did this happen?” and “How can I avoid this problem next time?” Actively think about the mistakes
and how it will be better the second time around. If something does not go as planned, do not stop!
Five Action Planning Pitfalls Tip Sheet: Copyright © 2016 WE. All rights reserved.
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59
Reflect
After completing their action plan, students should individually reflect on their teamwork and action planning thus far.
Teams should then share their plan, describe how the project addresses the topic at local and global levels, and make
connections to the AP® course.
Activity: Reflecting on Action Plan
Provide students with questions to help them reflect on their experiences working as a member of a team and creating an
action plan.
What is the topic that your team is taking action on? Why is this topic important to you? Why is this topic important to
your team?
What action is your team planning to take? How does this action fulfill an opportunity identified in your needs assessment?
What are you most passionate and excited about in your action plan?
Why is goal setting so important, and how can you imagine using goal setting techniques in your life, future action plans
or other activities? How does your action goal relate to your AP® course?
What kinds of leadership qualities do you hope to develop as you continue to take action?
Why is teamwork so essential to carrying out effective service projects to address local and global issues?
Having planned to make a difference on local and global issues, what have you learned about your ability to create social
change?
Check For Understanding
Through this reflection, students should highlight why the topic is important to them, how they can make a
contribution, why certain aspects of action planning (such as goal setting) are important life and academic
skills, what connections they have made to their AP® course, and what they have learned so far.
Teacher Tip
As part of their AP® with WE Service project, students will need to create a portfolio of their work. Look
ahead to Part 4 to review and share expectations with students so that they are keeping records, taking
photos, collecting documents, tracking headcounts, etc., for the portfolio they will create later.
Teacher Tip
Educating others about their local and global issue is a great way for students to share their learning. Invite
teams to hold an educational event or campaign to raise awareness about the social issue they have studied,
which hopefully will have the power to compel their class (or community) to action. Students should consider
what format they would like to use, based on their action. It may be a public speech at their school or in their
community, a newspaper article, a website, a social media campaign, a short story, an artistic display, etc. It is
also a great way to share the ideas they have developed in their action plan and how they will take action on
the issue. This is not the action in itself but rather the education on the issue and the action plan.
60
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Additional Resources to Support Deeper Reflection and Educating Others
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
Use this activity to help students create the proper “elevator pitch”
for their project as they think about how to create a compelling
message about what they have learned about their issue and what
they will do about it.
WE.org/ap/
elevatorpitch
Developing a Deep Understanding
of Your Issue and Messaging
Your Message
Use this activity and case study to show students how to think
critically about their issue as they learn to ask informed and
thoughtful questions, and assess the gaps in their knowledge and
the information they need to know.
WE.org/ap/
messaging
Ensuring Message Credibility
Use this activity to have students run three checks on the credibility
of their message: creating an annotated bibliography, fact checking
their message, and presenting to the class for a peer-review and
question period
WE.org/ap/
messagecredibility
Spreading the Word
Use this activity to have students brainstorm various
communications methods and assess each one’s effectiveness.
Then, they will develop a communications plan around their
selected method to detail who their message is intended for, how
the message will be communicated, and when it will be delivered.
WE.org/ap/
spreadtheword
Practice, Practice, Practice
Use this activity and case study to have students read, listen to,
or watch some examples of famous speeches to identify how the
speaker uses the three I’s—Influence, Involve, and Inspire—with
their audience.
WE.org/ap/
practice
This activity helps students understand that
what they say about their actions has the
potential to do several things, including inform,
appeal to emotions, persuade, and compel
others to take action themselves.
This activity highlights how educating others
about an issue means students must be
knowledgeable about it.
In order to gain support, every team’s message
should be able to stand up to the critics they
may face. This activity will help students ensure
the credibility of their message.
A message is only powerful if it reaches
the right people. This activity, along with
accompanying worksheets and templates,
guides in developing effective communications
strategies and a communications plan.
This activity highlights how public speaking is
a powerful force that can break the silence and
raise awareness of difficult issues.
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TEACH: PART 2
Perfecting the Elevator Pitch
61
REFLECT :
ACTION PLAN
NAME:
TEAM MEMBERS:
Your team now has a plan for taking action globally and locally. Think back over what you have learned: What problems
associated with access to clean water does your team’s action plan address? How does your individual role in the
plan support your team’s action?
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
What
action
is your team
planning to
take?
What
is the topic that
your team is taking
action on? Why is this topic
important to you? Why is this
topic important to your
team?
Having
planned to make
a difference on local
and global issues, what
have you learned about
your ability to create
social change?
Why
is teamwork so
essential to carrying
out effective service
projects to address local
and global issues?
62
How
does this
action fulfill an
opportunity identified
in your needs
assessment?
What
are you most
passionate and
excited about in your
action plan?
What
kinds of
leadership qualities
do you hope to develop
as you continue to
take action?
Why is goal
setting so important, and
how can you imagine using
goal setting techniques in your
life, future action plans, or other
activities? How does your
action goal relate to your
AP® course?
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TEACH: PART 2
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PART 3:
TAKE
ACTION
WE Service Framework
INVESTIGATE
AND LEARN
ACTION PLAN
TAKE ACTION
REPORT AND
CELEBRATE
RECORD AND REFLECT
The Take Action section is divided into four parts:
Connect Learning
Demonstrate Effective Teamwork
Record WE Actions
Re-Inspire and Reflect
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65
Overview for Part 3: Take Action
As students take action, they will be equipped with tools to navigate obstacles, mitigate conflicts, collect evidence, and
record their actions, while also learning how to maintain their drive and inspiration.
Key Takeaways
Effective teamwork is strengthened through abilities to navigate obstacles and overcome conflicts.
The impact of an action can be measured by the collection of evidence and recording actions.
Re-inspiration is important when caught up in the details.
This Section Contains:
Templates that all students should complete to help them successfully meet the recognition criteria
Tables containing optional activities that you may choose to use with your class to deepen student understanding of
particular elements of taking action, effective teamwork, and recording actions
What Criteria Will Be Assessed in This Section?
As described in the Recognition Rubric, students must continue to work in their teams to execute their Action Plan
and individually demonstrate their participation in one local and one global action. Students will also be recognized
for recording their actions through collection of evidence. After teams have completed their actions, you will use the
Recognition Rubric criteria (shown below) to assess student performance and indicate whether each student met the
following minimum requirements:
Recognition Rubric Criteria
Take Action
Working in a team, DOES the following:
Demonstrates teamwork to undertake action through a balanced division and completion of tasks
AND
Individually, participates in one global and one local action, as assigned in the team action plan,
that DO the following:
Involves direct service, indirect service, and/or advocacy
Recognition Rubric Criteria
Record
Individually, provides a record that DOES all of the following:
Reports individual activities related to the project (both learning and service)
Equals a minimum of 20 verified out-of-class hours (excluding time for recording, reflecting, reporting,
and celebrating)
66
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Connect Learning
Activity: Preparing to Take Action
As a class, discuss the following:
1.How does our AP® course work help prepare us to execute our action plans?
2.How do our action plans help deepen our understanding of the AP® course subject? Give examples.
3.Why is in depth knowledge about a topic important in our abilities to make a difference?
4.What do we feel are still gaps in knowledge? How will we bridge these gaps?
TEACH: PART 3
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Demonstrate Effective Teamwork
As part of effective and positive teamwork, students need to be able to navigate obstacles, carry out proactive problemsolving, and demonstrate meaningful conflict resolution skills. This often comes down to an individual’s and a team’s ability
to avoid and alleviate conflict by using skills and techniques that deal with issues, sometimes even before they have a
chance to arise.
Teacher Tip
Remind students that working with a team allows them to access a support network to help them accomplish
their goals. As motivational speaker Spencer West once said, “Obstacles are only insurmountable when we’re
‘overcoming’ them alone. They simply become exciting challenges when we overcome them together.”
Additional Resources on Determining Effective Teamwork, Navigating Obstacles and
Overcoming Conflicts
RESOURCE AND DESCRIPTION
WHERE TO FIND IT
Ezra Frech’s Story
Ezra’s story—both a video and an article—highlights perseverance
and tenacity. On losing his leg and gaining a transplanted thumb,
he says, “And this hasn’t slowed me down at all!” He is his school’s
starting quarterback and can shoot hoops for days.
WE.org/ap/ezrafrech
Practicing Positive Teamwork and
Conflict Mediation
Use this tip sheet and work sheet to help students understand
conflict mediation techniques and the power of constructive
feedback to keep team dynamics positive and ensure their
teammates feel supported and appreciated.
WE.org/ap/
conflictmediation
Navigating Obstacles
Help students gain a better understanding of how others have
successfully navigated and overcome obstacles using this case
study on Spencer West, a motivational speaker and author of
Standing Tall: My Journey, which underscores teamwork and focus
on goals.
WE.org/ap/
casestudynavigatingobstacles
Planning for Contingencies
This activity helps students work through the process of
proactively identifying potential issues and considering practical
solutions on which they can plan ahead.
WE.org/ap/
activitycontingencyplan
Ezra Frech, nine, loves to play guitar and a ton of
sports. Born with one finger on his left hand and
a lower leg that was curved, he had surgery at
age two to remove the lower part of his leg and
transplant the big toe onto his left hand.
Maintaining a positive and enthusiastic team can
be difficult in the midst of long sessions of work
and preparation. Conflicts are likely to arise,
and understanding techniques around conflict
resolution are an important lifelong skill to have.
No matter how much work and preparation goes
into an event, obstacles may arise at any point,
acting as a roadblock to success.
This means students are thinking ahead by looking at possible issues that might come up, and
planning for possible solutions accordingly.
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Record WE Actions
As students take action, it will be important to designate time to document the action and outcomes, along with the
quantitative and qualitative data they establish in their action plans. This will help in creating the student portfolio later, but
it will also help teams capture the details of their action as well as carry out the appropriate analysis.
Activity: Recording Your WE Actions
Throughout the execution of their actions, encourage teams to regroup or hold a huddle at the end of each day (as many
actions may be spread over multiple days) or at the end of a big action/activity, and to use the questions on the Record Your
WE Actions worksheet as a way of collaboratively recording their impacts and processes.
Teacher Tip
Encourage students to use the discussion prompted by these questions to troubleshoot and problem-solve
in any required area.
