Running head: HEALTH AND SUSTAINABILITY

PPE 310: Health Literacy for Schools

Health and Sustainability
Student A and Student B
Signature Assignment
Course #89858
Dr. Hesse

HEALTH AND SUSTAINABILITY

Introduction
It has been estimated that in 2050 there will be around nine billion people on Earth
(Sustainability, 2010). As world population increases, certain nations may find it increasingly
more difficult to attain the basics to survive. Our constant uncontrollable consumptions have
exceeded earths capacity, and such, one in every six people go to bed hungry (Sustainability,
2010).

Sustainability is a rather complex matter. It can be simplified as: taking the necessities to
live without harming the future. The definition of health resides within the complete, mental,
physical, emotional, and social well-being. In order to prevent the risk of increased health
degradation and the further harming of our environment, it is punitive we increase awareness
through school-wide initiatives. Introducing and teaching these concepts with applicable
strategies to those who will be living in the deteriorated environment with diminishing natural
resources, will impact not only their future, but the generations that follow. The change to lead
healthy and sustainable lives has to be made.
Within the classroom environment, health and sustainability must be implemented,
promoted, and emphasized at a school-wide level throughout schools in America. Health and
sustainability education should be integrated in K-12 classrooms by teacher implementation.
Teaching young learners about health and sustainability begins with building sustainable schools
for healthy kids, as well providing opportunities where they can personally be involved.

Review of Current Literature Review

School Context

HEALTH AND SUSTAINABILITY

Cactus View Elementary is located in the Paradise Valley School District. In 2014 there
were 707 students enrolled. According to School Digger, the racial makeup of those 707 students
enrolled were, 53.9% White, 33.1% Hispanic, and 4.2% African American. The percentage of
students receiving free/reduced lunch for 2014 was not available. However, in 2013, 54.8% of
students received free/reduced lunch, reported School Digger. According to Arizona Report
Cards the proportion of ELL students was 94% in 2014. Cactus View Elementary serves students
from Preschool to 6th grade. In 2014 the student to teacher ratio was 18.3.
Cactus View Elementary is a suburban, Title 1 public school located in Phoenix. Cactus
View Elementary received a letter grade of a B in 2014.The ethnic makeup of the surrounding
area in 2013 was, 2% African American, 3% Asian or Pacific Islander, 1% Indian, 2% mixed
races, 4% other, and 88% White, according to Movoto Real Estate. Below are two graphs of the
neighborhood demographics in accordance to Movoto Real Estate.
Sustainability Education in K-12 Classrooms states that is important to instill and expand
sustainability within the classroom environment. When teachers embed health and sustainability
into the curriculum students will be given various opportunities to think critically and make
informed decisions. Incorporating sustainability lessons into the classroom provide students the
opportunity to develop critical thinking, systems thinking, collaboration, and communication
skills. Students are more likely to be engaged when learning about real world sustainability
issues (Church, 2010).
Sustainability Education in K-12 Classrooms states that is important to instill and expand
sustainability within the classroom environment. When teachers embed health and sustainability
into the curriculum students will be given various opportunities to think critically and make
informed decisions. Incorporating sustainability lessons into the classroom provide students the

HEALTH AND SUSTAINABILITY

opportunity to develop critical thinking, systems thinking, collaboration, and communication