TEACH: PART 3
Check for Understanding
While teams are completing their actions outside of class, periodically review the Student Log Sheet for each
student. Compare their activities and time spent with their action plan. Provide feedback on whether they are
on track to complete their project as planned and support them in making adjustments to their plan
if necessary.
Additional Resources on Recording Your WE Actions
RESOURCE AND DESCRIPTION
WE Day App
The WE Day app is a community of people
making the world more awesome by accepting
inspiring challenges that impact hundreds
of causes. From the environment to human
rights, WE Day makes taking positive action and
tracking impact easy.
HOW TO USE THIS RESOURCE
Have students use the WE Day App to record their actions, track
their hours and even share their outcomes.
WHERE TO FIND IT
weday.com/app
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TEAM MEMBERS:
tweaks or changes you need to make with your
What is your plan to mitigate or resolve these
DATE / TIME
SPENT
class/next meeting?
What do you plan to accomplish tomorrow/next
ACTIVITY, DESCRIPTION, AND REFLECTION
changes you need to make with your action plan?
you so far (if applicable)? Are there any tweaks or
in your action plan? What are the numbers telling
Did you collect the quantitative data you set out
action plan?
telling you so far (if applicable)? Are there any
What (if any) were the setbacks, minor or major?
issues?
in your action plan? What are the testimonials
Did you collect the qualitative data you set out
action so far?
How are you feeling about the progress of the
How can you build on these successes?
wins?
What (if any) were the major successes or big
What did you accomplish today?
stronger as a team?
VERIFIED BY (NAME,
ORGANIZATION)
did you resolve or overcome? How can you be
teamwork successes? What conflicts or obstacles
How did your team pull together? What were your
information you need?
What is still missing and how will you get the
reflect on your experiences, and collect the appropriate verification where needed. As you reflect, some of the things you may think about include:
In addition to the information, artifacts, analyses, and reflection pieces that you collect and complete, you will need to keep track of time spent on your action projects,
STUDENT LOG SHEET
NAME:
VERIFIED BY (NAME,
ORGANIZATION)
ACTIVITY, DESCRIPTION, AND REFLECTION
DATE / TIME
SPENT
TEACH: PART 3
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Re-Inspire and Reflect
It is not unusual for team members to lose inspiration or momentum in the process of carrying out an action. Help students
reconnect with their original motivation for taking action and to empower them as change-makers.
Individually, ask students to reflect on their own story as someone who is interested in changing the world through action.
Provide them with the following questions to reflect on their story as an agent of change.
Activity: Reflecting on Take Action
Provide students with questions to help them reflect on their experiences of taking action as a team.
How will you continue the work that you and your team started with this project?
Changing the world is hard work, and a lot of fun too! What are the top three lessons you have learned during your
service project?
What is your story as an agent of change?
Additional Resources on Re-Inspiration
RESOURCE AND DESCRIPTION
WHERE TO FIND IT
My Story as a World-Changer
Use this activity as inspiration to have students write down their
own stories as world-changers.
WE.org/ap/mystory
Craig Kielburger’s Story
Use the various resources—including videos, articles and books
Craig has written—to inspire students with the knowledge that
passion and determination can truly change the world.
WE.org/ap/
craigkielburger
Ally Del Monte’s Story
Use Ally’s story–both a video and an article–to inspire students and
spark a conversation. Ally talks about bullying and its terrifying
impact, but she also talks about overcoming the bullying and
leading by example.
WE.org/ap/
allydelmonte
Razia Hutchins and Maurice Young’s
Story
Use Razia and Maurice’s story–both a video and an article–to
inspire students about how a passion-driven initiative can make
a life-altering impact—on those who lead the initiative as well as
those who will be inspired to join.
WE.org/ap/
raziaandmaurice
Every story has a beginning; the spark that
ignited a passion, a moment that changed
everything. Craig Kielburger’s story also began
with a spark that ignited the WE movement.
When Craig first learned about child labor at
the age of 12, there was no way for him to get
involved and make real change as a kid. So he
set out on his own to free children from poverty
and exploitation, but also free his peers at home
from the idea that they had to wait to change
the world.
Every year, 3.2 million kids are bullied, and
16-year-old Ally Del Monte was one of them.
But she decided to fight back by motivating
others to be proud, be strong, and most of all,
be brave.
The I Am For Peace movement started as a
neighborhood march against violence in the
south side of Chicago. Now an annual event, it
has gone global, thanks to champion youth
Razia Hutchins and her partner in peace,
Maurice Young.
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REFLECT:
TAKE ACTION
NAME:
TEAM MEMBERS:
For a moment, step back from taking action. Think about what you have learned so far: As you have worked to help carry
out your team’s action plan, what has been most meaningful to you?
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
Changing
the world is hard
work, and a lot of fun
too! What are the top three
lessons you have learned
during your service
project?
How will you
continue the work
that you and your team
started with this
project?
TEACH: PART 3
What
is your story
as an agent of
change?
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PART 4:
REPORT AND
CELEBRATE
WE Service Framework
INVESTIGATE
AND LEARN
ACTION PLAN
TAKE ACTION
REPORT AND
CELEBRATE
RECORD AND REFLECT
The Report and Celebrate section is divided into four parts:
Connect Learning
Create Portfolios
Celebrate WE Actions
Complete Final Summary and Reflection
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Overview for Part 4: Report and Celebrate
Students will compile their work into a portfolio that defines their success both qualitatively and quantitatively. They will
then celebrate their accomplishments and look ahead at ways to continue to sustain their actions.
Key Takeaways
Devoting time to serving the greater community can positively affect the individual and the community.
Service learning enables students to make local and global connections to AP® course content.
This Section Contains:
Templates that all students should complete to help them successfully meet the recognition criteria.
Tables containing optional activities that you may choose to use with your class to deepen student understanding of
particular elements of Report and Celebrate.
What Criteria Will Be Assessed in This Section?
As described in the Recognition Rubric, once students complete their local and global actions, they must produce a team
portfolio and executive summary, as well as an individual final reflection. As a class, they will celebrate their actions and
outcomes with their fellow classmates, their school, and/or the community. Use the Recognition Rubric criteria (shown
below) to assess student performance and indicate whether each student met the following minimum requirements:
Recognition Rubric Criteria
Report and Celebrate
Working in a team, creates a portfolio that DOES the following:
Provides a minimum of 10 artifacts, which include:
Product(s) of team investigation
Action plan
Evidence of team’s local and global action
Summary with evidence-based explanation of the project impact, its significance within a larger context,
and team commemoration activities
AND
Individually, DOES the following:
Contributes to the development of the team portfolio and commemoration activities
Recognition Rubric Criteria
Reflect
Individually, completes a minimum of 5 written reflections (i.e. the four written reflections at the end
of each part and in the Student Log) throughout the AP® with WE Service module that, collectively, DO
all of the following:
Identify personal strengths and areas of growth from the service learning experience
Explain connections between the social issue and learning about one’s self, one’s team process, the
community, and larger environment
Report personal learning and discuss future ideas for change-making
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Connect Learning
Activity: Understanding the Purpose of Showcasing Work
As a class, browse through portfolios that students have created for their service project. Some sample artifacts are
provided online at WE.org/ap/activity-portfolios.
Discuss the following:
1. Why is it important to put together portfolios for your service project?
2. What is the value of showcasing your work?
3. What are the different ways in which portfolios can be presented? Are some ways more effective than others?
How and why?
4. How can a portfolio be used to educate, inform, and guide other students in creating their portfolios?
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Create Portfolios
To showcase their work, students will need to submit a portfolio. Instruct students to consider including elements they
would find interesting and helpful to have if they were just beginning their action. What would they include to help students
who are only beginning their action planning?
Putting Together a Portfolio
A portfolio is a collection of work, materials, and achievements that you believe best explain and represent the platform of
their action. It can take one or more forms:
An online presentation through Prezi, PowerPoint, a blog or a website, or any other online tool that you may choose
Short film, documentary, etc.
Physical portfolio displayed on a presentation board, in a binder or scrapbook, etc.
The following tip sheet will help students think about what they want to include in their portfolios. Using the reflection
questions to guide their writing, encourage students to reflect on the overall action project, which will further inform the
development and assembly of their portfolios.
Focus Area Alert
In their portfolios, have students describe the steps and actions they took to affect change. They should
describe any policies, regulations, or laws that could be implemented and enforced to facilitate continued
change in this area.
TEACH: PART 4
Check for Understanding
Compare each team’s portfolio with the Recognition Rubric and provide students with feedback on their progress
toward meeting all expectations.
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CREATING YOUR
PORTFOLIO TIP SHEET
NAME:
TEAM MEMBERS:
In this final stage of your action project you will have the opportunity to showcase all the work you have completed through
a portfolio of your work. It is important to highlight the results of your work, but keep in mind that this is your opportunity to
show off all the work and effort you put into the action, so it is up to you and your team to decide what to include.
So what is a portfolio? A portfolio is a collection of work, materials, and achievements that you believe best explains and
represents the platform of your action. It can take one or more forms:
An online presentation through Prezi, PowerPoint, a blog or a website, or any other online tool that you may choose
Short film, documentary, etc.
Physical portfolio presented on a presentation board, in a binder or scrapbook, etc.
The following list includes pieces you may want to include in your portfolio.
Note: These are just examples. You may include pieces that are not included on the list. Work with your team to decide which
pieces best capture your team’s actions.
Photos
Interviews
Scripts
Screenshots
Posters
Maps
Reflections
Thank you notes
Creating Your Portfolio Tip Sheet: Copyright © 2016 WE. All rights reserved.
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Record and Reflect:
Using the following questions to guide your writing, reflect on the overall action project, which will inform the development
and assembly of your portfolio.
Overall, in this action project:
What were your most important successes as a team, and what were the important factors that helped you accomplish
those successes?
What obstacles did your team overcome and what strategies were important in navigating those challenges?
What was your favorite moment in carrying out your action?
What are you most proud of?
If you could go back to the start, what advice would you give yourself or your team? Is there anything you would do differently?
How is your community/the nation/the world a better place because of your action?
How have you developed as a global citizen in taking action? What plans do you have to continue your work as a
change-maker?
TEACH: PART 4
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Celebrate WE Actions
Amazing actions, incredible impacts, and outstanding student leadership deserve to be celebrated. It is important to honor
the work students have done and recognize the impact they have had on their communities, the nation, and the world. As
a class (or perhaps a school, if other AP® with WE Service courses exist in the school), organize a celebration that fits the
actions that the students have taken. A few celebration ideas include:
WE Day
A school-wide assembly
A project fair for the whole school to visit
An outdoor cinema-style documentary screening
Poster exhibition
School newsletter, newspaper, or special edition magazine
Encourage students to get creative and in the celebratory mood!
Do not forget to share and celebrate over social media:
Post on facebook.com/weday
Tweet @weday, #weday, #APWEserve
*
COMPLETED THE MODULE? REGISTER TO BECOME A WE SCHOOL
Congratulations on implementing and completing your service projects. Did you know that if students at your
school complete at least one local and one global action, your school is eligible to become a We School?
Spread pride throughout your school and unlock unique opportunities by starting a WE Schools group! Check
out WE.org and look for the WE Schools application!
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Resources on Celebrating WE Actions...
RESOURCE AND DESCRIPTION
HOW TO USE THIS RESOURCE
WHERE TO FIND IT
… At WE Day
WE Day is a powerful, life-changing event that combines the energy
of a live concert with the inspiration of extraordinary stories of
leadership and change. Visit the WE Day website to find an event in
your city or nearby, and apply for tickets.
weday.com
… At a School-Wide Assembly
School assemblies are a popular way to showcase and celebrate
collective achievements. Use the sample roadmap in this tip sheet
to organize a memorable school assembly.
WE.org/ap/
reportandcelebrate
… Through Social Media
Social media is a great way to celebrate all of the amazing work
your class is doing. Join the conversation online and create fun,
engaging content to share your big ideas.
WE.org/ap/
reportandcelebrate
… Through a Project Fair
A project fair allows for intimate and meaningful interaction
between teams and the rest of the student body, allowing other
students to explore and understand the different service actions
at their own pace. This tip sheet will provide thoughts and ideas on
organizing a project fair.
WE.org/ap/
reportandcelebrate
… With a Documentary Screening
Why not make a final documentary of the different action projects
and hold a school-wide screening? This tip sheet will help you get
started.
WE.org/ap/
reportandcelebrate
… With a Poster Exhibition
Posters can convey a lot of information and emotion through
art and concise copy. It is a great team exercise as part of their
portfolios and a terrific way to share and celebrate their successes
within the school and even the community.
WE.org/ap/
reportandcelebrate
… With a Special Publication
Put together a class publication that shares the highlights,
learning, and successes of the teams through individual and/or
team articles, photo essays, and editorials. This tip sheet will get
you started.
WE.org/ap/
reportandcelebrate
TEACH: PART 4
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Complete Final Summary and Reflection
Activity: Complete Final Executive Summary
Once students have completed their action, submitted their portfolio, and celebrated their work, have them complete an
executive summary as a team. The executive summaries should be specific to the AP® course subject and offer a snapshot
of the team’s outcomes based on:
Summary of the team’s work and individual contributions
Analysis and highlights of evidence collected
Explanation of the project impact and its significance within a larger context
Summary of what they learned about their AP® course through the service project
Activity: Reflect on the Overall Service Experience
Individually, have students complete a final reflection of 400-500 words that describes their overall service experience.
Students should reflect on their thoughts at the start of the project and how they feel they have grown over the course
of their service work. What do they now understand about the role of service and active citizenship, especially as an
application of their learning?
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FINAL EXECUTIVE
SUMMARY AND REFLECTION
NAME:
TEAM MEMBERS:
Your Team’s Executive Summary
Once your team has completed your action(s), submitted your portfolio, and celebrated your work, complete an executive
summary as a team. The executive summaries should be specific to the AP® course subject and offer a snapshot in
500-1,000 words of your team’s outcomes based on:
Summary of the team’s work and individual contributions
Analysis and highlights of evidence collected
Explanation of the project impact and its significance within a larger context
Summary of what you learned about your AP® course through the service project
Your Final Reflection
In addition to completing your team’s executive summary, in 400-500 words, describe your service experience.
How has your experience launched you into action and changed or altered your outlook as an active citizen?
Through your response, explain connections between the issue and learning about yourself, your team process, the
community and the larger environment.
TEACH: PART 4
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ASSESS
Scoring Student Performance
As students complete the activities in Parts 1–4, they are working toward meeting the expectations required to be eligible
to receive the AP® with WE Service recognition. The Recognition Rubric, on pages 89–92, lists the specific criteria to meet
the required expectations.
Note: In order to be eligible for the program recognition, each student must both meet the expectations in the Recognition
Rubric and take the AP® Exam for the course in which they completed the service project.
Part 1:
INVESTIGATE
AND LEARN
Complete lessons that define
and explore the module topic at
local and global levels.
Part 2:
Part 3:
• Connect Learning
• Connect Learning
ACTION PLAN
TAKE ACTION
• Form Teams
• Navigate Obstacles
• Develop Action Plan
• Record WE Actions
•Reflect
• Re-Inspire and Reflect
Part 4:
REPORT AND
CELEBRATE
• Connect Learning
• Create Portfolio
• Celebrate WE Actions
• Complete Final Summary
and Reflection
RECORD AND REFLECT
Summary of Student Recognition Requirements
The Recognition Rubric is divided into six parts based on the following activities students complete in the module:
Investigate and Learn: Undertake a student-led investigation of a topic at local and global levels and evaluate
existing programs that take action on the topic, making clear connections to the AP® course topic.
Action Plan: Develop an achievable plan to carry out one global and one local action in the form of direct service,
indirect service or advocacy, which includes clear tasks, responsibilities, resources needed, and a timeline.
Take Action: Participate in a project that has local and global significance, involving direct service, indirect service,
and/or advocacy.
Report and Celebrate: Create a portfolio that showcases the service learning project and participates in
a commemorative activity by explaining, either in writing or in an oral presentation, the impact of the project
and its significance.
Record: Maintain a log of activities related to the project that includes at least 20 verified out-of-class hours.
Reflect: Complete written reflections that make connections between the local/global topic(s) and learning about
one’s self, one’s team, community, and the larger environment.
For AP® with WE Service, it is the teacher’s (and not the AP® Coordinator’s) role to report student scores to the AP®
Program by June 30.
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AP® with WE Service: Recognition Requirements
Overview: To earn the AP® with WE Service Recognition, students must meet expectations on a set of criteria that align
with the activities in the provided instructional unit:
Investigate and Learn (Part 1)
Action Plan (Part 2)
Take Action (Part 3)
Record (Parts 1–4)
Report and Celebrate (Part 4)
Reflect (Parts 1–4)
Instructions: Use this rubric to assess individual student performance. While students work in a team as an essential part
of the AP® with WE Service program, the recognition will be awarded based on individual performance. The rubric should
not be altered in any way. Record your students’ scores at https://digitalportfolio.collegeboard.org.
Scoring Notes:
In order to earn the recognition, a student must earn a score of 2 or higher on each and every criterion.
For your convenience, a student may earn a score of 3, which may be used at the class or school level to provide
further acknowledgement of student performance.
Students who earn a score of 0 or 1 for one or more criteria will NOT receive the recognition.
ASSESS
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Reflect
Report and Celebrate
Record
Take Action
Action Plan
Investigate and Learn
CRITERION
Team Members:
Project:
Student:
SCORE RECEIVED
(0 - 3)
TEACHER NOTES
Before entering each student’s score in the digital portfolio, you may wish to make notes and score student work by hand using the table provided here:
Recording Scores:
Submitting and Recording Scores:
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Undertakes a studentled investigation of
a topic at local and
global levels, and
evaluates existing
programs that
take action on the
topic, making clear
connections to the AP®
course topic
Investigate
and Learn
CRITERION
and Description
No individual attempt
made
AND
Student DOES NOT
work with a group
DID NOT MEET
EXPECTATIONS
(0)
RECOGNITION RUBRIC
ASSESS
Recognition Rubric
89
Individually, DOES NOT do one or
more of the following:
• Explains connections between
the topic and AP® course
content
• Participates in group
investigation and presentation
OR
Working in a group, executes an
investigation that DOES NOT do
one or more of the following:
• Analyzes a topic at local and
global levels
• Evaluates existing programs
working to take action on
the topic and identifies
areas of unmet need (needs
assessment)
• Lists sources and resources
identified by the students
related to learning about the
topic
• Summarizes learning from
investigation of topic and
demonstrates analysis of topic
at local and global levels
• Identifies contribution of each
student
APPROACHED
EXPECTATIONS
(1)
AND
Individually, DOES all of the following:
• Provides compelling and
insightful connections
between the topic and
AP® course content
• Participates in group investigation
Individually, DOES all of the
following:
• Explains connections between
the topic and AP® course
content
• Participates in group investigation
Working in a group, executes an
investigation that DOES all of the
following:
• Provides a sophisticated analysis
of a topic at local and global levels
• Evaluates existing programs
working to take action on the topic,
reports on their strengths and
weaknesses, and identifies needs
(needs assessment)
• Lists sources and resources
identified by the students related
to learning about the topic
• Identifies contribution of each
student
• Summarizes learning from
investigation to peers, using more
than three detailed examples
EXCEEDED EXPECTATIONS
(3)
AND
Working in a group, executes an
investigation that DOES all of the
following:
• Analyzes a topic at local and
global levels
• Evaluates existing programs
working to take action on the
topic and identifies areas of
unmet need (needs assessment)
• Lists sources and resources
identified by the students
related to learning about
the topic
• Identifies contribution of
each student
• Summarizes learning from
investigation to peers, using at
least three detailed examples
MET EXPECTATIONS
(2)
90
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Recognition Rubric
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Develops an achievable
plan to carry out one
global and one local
action in the form of
direct service, indirect
service, or advocacy,
which includes clear
tasks, responsibilities,
resources needed, and
timeline
Action Plan
CRITERION
and Description
No individual attempt
made
AND
Student DOES NOT
work with a group
DID NOT MEET
EXPECTATIONS
(0)
AND
Individually, DOES all of the
following:
• Identifies how the action plan
connects to the investigation
of the topic and the needs
assessment
• Participates in team action
planning
Individually, DOES NOT do one or
more of the following:
• Identifies how action plan
connects to the investigation
of the topic and the needs
assessment
• Participates in team action
planning
Individually, DOES all of the following:
• Identifies in a sophisticated and