skills. Students are more likely to be engaged when learning about real world sustainability
issues (Church, 2010).
Sustainability of Teacher Implementation Based Mental Health Programs says that
sustainability can be enhanced through provision of teacher training and performance. This
means that teachers should often serve as program providers for school-based programs. When
teachers are given adequate training it increases the likelihood that they will implement the
program fully and with integrity. Teachers must understand the program well enough so that if
needed they can modify it without changing its core principles (Hans & Weiss, 2005).
Teaching Young Learners About Sustainability relates the importance of sustainability
education. Children must develop a sense of respect for the natural environment and this can
easily be taught through sustainability education. Introducing sustainability education during
childhood lays the foundation for a deeper understanding of this very complex, global concern in
the later years. When teaching sustainability to younger students it is helpful to use appropriate
literature. When students are taught these complex concepts using appropriate grade level
language, then the outcome is more effective (Eckhoff & Spearman, 2012).
Building Sustainable Schools for Healthy Kids narrates environmental design strategies at
various scales that can be better used to promote physical activity and healthy eating in schools.
To begin schools should promote a healthy school design at a local and neighborhood scale.
Next, slight alterations should be made in the school lunchroom so that healthy foods are
prominently available and unhealthy foods are less available and less convenient. Students
should have access to school playgrounds because having school playgrounds allows children the
opportunity to participate in daily active play. The article states that when schools have gardens

HEALTH AND SUSTAINABILITY

the benefits are not limited to just one student, one class or one grade level. Having a schoolwide garden provides opportunities where teachers and staff can educate children on healthy
food, gardening, and their environment (Green Health, 2012).
Growing Gardens, Growing Minds shares the benefits of organizing a school-wide
yearlong garden-based learning experience through a real life scenario. In the article students
were able to research important variables related to growing a garden. The school then hosted a
garden party where the food was prepared and displayed. Individual classes also created and
submit a garden design of their own. The article states that having a garden-based learning
experience helps meet national learning standards required (Herbert, Martin & Slattery, n.d.).
Synthesis of Current Literature
The articles concluded that incorporating sustainability education can increase the
likelihood of adopting a healthy lifestyle. When students are actively involved in learning about
where their food comes from theyre more likely to make healthy eating choices. The articles
that discussed the integration of a school garden showed a significant increase in the amount of
fruits and vegetables their students consumed. This is because students have now made a
connection after researching, planting, and taking care of their own garden. Introducing
sustainability this way helps children develop an understanding of themselves as both individuals
and parts of a larger social whole because they can connect the project to the sustainable benefits
of eating locally grown foods.
In order to successfully implement sustainability education in the classroom teachers
need to be given the proper training and support to do so. Teachers are more likely to adopt the
program when they feel prepared and qualified to teach the concepts. This is why a school-wide

HEALTH AND SUSTAINABILITY

program is the most effective method for integrating this curriculum. Principals, teachers, and
families are able to collaborate to develop a healthy and sustainable school environment.
The overall conclusion from this group of articles is that a sustainable curriculum can

develop a students understanding of themselves as part of a larger social group, school facilities
are pivotal community resources and represent an ideal focus for developing a healthy and
sustainable environment, and a collaborative effort between staff, families and community
involvement is necessary for an effective outcome. The need for sustainability education will
continue to grow as environmental and health concerns play an increasingly important role in the
everyday lives of individuals.
Practical Implications
In order to organize a school-wide yearlong garden-based learning experience, there are
many practical implications to promoting and implementing health and sustainability within
schools. These include, but are not limited to, Marking, Funding, Scheduling and Engagement.
Integrating health and sustainability within the curriculum will help students develop a better
understanding of themselves as part of a larger societal entity. This integration would play as a
potential partial groundwork in helping students navigate future social environments. It is for this
reason that family and community should participate collectively in the development of our
children.
1 Administration Proposals
The proposal will be presented directly to the administration, appealing for the support of
key stakeholders at multiple levels, that they may help us cultivate institutional readiness and
support our initiative. The team to uphold the task will be known as the core team: they will be
collaborating closely to the plan, be immensely involved in the design, and carry out the vision.