nuanced manner how the action
plan connects to the investigation
of the topic and the needs
assessment
• Participates in team action
planning
AND
Working in a team, creates a highly
developed, sophisticated action plan
that DOES all of the following:
• Identifies at least one clear,
measurable goal that is informed
by needs assessment and targets
highly specific outcomes
• Provides highly detailed plan
to carry out at least two welldeveloped actions, one global and
one local
• Describes an action that is
direct service, indirect service, or
advocacy
• Sequences necessary tasks
• Identifies individual roles and
responsibilities
• Identifies required resources,
including network
• Presents a clear timeline for all
targets and plan is well prepared
to meet time-frame
Working in a team, creates an
action plan that DOES all of the
following:
• Identifies at least one clear,
measurable goal informed by
needs assessment
• Incorporates one global and
one local action
• Describes an action that is
direct service, indirect service,
or advocacy
• Sequences necessary tasks
• Identifies individual roles and
responsibilities
• Identifies required resources,
including network
• Presents a timeline for
completion
Working in a group, creates an
action plan that DOES NOT do one
or more of the following:
• Identifies one clear,
measurable goal informed by
needs assessment
• Incorporates one global and
one local action
• Describes an action that is
direct service, indirect service,
or advocacy
• Sequences necessary tasks
• Identifies individual roles and
responsibilities
• Identifies required resources,
including network
• Presents a timeline for
completion
OR
EXCEEDED EXPECTATIONS
(3)
MET EXPECTATIONS
(2)
APPROACHED
EXPECTATIONS
(1)
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Maintains a log of
activities related
to the project that
includes at least 20
hours out-of-class
(excluding time for
recording, reflecting
and celebrating)
Record
Participates in a project
that has local and
global significance,
involving direct service,
indirect service, and/
or advocacy
Take Action
CRITERION
and Description
ASSESS
Recognition Rubric
91
No attempt
No individual attempt
made
AND
Student DOES NOT
work with a group
DID NOT MEET
EXPECTATIONS
(0)
Working in a team, DOES the
following:
• Demonstrates teamwork to
undertake action through a
balanced division and
completion of tasks
AND
Individually, participates in one
global and one local action, as
assigned in the team action plan,
that DO the following:
• Involves direct service,
indirect service, and/or
advocacy
Individually, provides a record that
DOES all of the following:
• Reports individual activities
related to the project (both
learning and service)
• Equals a minimum of 20
verified out-of-class hours
(excluding time for recording,
reflecting, reporting, and
celebrating)
AND
Individually, participates in one global
and one local action, as assigned in
the team action plan, that DO NOT
do the following:
• Involves direct service, indirect
service, and/or advocacy
Individually, provides a record that
DOES NOT do all of the following:
• Reports individual activities
related to the project (both
learning and service)
• Equals a minimum of 20 verified
out-of-class hours (excluding
time for recording, reflecting,
reporting, and celebrating)
MET EXPECTATIONS
(2)
Working in a team, DOES NOT do the
following:
• Demonstrates teamwork to
undertake action through
balanced division and
completion of tasks
APPROACHED
EXPECTATIONS
(1)
Individually, provides a record that
DOES all of the following:
• Reports individual activities
related to the project (both
learning and service)
• Exceeds a minimum of 20
verified out-of-class hours
(excluding time for recording,
reflecting, and reporting, and
celebrating)
Individually, participates in one global
and one local action, as assigned in
the team action plan, that DOES the
following:
• Involves direct service, indirect
service, and/or advocacy, one of
which has multiple components
and/or action steps
AND
Working in a team, DOES the
following:
• Demonstrates teamwork to
undertake action through a
balanced division and
completion of tasks
EXCEEDED EXPECTATIONS
(3)
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Recognition Rubric
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Completes written
reflections that make
connections between
the local/global
social issue(s) and
learning about one’s
self, one’s team,
community, and the
larger environment
Reflect
Creates a portfolio
that showcases the
service learning
project and
participates in a
commemorative
activity by explaining,
either in writing or in
an oral presentation,
the impact of the
project and its
significance
Report and
Celebrate
CRITERION
and Description
No individual attempt
made
No individual attempt
made
AND
Student DOES NOT
work with a group
DID NOT MEET
EXPECTATIONS
(0)
Individually, completes a minimum
of 5 written reflections (i.e. the
four written reflections at the end
of each part and the reflections
in the Student Log) throughout
the AP® with WE Service module
that, collectively, DO all of the
following:
• Identify personal strengths
and areas of growth from the
service learning experience
• Explain connections between
the social issue and learning
about one’s self, one’s team
process, the community, and
larger environment
• Report personal learning
and discuss future ideas for
change-making
Individually, completes a minimum
of 5 written reflections (i.e. the
four written reflections at the end
of each part and the reflections in
the Student Log) throughout the
AP® with WE Service module that,
collectively, DO NOT do all of the
following:
• Identify personal strengths and
areas of growth from the
service learning experience
• Explain connections between the
social issue and learning about
one’s self, one’s team process,
the community, and larger
environment
• Report personal learning and
discuss future ideas for changemaking
Completes less than five reflections.
OR
Individually, DOES do the following:
• Contributes to the development
of the team portfolio and
commemoration activities
Individually, DOES NOT do the
following:
• Contributes to the development
of the team portfolio and
commemoration activities
Individually, completes a minimum
of 5 written reflections (i.e. the
four written reflections at the end
of each part and the reflections in
the Student Log) throughout the
AP® with WE Service module that,
collectively, DO all of the following:
• Identify personal strengths and
areas of growth from the service
learning experience
• Explain connections between
the social issue and learning
about one’s self, one’s team
process, the community, and
larger environment
• Report personal learning and
discuss future ideas for changemaking
AND
• Product(s) of team Investigation
• Action plan
• Evidence of team’s local and
global action
• Summary with evidence-based
explanation of the project impact,
its significance within a larger
context, and team commemoration
activities
Working in a team, creates a
portfolio that DOES the following:
• Provides a minimum of 10
artifacts, which include:
EXCEEDED EXPECTATIONS
(3)
Individually, DOES do the
following:
• Contributes to the
development of the team
portfolio and commemoration
activities
• Product(s) of team Investigation
• Action plan
• Evidence of team’s local and
global action
• Summary with evidencebased explanation of the project
impact, its significance within
a larger context, and team
commemoration activities
Working in a team, creates a
portfolio that DOES the following:
• Provides a minimum of 10
artifacts, which include:
MET EXPECTATIONS
(2)
AND
OR
• Product(s) of team investigation
• Action plan
• Evidence of team’s local and global
action
• Summary with evidence-based
explanation of the project impact,
its significance within a larger
context, and team
commemoration activities
Working in a team, creates a
portfolio that DOES NOT do the
following:
• Provides a minimum of 10
artifacts, which include:
APPROACHED
EXPECTATIONS
(1)
ASSESS
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Appendix
94
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In this section you will find:
• Student worksheets all in one place
• Formative Assessment Rubric
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95
96
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Student Workbook
NAME:
COURSE:
GETTING TO KNOW THE TOPIC
ACCESS TO CLEAN WATER
In 2010, the UN declared access to clean water to
be a universal human right. There are more than 780
million people who live without access to clean water.
And without access to sanitation facilities, diseases like
cholera, typhoid, and dysentery spread quickly.
Many students—most often girls—miss school due to
illness, or because they spend their days hauling water
from distant sources rather than attending class. When
drought strikes, farms fail and entire villages can go
hungry. In times like these, access to clean water can
mean the difference between life and death.
MORE THAN
780
the world
Fast facts
Only 0.007% of water on the planet is available
for drinking.
Agriculture accounts for 70% of all water
usage worldwide.
1.8 billion people will be living in regions of
absolute water scarcity by 2025.
Take your research to
the next level!
Check out more info, resources, and stats
on global access to clean water at
WE.org/ap/global-clean-water.
98
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Water scarcity and water sustainability issues affect millions of Americans. There is a water crisis in the U.S. southwest,
where water regulators have mandated conservation and enforced restrictions on how individuals, farms, and businesses
Photo of girl drinking from a wate
can use water due to a persisting, record-breaking drought.
fountain.
Little rainfall means that above-ground lakes are falling to low levels and even drying up. One resource that is affected is
the Colorado River Basin, which is essential to the daily lives of people in urban and rural areas, as well as for agriculture
and economies in seven states: Arizona, California, Colorado, New Mexico, Nevada, Utah, and Wyoming. With the continuing
drought, these states are in danger of exhausting their groundwater reserves which, once depleted, cannot be replenished.
This “will lead to further declines in Colorado River stream flows [which], combined with declining snowpack and
population growth, will likely threaten the long-term ability to supply water to the seven states.”
Fast facts
The Colorado River Basin lost 65 cubic kilometers—
or 17.3 trillion gallons—of water in 2004-2013.
This river supplies water to 40 million people and
irrigates 4 million acres of farmland in 7 U.S. states.
In California, farms account for 80% of water use
(cities are 20%.)
Take your research to the next level!
Check out more info, resources, and stats on water issues in
the U.S. at WE.org/ap/local-clean-water.
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99
PROBLEM TREE
NAME:
TEAM MEMBERS:
In your problem tree graphic organizer, start by writing the problem at the center of the tree, and then look at the causes
and effects of an issue. Keep digging to go deeper on the issue to find its supporting and root causes.
LEAVES/BRANCHES: Effects
These are the results created by the
problem. At first, this part of the issue
appears easy to tackle, but when leaves
and branches are trimmed, they grow
back quickly. Consider the multilayered effects, or “effects of effects,”
that can arise when a problem goes
unaddressed. Always ask: “Then what
happens?”
TRUNK: Problem
This is the key issue that is being
studied. Because it is not as apparent
as the leaves, the core problem itself
sometimes takes a little longer to
identify.
ROOTS: Causes
These are the situations or factors
that have led to the problem. When
exploring the root causes of a problem,
ask yourself “Why does this problem
exist?” Dig deeper to consider the
“causes of causes”—the multiple layers
of factors that contribute to a problem.
Problem Tree Worksheet: Copyright © 2016 WE. All rights reserved.
100
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TRACKING YOUR
WATER USAGE
NAME:
TEAM MEMBERS:
AMOUNT OF WATER USED
L= LITRES C= CUPS
(#L X 4 = # OF CUPS)
ACTIVITY
Drinking water
0.25 L
1C
Washing hands
7.5 L/min
30 C
15 L/min
60 C/min
Newer shower 9.5 L/min
head
38 C/min
Taking a
shower
Older shower
head
LENGTH OF
TIME
(MINUTES)
2 L/person
8 C/person
Brushing teeth
4 L/min
16 C/min
Older model
11 L
44 C
Newer model
5.5 L
22 C
Older faucet
15 L/min
60 C/min
Newer faucet
7.5 L/min
30 C/min
Running the dishwasher
75 L/load
300 C/load
N/A
Doing a load of laundry
95 L/load
380 C/load
N/A
Watering the lawn or garden
7.5 L/min
30 C/min
Washing Car
At home
378 L
1512 C
At car wash
170 L
680 C
Washing
dishes by
hand
TOTAL
AMOUNT OF
WATER USED
N/A
Taking a bath
Flushing
toilet
NUMBER OF
TIMES PER DAY
N/A
N/A
N/A
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101
NEEDS ASSESSMENT
NAME:
TEAM MEMBERS:
The following series of questions helps you to analyze and identify ongoing areas of need within organizations addressing
your issue.
1. Identify 3-5 organizations working
on issues related to clean water.
Keep in mind that organizations
addressing the issue may have a
mandate that is focused entirely
on clean water—such as Charity
Water—or could be focused on
clean water within the framework
of a holistic development model—
such as Free The Children. Be
sure to assess both types of
organizations in your analysis.
2. What does each organization do
well in response to issues related
to clean water?
3. What could each organization do
better in its response?
4. What areas of need related
to access to clean water have
you learned about that each
organization is NOT addressing?
5. Considering all 3-5 organizations,
what are the ongoing needs
that are not being adequately
addressed?
6. Considering all 3-5 organizations,
what are the ongoing needs that
are being addressed successfully,
and to which you can add further
efforts to support the issue of clean
water access?
Needs Assessment Worksheet: Copyright © 2016 WE. All rights reserved.
102
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SOLUTION TREE
NAME:
TEAM MEMBERS:
In your solution tree graphic organizer, start by rewriting the problem from your problem tree, and reframing it as a goal
at the center of the tree. Then consider the different solutions (the roots) and possible outcomes of the solutions (the branches).
LEAVES/BRANCHES: Outcomes
These are the results created by
the solution. Results may appear as
straightforward as having achieved
goals, but when you consider the ripple
effects and outcomes of sustainable
results, the impact is far-reaching and
long-lasting. Always ask: “Then what
happens?”
TRUNK: Problem
TRUNK: Goal
ROOTS: Solutions
These are the actions needed to solve
the problem and achieve the goal
stated at the center of the solution tree.
When exploring solutions, ask yourself
“How will this solve the problem?” Dig
deeper to think holistically, so that you
are looking beyond the short-term and
addressing not only the symptoms of
the problem but the root causes as
well.
Solution Tree Worksheet: Copyright © 2016 WE. All rights reserved.
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103
REFLECT: INVESTIGATE
AND LEARN
NAME:
TEAM MEMBERS:
Now that you have investigated problems and potential solutions associated with access to clean water, think back over
what you have learned: How can what you are learning in your AP® Environmental Science class support solutions
that improve access to clean water?
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
What
excites you
about these actions
and the impact you
can have?
What
are the social
impacts of lack of
access to clean
water?
What
are some
actions that you
could take to address
this issue?
Who should
be responsible for
improving water access,
locally and globally? What
role do you think you could
play in addressing water
access, locally and
globally?
What
attracts
you to these
areas?
104
As you
investigated existing
programs addressing water
access, what did you feel
these programs do well, and
what did you feel they
could do better?
Based on what
you learned about your
water access issue and the
actions others are already
taking, what are five areas
of need that you could
address?
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SUMMARIZING YOUR
INVESTIGATION
NAME:
TEAM MEMBERS:
Summarize what you have learned from your investigation. Your work may be supported by multimedia or print materials
that synthesize and analyze the topic and issue on local and global levels.
When summarizing your investigation, keep the following in mind:
What are the key takeaways from your investigation of the issue of access to clean water?
How are the problems you investigated similar at local and global levels? How are they different?
How are the solutions you investigated similar at local and global levels? How are they different?
Why may your investigation be important to other AP® Environmental Science students?
Alternative Approach:
Consider holding an educational event or campaign to raise awareness about the social issue you have studied. Develop your
event or campaign with the intent to compel your class (or community) to action. Based on your action, think about what
format you would like to use. It may be a public speech at your school or in the community, a newspaper article, a website, a
social media campaign, a short story, an artistic display, or another creative approach that you and your team come up with.
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105
AP® ENVIRONMENTAL SCIENCE
FREE-RESPONSE QUESTION
2007 AP® ENVIRONMENTAL SCIENCE FREE-RESPONSE QUESTION
The Cobb family of Fremont is looking at ways to decrease their home water and energy usage. Their current electric hotwater heater raises the water temperature to 140°F, which requires 0.20 kWh/gallon at a cost of $0.10/kWh. Each person
in the family of four showers once a day for an average of 10 minutes per shower. The shower has a flow rate of 5.0 gallons
per minute.
a. Calculate the following. Be sure to show all your work and include units with your answers.
I. The total amount of water that the family uses per year for taking showers
II. The annual cost of the electricity for the family showers, assuming that 2.5 gallons per minute of the water used is
from the hot-water heater
b. The family is considering replacing their current hot-water heater with a new energy-efficient hot-water heater that
costs $1,000 and uses half the energy that their current hot-water heater uses. How many days would it take for the
new hot-water heater to recover the $1,000 initial cost?
c. Describe TWO practical measures that the family could take that would reduce their overall water use at home.
d. Describe TWO conservation measures (other than reducing hot water use) that the family could take to reduce the total
amount of energy that they use at home.
© 2007 The College Board. All rights reserved.
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APPROACHES TO TAKING
ACTION INFORMATION SHEET
DIRECT SERVICE
WHAT IS IT?
Personally engaging with and providing hands-on services to those in need (usually in conjunction with an organization).
EXAMPLE GOAL
By the end of the semester, we will organize a clean-up of our local lake/river/water system. We will recruit at least 50
people from our school and community to come and help clean up the body of water.
ACTIONS
• Research local water sources and how they are polluted, as well as the effects of the pollution on human health in our
city or town
• Organize an assembly to present findings from research and delegate who will prepare the slides, speaking points, etc.
• Choose a date for the clean-up and announce it at an assembly
• Advertise the event through social media and posters around the school
• Assemble materials needed for the clean-up (gloves, garbage bags, claws, etc.)
• Plan how garbage will be disposed of once taken off the shore
INDIRECT SERVICE
WHAT IS IT?
Channeling resources to the needs of a community—locally, nationally or internationally.
EXAMPLE GOAL
By the end of the semester, we will develop a water consumption campaign to track personal water use/access to inform
and make comparisons with use/access in developing countries. Through the campaign, we will decrease water consumption
as a school and collect pledges through a water walk to build a clean water well in a developing community. We will aim for
at least 30 participants for the water walk.
ACTIONS
• Research how to effectively track water consumption in our school and put these measures in place
• Delegate who will track which data and how the information will be recorded
• Organize a water walk (maybe host an assembly segment to educate other students about what a water walk is and what
it shows us)
• Create a sign-up form and organize a way to collect pledges/donations
• Advertise the walk through social media and with posters around the school
ADVOCACY
WHAT IS IT?
Educating others about an issue to increase visibility and following up with an action that focuses on enacting change.
Actions around advocacy often look like raising awareness, but without a strong call to action within the initiative as a whole.
Educating others is not considered service in and of itself.
EXAMPLE GOAL
By the end of the semester, we will create a petition with 200 signatures to have a reusable water bottle filling station
installed at our school. We will present this petition to our school administration, complete with data about water saved (and
plastic prevented from going to the recycle plant) with this initiative in place. If possible, find a neighboring school with a
water station like this and track our plastic bottle trash produced in two weeks compared to theirs. Present these findings in
the petition for concrete proof that this is an environmentally conscious and effective project.
ACTIONS
• Research water bottle filling stations (exact cost projections, timeline for installation, predicted cuts in plastic
bottles consumed, etc.)
• Draft a petition with room for 200 signatures or more
• Connect with a neighboring high school that has a water bottle filling station in use, and track plastic bottle consumption
at both schools for two weeks. If the data is conclusive, include it in the petition
Approaches to Taking Action Information Sheet: Copyright © 2016 WE. All rights reserved.
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NAME:
ACTION PLAN
TEAM MEMBERS:
This outline serves as a basic template for your action plan. Use additional space and resources to help you build out each
part with the right amount of detail and flow to ensure you have the strongest action plan that you and your team can
implement with ease. Remember, this is your road map for your service project!
Team Goal:
Measures of Success:
Required Network and Resources
In order to complete this goal, our team will need to develop the following network and access the following resources:
Network:
Resources:
Roles and Responsibilities
Each team member will take on the following roles and associated responsibilities:
Timeline
Our team will use the following timeline to complete tasks and successfully carry out
the action to meet our goal(s):
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FIVE ACTION PLANNING
PITFALLS TIP SHEET
Once your team has completed the major components of your action plan (creating your teams and setting goals, timeline,
and network), review the five action planning pitfalls provided below to ensure these have been avoided. Review your
plans—individually first, then together as a team. After the review, rework your action plans, if necessary.
1. Setting an unclear goal
The first and most important part of any action plan is defining the goal, or what you want to achieve. It should be clear
and easy to understand, for example, “we want to collect 500 cans of food,” or “we want 200 people to learn about WE
Villages.” If the goal is not clearly defined, proper planning will be difficult if not impossible. As a best practice, have a
peer from another team review your goal to ensure it is as clear as you hope.
2. Planning unrealistic actions
After the goal is set, begin planning the actions necessary to achieve it. It is important that the steps make sense
and are achievable. Do not plan unrealistic actions such as working at times that will interfere with schoolwork,
overestimating how many people can help out, or planning to go to places that would be difficult for you to reach.
Consider each team member’s school and community schedule, such as work and extracurricular activities. Before
planning an action, ask yourself, “Is this action realistic?”
3. Rushing the process
Do not be too hasty in planning actions. While you may be excited to start, proper planning takes time. The better the
planning and organization, the more success you will achieve. Even if it means slowing down to figure out details, do
not rush and leave out important steps.
4. Not asking for help
Do not be afraid to ask for help. When a network is created, bigger goals can be achieved faster. Reach out to friends,
parents and mentors. People generally enjoy helping, especially if it is for a worthy cause.