HEALTH AND SUSTAINABILITY

The main event is our Clean & Green event. This event will be held on Saturday
September 03, 2016 from 10:00AM-4:00PM. The newsletter for this event will go out to families
on Monday August 22, 2016, and a second reminder will be sent out on Friday September 02,
2016. The Clean & Green event is the unveiling of the area we have obtained for our communal
garden. Families and students will participate in cleaning and preparing the garden for the school
year (see Appendix B).
2 Grants and funding
Ensuring commitment from key stakeholders at multiple levels to cultivate institutional
readiness and support for the program is important. Funding and grants will be delivered at a
school and district level, along with grants and loans provided by the Arizona State Universitys
School of Sustainability.
3 Health and Sustainable Curriculum
The health and sustainable design will be worked into the usual class content. Developing
the schools environmental curriculum is crucial to the success of this project. Students should, at
the very least, be aware of what they are to be participating in, and so the content provided to
them must hold some sort of relatable, comprehendible substance. The lessons will include
regular presentations of healthy behavior and sustainability content knowledge in the classroom.
The school and core team will actively engage the students to help them feel as though they are
the true owners of their garden, in which they have put so much time and effort.
4 Student engagements
Every class will have access to the school-wide garden, and will be able to observe its
changes and growth. Students in every grade level will have the opportunity to participate in the
school Garden Club Hoppin to Croppin. The students in this club will be in charge of watering

HEALTH AND SUSTAINABILITY

the garden before and after school, as well as during the summer. Students who are in the Garden
Club Hoppin to Croppin will receive an Eco-Friendly T-Shirt to represent the program.
5 Family and Community Involvement
Family and community involvement is essential to the design of our project. Our schools
are located in the center of a few communities. As school plays a role into how students travel,
creating an environment in which students can walk or bike to campus can potentially help
encourage healthy lifestyles. The National Center for Safe Routes has developed guidelines that
communities and schools can follow. These guides include various tips and instruction on how to
implement travel safety, should families choose to journey by bike or foot. Families will also
have the opportunity to volunteer their time to the Garden Club Hoppin to Croppin with their
child. Parents will be able to purchase their own Hoppin to Croppin T-shirt when they sign up
for the program (See Appendix D).
6 Home-School Communications
Newsletters and Event Flyers will be used to promote the project. Important dates and
updates will be included within these promotions. Providing the community with newsletters and
flyers will help them stay updated and connected. When families are aware of how and what they
can be involved in, it influences their childs learning. Sharing information with families openly
and repeatedly shows them that you respect them and value their participation. Providing parents
with the newsletters and event flyers keeps the line of communication open.
Conclusion
The question of how many people the Earth can support is a long-standing one that
becomes more intense as the world's population, and our use of natural resources increases.
Given the current levels of population and likely trends, it is imperative to anticipate future

HEALTH AND SUSTAINABILITY

needs. This is why it is crucial for people to acquire the knowledge, skills, and values necessary
to create a sustainable environment for future generations.
All schools need to be discussing the need for more sustainable lifestyles at all levels of
society. Schools have a major role in regards to educating their students about current affairs and
complex global issues such as climate change, energy use, food shortages, and adequate housing.
Educating students results in greater ownership of the issues and a willingness to make changes
for the future. This education begins by building sustainable schools and providing the
opportunity for children to get involved and practice what theyve learned, such as a school
garden. A school garden is beneficial to the students understanding of the world they live in and
the connections they make throughout the project will motivate them to apply their new
knowledge into their everyday lives.
With the collaboration of students, teachers, families, and community members a schoolwide garden will be fully developed with ripe fruits and vegetables a year following its creation.
The annual plants will have already bloomed and will therefore need to be replanted, while the
perennial plants will be able to sustain themselves (Wonderpolis, n.d.). This will provide the
opportunity to involve the school community in replanting the seeds and celebrating the success
of the garden. Three years following the implementation of the school garden there will be plans
set to expand the garden in order to allow for greater participation amongst students. The
expansion of the garden will also require active involvement in the community to sustain a larger
garden. Inviting the media to the opening day of the new garden will help spread the word and
inspire others to create gardens in their own schools as well. After five years, it would be ideal to
begin collaborating with other nearby schools to help them create and sustain their own gardens
as well. Success of school-wide gardens requires support and partnership between stakeholders.

10

HEALTH AND SUSTAINABILITY

APPENDIX A

11

HEALTH AND SUSTAINABILITY

!!!