5. Not learning from mistakes and giving up too quickly
We all make mistakes—it is normal and healthy. Mistakes allow us an opportunity to learn and grow. So, learn from the
mistakes. Ask, “Why did this happen?” and “How can I avoid this problem next time?” Actively think about the mistakes
and how it will be better the second time around. If something does not go as planned, do not stop!
Five Action Planning Pitfalls Tip Sheet: Copyright © 2016 WE. All rights reserved.
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REFLECT :
ACTION PLAN
NAME:
TEAM MEMBERS:
Your team now has a plan for taking action globally and locally. Think back over what you have learned: What problems
associated with access to clean water does your team’s action plan address? How does your individual role in the
plan support your team’s action?
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
What
action
is your team
planning to
take?
What
is the topic that
your team is taking
action on? Why is this topic
important to you? Why is this
topic important to your
team?
Having
planned to make
a difference on local
and global issues, what
have you learned about
your ability to create
social change?
Why
is teamwork so
essential to carrying
out effective service
projects to address local
and global issues?
110
How
does this
action fulfill an
opportunity identified
in your needs
assessment?
What
are you most
passionate and
excited about in your
action plan?
What
kinds of
leadership qualities
do you hope to develop
as you continue to
take action?
Why is goal
setting so important, and
how can you imagine using
goal setting techniques in your
life, future action plans, or other
activities? How does your
action goal relate to your
AP® course?
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TEAM MEMBERS:
tweaks or changes you need to make with your
What is your plan to mitigate or resolve these
DATE / TIME
SPENT
class/next meeting?
What do you plan to accomplish tomorrow/next
ACTIVITY, DESCRIPTION, AND REFLECTION
changes you need to make with your action plan?
you so far (if applicable)? Are there any tweaks or
in your action plan? What are the numbers telling
Did you collect the quantitative data you set out
action plan?
telling you so far (if applicable)? Are there any
What (if any) were the setbacks, minor or major?
issues?
in your action plan? What are the testimonials
Did you collect the qualitative data you set out
action so far?
How are you feeling about the progress of the
How can you build on these successes?
wins?
What (if any) were the major successes or big
What did you accomplish today?
stronger as a team?
VERIFIED BY (NAME,
ORGANIZATION)
did you resolve or overcome? How can you be
teamwork successes? What conflicts or obstacles
How did your team pull together? What were your
information you need?
What is still missing and how will you get the
reflect on your experiences, and collect the appropriate verification where needed. As you reflect, some of the things you may think about include:
In addition to the information, artifacts, analyses, and reflection pieces that you collect and complete, you will need to keep track of time spent on your action projects,
STUDENT LOG SHEET
NAME:
VERIFIED BY (NAME,
ORGANIZATION)
ACTIVITY, DESCRIPTION, AND REFLECTION
DATE / TIME
SPENT
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REFLECT:
TAKE ACTION
NAME:
TEAM MEMBERS:
For a moment, step back from taking action. Think about what you’ve learned so far: As you have worked to help carry out
your team’s action plan, what has been most meaningful to you?
As you write, think about the following questions to help shape your reflection. Begin at the “Start Here” bubble and go
clockwise to record your thoughts on the lines below. Use additional paper to write a lengthier response.
Changing
the world is hard
work, and a lot of fun
too! What are the top three
lessons you have learned
during your service
project?
How will you
continue the work
that you and your team
started with this
project?
What
is your story
as an agent of
change?
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CREATING YOUR
PORTFOLIO TIP SHEET
NAME:
TEAM MEMBERS:
In this final stage of your action project you will have the opportunity to showcase all the work you have completed through
a portfolio of your work. It is important to highlight the results of your work, but keep in mind that this is your opportunity to
show off all the work and effort you put into the action, so it is up to you and your team to decide what to include.
So what is a portfolio? A portfolio is a collection of work, materials and achievements that you believe best explains and
represents the platform of your action. It can take one or more forms:
An online presentation through Prezi, PowerPoint, a blog or a website, or any other online tool that you may choose
Short film, documentary, etc.
Physical portfolio presented on a presentation board, in a binder or scrapbook, etc.
The following list includes pieces you may want to include in your portfolio.
Note: These are just examples. You may include pieces that are not included on the list. Work with your team to decide which
pieces best capture your team’s actions.
Photos
Interviews
Scripts
Screenshots
Posters
Maps
Reflections
Thank you notes
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Record and Reflect:
Using the following questions to guide your writing, reflect on the overall action project, which will inform the development
and assembly of your portfolio.
Overall, in this action project:
What were your most important successes as a team, and what were the important factors that helped you accomplish
those successes?
What obstacles did your team overcome and what strategies were important in navigating those challenges?
What was your favorite moment in carrying out your action?
What are you most proud of?
If you could go back to the start, what advice would you give yourself or your team? Is there anything you would do differently?
How is your community/the nation/the world a better place because of your action?
How have you developed as a global citizen in taking action? What plans do you have to continue your work as a
change-maker?
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FINAL EXECUTIVE
SUMMARY AND REFLECTION
NAME:
TEAM MEMBERS:
Your Team’s Executive Summary
Once your team has completed your action(s), submitted your portfolio, and celebrated your work, complete an executive
summary as a team. The executive summaries should be specific to the AP® course subject and offer a snapshot in
500-1,000 words of your team’s outcomes based on:
Summary of the team’s work and individual contributions
Analysis and highlights of evidence collected
Explanation of the project impact and its significance within a larger context
Summary of what you learned about your AP® course through the service project
Your Final Reflection
In addition to completing your team’s executive summary, in 400-500 words, describe your service experience.
How has your experience launched you into action and changed or altered your outlook as an active citizen?
Through your response, explain connections between the issue and learning about yourself, your team process, the
community and the larger environment.
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Formative Assessment Rubric
Optional
Overview: The Formative Assessment Rubric provides a tool for classroom assessment on the quality of student
performance in the AP® with WE Service program. It aligns with the major required components of the student service
learning experience and allows for both formative assessment and summative assessment. This rubric also aligns with, and
supports completion of, the Recognition Rubric used to certify student completion of their service learning experience.
This optional rubric provides assessment tools for each of the following parts and aspects of the AP® with WE
Service module:
Investigate and Learn
Action Plan
Take Action
Record and Reflect
Report and Celebrate
Instructions for Use: Following implementation of each part within this AP® with WE Service module, you will see the
specific sections from the Formative Assessment Rubric as a resource to assess individual student performance. While
teamwork is an essential element of the AP® with WE Service program, this rubric is best used to assess individual
contributions and performance, so that it may inform the final Recognition Rubric for each student at the conclusion of the
program. Please enter a score, aligning it with the levels, for each criterion after completion of each activity and use it to
inform your scores on the Recognition Rubric.
The Formative Assessment Rubric is developed by:
Shelley K. White, PhD, MPH, Assistant Professor of Sociology, Director, Master of Public Health Program,
Simmons College (formerly Worcester State University)
Jonathan M. White, PhD, Associate Professor of Sociology, Director, Service-Learning Center, Bentley University
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Formative Assessment Rubric
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Student(s) deliver a
compelling oral presentation
to an audience, supported by
multimedia or print material,
that synthesizes and
analyzes the topic on local
and global levels
Summative Presentation
Student(s) assess existing
programs and services to
determine how an action
plan might complement or
enhance existing responses
on the topic
Needs Assessment
Student(s) investigate and
analyze the topic on both
local and global levels
Local and Global Levels
Student(s) demonstrate
critical assessment of
information and use credible,
current and relevant
resources in the research
Information Literacy
Student(s) take initiative in
exploring and analyzing a
topic
Student-Led Inquiry and
Analysis
Student(s) make connections
between the topic and the
AP® course content
Course Content
Connection
CRITERION
and Description
Fails to present information
in an organized manner and
lacks global and/or local
analysis or proper supporting material
Fails to assess existing programs working on the topic
Fails to investigate the topic
on both the local and global
levels
Fails to use credible and
relevant resources and/or to
critically assess information
from resources
Fails to investigate the topic
on either the local or global
level, or both
Fails to connect topic with
AP® course content
LEVEL 0
Not Yet Meeting
Expectations
LEVEL 2
Meeting
Expectations
Begins to develop compelling presentation, including
basic global and local
analysis and some supporting material
Assesses one or two existing
programs working toward
solutions on the topic
Identifies both local and
global dimensions of the
topic but needs more depth
and/or detailed
understanding
Identifies one to two
credible/relevant resources
and begins to demonstrate
critical assessment of
information
Establishes and/or carries
out limited research
plan, developing basic understanding of topic
and/or requiring heavy
teacher support
Begins to identify connection between topic and AP®
course content
Presents a clear analysis on
both local and global levels,
using persuasive oral/
multimedia approach
Assesses at least three
existing programs in a
manner that might inform
action planning
Illustrates deep understanding
of both local and global
dimensions of the topic
Identifies at least three
credible/relevant resources
and demonstrates critical
assessment of information
Establishes and carries out
research plan to develop
nuanced understanding
of the topic through
independent exploration
Explains connections
between topic and AP®
course content
INVESTIGATE AND LEARN
LEVEL 1
Approaching
Expectations
Presents a complex analysis
on local and global levels,
including sharing of ideas
for taking action, using a
comprehensive set of oral/
multimedia resources
Thoughtfully assesses
at least three existing
programs, outlining how
best practices might be
incorporated into action
planning
Illustrates deep
understanding and analyzes
the interconnections of local
and global dimensions
Identifies multiple credible/
relevant resources from
varying sources
(encyclopedia, book, journal)
and demonstrates critical
assessment of information
Establishes and carries out
extensive research plan
to develop sophisticated
analysis of the topic
Presents sophisticated
analysis of interconnections
between topic and AP®
course content
LEVEL 3
Exceeding
Expectations
Working in a group:
• Delivers presentation
that summarizes learning from investigation of
topic and demonstrates
analysis of topic at local
and global levels
Working in a group:
• Evaluates existing
programs working to
take action on the topic
and identifies areas of
unmet need (needs
assessment)
Working in a group:
• Analyzes a topic at local
and global levels
Working in a group:
• Lists sources and
resources identified by
the students related to
learning about
the topic
Working in a group:
• Analyzes a topic at local
and global levels
Individually:
• Explains connections
between the topic and
AP® course content
CONNECTION TO
RECOGNITION
RUBRIC OR MODULE
CONTENT
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Action plan minimally
includes one local and one
global action involving direct
service, indirect service or