!
Cactus view
elementarywouldlike to informyouof
our effort to
Promote Health&Sustainability

What is healthandsustainability?
Sustainability
Takingthe necessities to live
without harmingthe future
Health
Complete, mental, physical,
emotional, andsocial well-being

How?
The healthandsustainable design
will be workedinto the usual
class content.
Developingthe schools
environmental curriculumis
crucial to the success of this
project.

Hoppin to Croppin
Students ineverygrade level
will have the opportunityto
participate inthe school Garden
ClubHoppin to Croppin.
Theywill have the opportunity
to plant fruits, vegetables, and
herbs.

Important Dates
Clean&GreenEvent Saturday
September 03, 2016
First Saturdayof everyMonth
What youcando!
The National Center for Safe
Routes has teamedwithus,
encouragingour families and
students to walk or ride bikes
to school.
!!

APPENDIX B

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HEALTH AND SUSTAINABILITY

When

Join us on: Saturday

September 03, 2016
From: 10:00-4:00

Where

Cactus ViewElementary
SouthField
Please park at the East
ParkingLot

Are yousomeone who loves all things green?

Have youalways wantedto grow your ownfruits,
vegetables, andherbs?
HEREISYOURCHANCE!
Cactus viewelementaryhas obtainedsome space for a
garden!
Please join us inour unveiling
As we invite youinthe planningof our garden

APPENDIX C

13

HEALTH AND SUSTAINABILITY

Where: South
Field
Please Park at
the East Side
Parking Lot

When: Saturday
September 03,
2016
From10:00-4:00
!

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

APPENDIX D

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HEALTH AND SUSTAINABILITY

"#$%&!

!
!
' ( )*!

References

HEALTH AND SUSTAINABILITY

15

Arizona State University (2012). Comprehensive School Health Programs: A theoretical

Framework. Retrieved from http://asu- teacherscollege.wistia.com/medias/crt95tfyzi
Cactus View Elementary School. (2013). Retrieved September 13, 2015, from
http://www.movoto.com/schools/phoenix-az/cactus-view-elementary-school040593000126/
Cactus View Elementary School. (n.d.). Retrieved September 13, 2015, from
http://www.schooldigger.com/go/AZ/schools/0593000126/school.aspx?
t=tbStudents&st=tbSTR
Church, Wendy., & Skelton, L. (2010). Sustainability Education in K-12 Classrooms. National
Association of Independent, Global EducationRetrieved September 26, 2015, from
https://www.facingthefuture.org/Portals/0/Documents/Articles/Informational
%20Papers/Sustainability%20Education%20in%20K-12%20Classrooms.pdf
Green Health: Building Sustainable Schools for Healthy Kids. (2012). Retrieved September 26,
2015, from http://nccor.org/downloads/green-health-report_2012-06-04_complete.pdf
Han, S., & Weiss, B. (2005). Sustainability of Teacher Implementation Based Mental Health
Programs. Journal of Abnormal Psychology, 33(6), 665-679. doi:10.1007/s10802-0057646-2
Hebert, T., Martin, D., & Slattery, T. (n.d.). Growing Gardens, Growing Minds. Sci. Child.
Science and Children. Retrieved September 26, 2015.
http://content.ebscohost.com.ezproxy1.lib.asu.edu/ContentServer.asp?
T=P&P=AN&K=94621502&S=R&D=eft&EbscoContent=dGJyMNHX8kSeqLQ40dvuO
LCmr02ep7ZSrqi4SLGWxWXS&ContentCustomer=dGJyMOPX8Yzr1%2BeGuePfgey
x44Dt6fIA

HEALTH AND SUSTAINABILITY

16

Spearman, M., & Eckhoff, A. (2012). Teaching Young Learners About Sustainability. Childhood
Education, 354-359. Retrieved September 26, 2015.
http://www.tandfonline.com.ezproxy1.lib.asu.edu/doi/pdf/10.1080/00094056.2012.741476
Sustainability: Can our society endure? (2010). Retrieved 2015, from
http://www.sustainability.com/sustainability
What is sustainability? (2015). Retrieved 2015, from
http://www.un.org/en/sustainablefuture/sustainability.shtml

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HEALTH AND SUSTAINABILITY

Rubric for Signature Assignment
Criteria with
Professional
Standards
Referenced
Outline

5
Exemplary
(97 100%)

Outline Turned
In(Already
submitted for
points)

Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted with
a technology
choice selected
to embed the
assignment.