advocacy
One Local, One
Global Action
Action plan is designed
to include an educational
component for raising
awareness through
thoughtful planning and
wide outreach
Education Component
Action is impact-driven
(targets and is responsive to
social and community needs
identified through research
on the topic)
Informed Action
Action plan sets out
feasible targets that can
be accomplished within a
designated timeframe
Achievable Plan
Action plan has clear
and specific goal(s) with
outcome targets which allow
progress to be measured
Specific and
Measurable Goal
Student(s) carry out a wellorganized and informed
brainstorming approach
toward establishing the
project idea
Development of
Project Idea
CRITERION
and Description
Designs plan without
clear global and local components and/or without clear
service or advocacy
Fails to, or only begins to,
recognize need to raise
awareness
Fails to, or only begins to,
identify how action plan
addresses the topic and
identified community needs
Fails to identify clear
timeline and/or describes
a plan that likely cannot be
accomplished
Identifies vague goal
statement and/or unclear
measurement mechanisms
Fails to identify options
before narrowing to final
choice
LEVEL 0
Not Yet Meeting
Expectations
LEVEL 2
Meeting
Expectations
Designs plan with global and
local elements but lacking
detail on one or both and/or
unclear service or advocacy
Includes vague or minimal
plan to raise awareness
Identifies how action plan
addresses the topic and
identified community needs,
with beginning articulation of
potential impact
Identifies timeline for some
targets, and/or plan is not
fully appropriate to timeframe
Elaborates goal(s) with at
least one specific outcome
that may be measured
Identifies at least three action options before choosing
final two actions (one local
and one global)
Provides clear plan to
accomplish one global and
one local action of service
and/or advocacy
Provides clear plan to raise
significant awareness with
educational content
Clearly articulates connection to topic and community needs, and identifies
potential impacts, reflecting
research and needs assessment
Provides timeline for majority of targets and plan is
appropriate to timeframe
Articulates specific goal(s)
with clear outcomes, where
measurement is possible for
majority of outcomes
Develops at least four action
options and carefully weighs
each before choosing final
two actions
ACTION PLAN
LEVEL 1
Approaching
Expectations
Provides highly detailed
plan to carry out at least
two well-developed actions,
one global and one local,
through service and/or
advocacy
Articulates thoughtful plan
to raise awareness through
multiple educational tools
Clearly articulates
connection to topic,
community needs,
and potential impacts,
reflecting nuanced analysis
of research and needs
assessment
Details clear timeline for all
targets and plan is well-prepared to meet timeframe
Articulates clear goal(s)
with highly specific outcomes, with clear measurement mechanisms for all
Develops broad array of
action options and
critically assesses each
based on careful research
and analysis before choosing final two
LEVEL 3
Exceeding
Expectations
Working in a group:
• Incorporates one global
and one local action
Can be used to assess the
alternative approach to
Summarizing the Investigation
Working in a group:
• Identifies how action
plan connects to the
investigation of the
topic and the needs
assessment
Working in a group:
• Presents a timeline for
completion
Working in a group:
• Identifies at least one
clear, measurable goal
informed by needs
assessment
In the Goal-Setting
section, the brainstorming
activity gets covered by
this line item
(Part 2 – 2.1.2)
CONNECTION TO
RECOGNITION
RUBRIC OR MODULE
CONTENT
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Action plan identifies key
stakeholders and other
social, physical and
financial resources
Resource Identification
Action plan clearly
delegates roles and
responsibilities with
reasonable equity and
team collaboration
Responsibility
Action plan sets out a logical
sequence of steps for how
to accomplish overarching
goal(s)
Clear Tasks
Fails to identify potential
resources needed
Fails to identify roles and
responsibilities associated
with tasks
Identifies incomplete
requisite steps toward
completing the goal
Identifies a partial list of key
stakeholders and requisite
resources
Partially identifies roles and
responsibilities with some
consideration of team equity
Provides a set of steps,
though some may be missing
and/or sequencing may be
problematic
Articulates a thorough list of
stakeholders and requisite
resources
Designates clear roles and
responsibilities for key tasks,
reflecting reasonable equity
and team process
Articulates clear and logical
sequence of steps
Articulates a highly
comprehensive list of
stakeholders and requisite
resources, demonstrating
clear contingency planning
Articulates clear roles and
responsibilities for all tasks,
reflecting high-level team
development and planning
Articulates clear and highly
detailed sequence of steps
with advanced logic
Working in a group:
• Identifies required
resources
Working in a group:
• Identifies individual roles
and responsibilities
Working in a group:
• Sequences necessary
tasks
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Student(s) demonstrate
effective teamwork with
reasonable equality of
commitment
Teamwork
Student(s) demonstrate
effective communication
within team and with
stakeholders (including
teacher)
Communication
Student(s) demonstrate
ability to adapt plan,
resolve conflicts and create
contingencies as challenges
arise
Adaptation and Conflict
Resolution
Student(s) demonstrate
strong organizational skills,
generally meeting their
target steps and deadlines
Organization
Student(s) accomplish both
local and global actions
One Local, One
Global Action
Student(s) carry out direct
service, indirect service
and/or advocacy
Service and/or Advocacy
CRITERION
and Description
Fails to work effectively with
team or demonstrates low
commitment relative
to others
Demonstrates poor
communication with team
and stakeholders
Fails to create new plans or
avenues to success in order
to adapt to challenges
Misses timelines/deadlines
regularly and/or demonstrates poor organizational
skills
Fails to accomplish either a
local or global action
Fails to implement service
and/or advocacy activities
LEVEL 0
Not Yet Meeting
Expectations
LEVEL 2
Meeting
Expectations
Works effectively with
team but without equal
commitment, or takes on
equal work but fails to work
effectively with others
Demonstrates good, but
inconsistent, communication
with team and/or
stakeholders
Adapts to some challenges
well but doesn’t create
contingencies or resolve
conflict for other challenges
Demonstrates some
organizational skills but
misses about 50% of timelines/deadlines
Accomplishes either a local
or global action, but not both
Implements activities that
do not clearly deliver direct
service, indirect service and/
or advocacy (e.g., education
only)
Works effectively with team
and takes on work equal
to others
Communicates well and
consistently with team and
stakeholders
Adapts to most/all challenges
and conflicts, creating
contingencies and new plans
Demonstrates strong
organizational skills
meeting at least 75% of
timelines/deadlines
Accomplishes one local
and one global action
successfully
Implements direct service,
indirect service and/or
advocacy
TAKE ACTION
LEVEL 1
Approaching
Expectations
Establishes leadership in
bringing team together and/
or demonstrates highly
committed approach to
team work
Takes a leadership role in
communications with team
and/or other stakeholders
Uses challenges and
conflicts to improve plans,
creating stronger actions
and outcomes
Working in a team, DOES
the following:
• Demonstrates teamwork
to undertake action
“Navigating Obstacles and
Overcoming Conflict” activity
in Part 3: Take Action
“Navigating Obstacles and
Overcoming Conflict” activity
in Part 3: Take Action
An overall observable aspect
throughout the module and
specifically in the Demonstrate Effective Teamwork
section
Accomplishes one local and
one global action, one of
which has multiple
components and/or action
steps
Demonstrates highly
organized approach
to tasks meeting all, or
nearly all, timelines/
deadlines
Individually, participates in
one global and one local
action, as assigned in the
team action plan, that DOES
the following:
• Involves direct service,
indirect service and/or
advocacy
Implements highly developed program of direct
service, indirect service
and/or advocacy
CONNECTION TO
RECOGNITION
RUBRIC OR MODULE
CONTENT
Individually, participates in
one global and one local
action, as assigned in the
team action plan, that DOES
the following:
• Identifies at least one
clear, measurable goal
informed by needs
assessment
LEVEL 3
Exceeding
Expectations
Formative Assessment Rubric
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125
Student(s) analyze how the
topic and service experience
connect to learning about
one’s self, community and
the larger environment
Depth and Connectivity
of Learning
Student(s) reflect on the
impact of their action
and explore possibility of
sustainable, long-term
change
Action Impact
Student(s) evaluate the
success of their action plan
and their teamwork process,
including personal success
and possible improvement
Team Success
Student(s) assess own
personal strengths and
contributions, as well as
future areas of growth in
leadership, creating action
plans and civic involvement
Self-Appraisal
Student(s) maintain a track
record of hours and activities
undertaken toward project
goals
Writing Quality
Student(s) maintain a track
record of hours and activities
undertaken toward project
goals
Progress Tracking
CRITERION
and Description
Fails to connect the topic
to learning about self,
community and the larger
environment
Fails to reflect on the
impact of the action and/or
to explore the possibility of
sustainable change
Fails to, or only begins to,
evaluate action plan and/or
teamwork success
Fails to include or develop
self-assessment
Fails to communicate ideas
and concepts and/or writing
lacks focus and organization
Fails to maintain adequate
record of ongoing hours and
activities
LEVEL 0
Not Yet Meeting
Expectations
LEVEL 2
Meeting
Expectations
Connects the topic to
learning about one’s self,
community or the larger
environment
Reflects vaguely on the impact
of the action and the possibility
of sustainable change
Provides evaluation of action
plan or teamwork success,
or limited evaluation of each
Exhibits beginnings of
self-assessment that
expresses some areas of
future growth
Communicates basic ideas
and concepts, but writing
needs editing and/or better
focus or organization
Maintains partial record
of hours and/or details of
activities performed toward
project goals
Illustrates strong
connections and analysis
between the topic and
learning about one’s self,
community and the
larger environment
Presents detailed reflection
on the impact of the action
and explores the possibility
of sustainable change
Provides detailed evaluation
of action plan and teamwork
success, including selfassessment
Provides detailed selfassessment examining
personal strengths and
recommending concrete
areas of future growth
Effectively communicates
ideas and concepts and
exhibits strong, organized
writing
Maintains ongoing record
of hours and activities
performed toward project
goals
RECORD AND REFLECT
LEVEL 1
Approaching
Expectations
Illustrates high-level critical
analysis of the topic and its
connection to learning about
one’s self, community and
the larger environment
Presents high-level
reflection and analysis on
the impact of the action and
analyzes the possibility of
sustainable change
Can be used to assess this
component within the final
team Executive Summary
Provides comprehensive and
sophisticated evaluation of
action plan and teamwork
success, offering areas for
personal growth and
leadership on future team
projects
An overall observable aspect
throughout the module to
assess student’s writing
quality
(Reflect) Individually:
• Explain connections
between the topic and
learning about one’s self,
one’s team process, the
community, and larger
environment in a
sophisticated manner
Can be used to assess this
component twithin the final
team Executive Summary
(Reflect) Individually:
• Identify in a
sophisticated manner
personal strengths
and areas of growth
from the service learning
experience
(Record) Individually:
• Reports individual
activities related to the
project (both learning
and service)
CONNECTION TO
RECOGNITION
RUBRIC OR MODULE
CONTENT
Provides detailed and highly
introspective self-assessment examining personal
strengths, recommending
areas of future growth
and reflecting on plans to
achieve these goals
Effectively communicates
ideas and concepts with
sophistication and exhibits
exceptional writing
Maintains highly detailed
record of hours and activities
performed toward project
goals
LEVEL 3
Exceeding
Expectations
126
| CLEAN WATER MODULE FOR AP® ENVIRONMENTAL SCIENCE
Formative Assessment Rubric
© 2016. THE COLLEGE BOARD. THESE MATERIALS ARE PART OF A COLLEGE BOARD PILOT PROGRAM. USE OR DISTRIBUTION OF THESE MATERIALS ONLINE OR IN PRINT BEYOND USE IN YOUR
CLASSROOM IS PROHIBITED.
Student(s) commemorate
their success via public
presentation (to the class,
the school, a community
partner, etc.) and reflect on
their future commitment to
change-making
Commemoration
Student(s) create a portfolio
to document the products
and impacts of their
action project
Portfolio
Student(s) report on the
impact of their actions on
personal and community
levels
Reporting
Student(s) measure the
impact of their actions from
a perspective of community
benefit
Measurement
CRITERION
and Description
Fails to commemorate
actions or reflect on creating
change in the future
Fails to present portfolio
or presents portfolio only
documenting either actions
or impacts
Fails to report on actions or
impacts
Fails to, or only begins to,
measure impact
LEVEL 0
Not Yet Meeting
Expectations
LEVEL 2
Meeting
Expectations
Carries out minimal or basic
celebration to acknowledge
action without reflection on
role as a change-maker
Creates a basic portfolio
presenting some actions and/
or impacts
Presents basic report on
actions, without analysis of
personal and/or community
impact
Carries out some measure of
impact but does not connect
with community benefit
Celebrates success in
thoughtful manner, including
reflection on personal commitment as a change-maker
Creates a comprehensive
portfolio presenting the
story of their action and its
impacts
Presents thoughtful report
on actions, reflecting personal and community impact
Measures impact and
thoughtfully considers and
reports benefits to the
community
REPORT AND CELEBRATE
LEVEL 1
Approaching
Expectations
Celebrates success on personal, group and
community levels with
careful consideration and
specific plan for future
Creates a highly detailed and
organized portfolio that documents actions and impact
through an array of artifacts
and records
Presents thoughtful report
on actions, reflecting personal
and community impact and
intelligently answers
questions from the audience
Measures and reports
impacts and community
benefits and thoughtfully
presents suggestions for
future actions
LEVEL 3
Exceeding
Expectations
Individually:
• Reports personal learning
and discusses future
ideas for change-making
Working in a team, creates
portfolio that DOES the
following:
• Provides a minimum
of 10 artifacts, which
include:
• Product(s) of team
Investigation
• Action plan
• Evidence of team local and global action
• Summary with
evidence-based
explanation of the
project impact, its
significance within
a larger context and
team commemoration activities
**As part of the “Celebrating
Your WE Actions” activity
Your WE Actions” activity,
students are sharing the
impacts of their service project,
which are to be pulled
together through the Metrics
of Success Activity (in Part
2) and the “Record Your WE
Actions” activity in (Part 3)
CONNECTION TO
RECOGNITION
RUBRIC OR MODULE
CONTENT
Resources
Citation
“58/217. International Decade for Action, ‘Water for Life,’ 2005-2015.” United Nations. December 23, 2003.
Accessed May 24, 2016. http://www.un-documents.net/a58r217.htm.
Local and Global Issues Backgrounders Bibliography
Castle, Stephanie L., Brian F. Thomas, John T. Reager, Matthew Rodell, Sean C. Swenson, James S. Famiglietti.
“Groundwater depletion during drought threatens future water security of the Colorado River Basin.” Geophysical
Research Letters 41, no. 16 (2014). http://onlinelibrary.wiley.com/doi/10.1002/2014GL061055/full.
“Freshwater Crisis.” National Geographic. Accessed May 17, 2016.
http://environment.nationalgeographic.com/environment/freshwater/freshwater-crisis/.
“Freshwater: Supply Concerns Continue, and Uncertainties Complicate Planning.” U.S. Government Accountability Office.
May 20, 2014. http://www.gao.gov/products/GAO-14-430.
Kincaid, Ellie. “California isn’t the only state with water problems.” Business Insider. April 21, 2015.
http://www.businessinsider.com/americas-about-to-hit-a-water-crisis-2015-4?r=US&IR=T.
Plumer, Brad. “A guide to California’s drought and water crisis.” Vox. April 30, 2015.
http://www.vox.com/cards/california-drought-water/california-farms-water.
Postel, Sandra. “The Case for Reconnecting the Colorado River to the Sea.” Takepart. March 26, 2014.
http://www.takepart.com/article/2014/03/25/change-the-course-colorado-river-closer-to-sea.
“Progress on Drinking Water and Sanitation: 2012 Update.” Unicef and World Health Organization. Accessed May 17, 2016.
http://www.unicef.org/media/files/JMPreport2012.pdf
“Water Scarcity factsheet.” UN Water. Accessed May 17, 2016.
http://www.unwater.org/publications/publications-detail/en/c/204294.
“Water use in agriculture.” Organization for Economic Co-operation and Development. Accessed May 17, 2016.
http://www.oecd.org/agriculture/wateruseinagriculture.htm.
Woody, Todd. “The Drought Apocalypse Approaches as the Colorado River Basin Dries Up.” Takepart. July 24, 2014.
http://www.takepart.com/article/2014/07/24/drought-apocalypse-will-be-here-soon-colorado-river-basin-dries.
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CLASSROOM IS PROHIBITED.
127
Acknowledgements
AP® Environmental Science Content Development
Serena Magrogan, Director, AP® Curriculum, Instruction, & Assessment
David Hong, AP® Teacher, Monrovia High School, Monrovia, CA
Amy Fassler-Dopp, AP® Teacher, Marshfield High School, Marshfield, WI
Program Management and Instructional Design
Leila Jerusalem, Senior Project Specialist, Advanced Placement
Erin Spaulding, Director, AP® Curriculum, Instruction, & Assessment
Program Development and Strategy
Trevor Packer, Senior Vice President, AP® & Instruction
John Williamson, Vice President, AP® Curriculum, Instruction, & Assessment
Jason Manoharan, Vice President, AP® Program Management & Strategy
Kirsten Johnson, Executive Director, AP® Teacher Support Strategy
Donna Hurrle, Senior Director, AP® Curriculum, Instruction, & Assessment
Brett Mayhan, Senior Director, AP® Curriculum, Instruction, & Assessment
Michael Robertson, Associate Director, AP® Curriculum, Instruction, & Assessment
Mike Farah, Senior Director, Strategic Marketing
Robert Fuller, Director, Executive Communications
Dianna Malone, Site Manager, CM Operations & Production
Andrea Sluchan, Associate General Counsel
The program wishes to thank the following colleagues at the College Board for their contribution:
Edward Biedermann, Executive Director, AP® Outreach
Deborah Davis, Director, Video Communications
Carrie Friedman, Executive Director, Instruction Marketing
Brian Hartmann, Senior Director, International K-12 Initiatives
Alison McLeod, Director, AP® Program Information
Jennifer Merriman, Executive Director, K-12 Research
Mike Preston, Associate Director, Partnership Communications
Sidorela Sanchez, Director, AP® Program Information
Lila Schallert-Wygal, Executive Director, Digital Product Management
Katie Short, Director, AP® Enrollment & Registration
Diane VanDenBerghe, Program Support
Leslie Ware, Director, Contracts Administration
Kim White, Senior Requirements Analyst, Business Delivery
James Zika, Senior Director, International Planning and Outreach
128
| CLEAN WATER MODULE FOR AP® ENVIRONMENTAL SCIENCE
© 2016. THE COLLEGE BOARD. THESE MATERIALS ARE PART OF A COLLEGE BOARD PILOT PROGRAM. USE OR DISTRIBUTION OF THESE MATERIALS ONLINE OR IN PRINT BEYOND USE IN YOUR
CLASSROOM IS PROHIBITED.
Acknowledgements
Program Management and Instructional Design
Sapna Goel, Editorial and Curriculum Development Director
Janay Boyce, Associate Director, Educational Partnerships
Kendra Harrison, Manager, Educational Content
Program Development and Strategy
Craig Kielburger, Co-Founder
Sapna Goel, Editorial and Curriculum Development Director
Scott Baker, Executive Director
Sharon McAuley, Content and Partnership Development Consultant
Shelley K. White, PhD, MPH, Assistant Professor of Sociology, Director, Master of Public Health Program, Simmons College
(formerly Worcester State University)
Jonathan M. White, PhD, Associate Professor of Sociology, Director, Service-Learning Center, Bentley University
Rebecca Ostrov, Global Head, WE Schools
The program wishes to thank the following colleagues at WE for their contribution:
Alexandra Brickman, AP® with WE Service Coordinator
Erin Barton, Head, Global Partnerships
Mike Anderson, General Counsel
Alyssa Chan, Director, Business Development and Educational Partnerships
Matt Ng, Senior Graphic Designer
Julia Storey, Associate Director, Marketing and Communications
Khushy Shujaat, Graphic Designer
Peter Chiykowski, Senior Writer and Editor
Brittany Campbell, Senior Graphic Designer
Andrew Worrall, Director, Digital Media
Mauricio Carvajal, Video Producer
Chris Sanders, Technical Manager, Web Development
Robin Archer, Project Manager, Marketing and Communications
Ronen Kalo, Director, Technical, Marketing and Communications
Cam Sloan, Web Developer, Marketing and Communications
Alan Lee, Web Developer, Marketing and Communications
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© 2016. THE COLLEGE BOARD. THESE MATERIALS ARE PART OF A COLLEGE BOARD PILOT PROGRAM. USE OR DISTRIBUTION OF THESE MATERIALS ONLINE OR IN PRINT BEYOND USE IN YOUR
CLASSROOM IS PROHIBITED.
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