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in
APA format
are submitted.

Brief outline
No outline
with one or no was
references
submitted.
submitted.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well,
somewhat
organized and
created a plan
for the paper

Introduction
is addressed
adequately.

Introduction is
omitted or
was
disorganized
and did not
create a plan
for the paper.

1. Literature
review
addresses

1. Literature
review may
address major

1. Literature
review does
not address

1. Literature
review does
not have the

10 Points

5 x 2=10
points
Introduction

10 Points

Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully
developed,
well organized,
introduces all
topics, created
a plan for the
paper and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer

5 x 2=10
points

15 Points
1. Literature
review
highlights

18

HEALTH AND SUSTAINABILITY

reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

major issues in
the area.
2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

major issues
in the area.
2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

issues, but
issues may
not be
supported
with expert
knowledge.
2. Good use
of references,
but additional
references
may have
strengthened
the paper.

the major
issues in the
area; the level
of support for
the issues is
not adequate.
2. Includes 3
references.

depth of
knowledge
appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes
throughout the
articles
3. Demonstrate
thoroughly
how your
research and
the data
collected
supports your

Studies
covering the
same topic
are
summarized
and
integrated
level work.

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes
throughout
the articles
which were
not detailed
3. Somewhat
emonstrated
how your
research and
the data

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed
3. Did not

19

HEALTH AND SUSTAINABILITY

stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

5 x 3=15
points

Practical
Implications and
Technology
infusion
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

demonstrate
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

30 Points

1. Practical
implications of
your event
details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on
how each of
the 6

1. Pratical
implications
are
discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

1. Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details
of your event
are missing.
2. Contained
at least 4-5
components
of a
comprehensiv
e school
program;
however,

1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little
discussion on
which

20

HEALTH AND SUSTAINABILITY

program/comp
onents that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade
level was
identified and
was
appropriate for
students of that

some of the
needed detail
is missing.
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of
a special
event that
promotes a
healthy and
active school
environment
6. Contained
some
discussion on
a specific

programs/com
ponents are
currently in
place
4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little
discussion on
a specific
health
behavior
highlighted by

21

HEALTH AND SUSTAINABILITY

age

health
behavior
highlighted by
the event

7. Contained
discussion on
how to involve
the entire
school in the
event

the special
event
8. Specific
target grade
level was not
identified
and/or not
appropriate
for students of
that age

7. Specific
target grade
level was
somewhat
identified and
was
appropriate
for students of
that age

8. Embeding
Technology as
a platform to
enhance your
proposal was
used with an
approved
application
from your
instructor

9. Contained
little
discussion on
how to
involve the
entire school
in the event

8. Contained
some
discussion on
how to
involve the
entire school
in the event

5 x 6=30
points

9. Technology
infusion was
not used.

9. Technology
infusion was
used but it did
not enhance
the proposal
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made
integrating
instructor

10 Points
Major issues
support and
establish
conclusions.

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

Detailed
draft of ALL
sections
with some
errors in

Detailed draft
of MOST
sections with
some errors in
content

Missing
sections or
paper has
regular errors
across content

Incomplete
(missing half
of the
requirements)
or completely

5 x 2=10
points

10 Points
Detailed draft
of all sections
of the paper
with
appropriate

22

HEALTH AND SUSTAINABILITY

comments from
the outline

content,
headers,
writing style, a
choice of
technology to
embed the
assignment and
references in
APA 6.0 style.

content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

missing paper.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version.
All were
highlighted in
yellow

Some
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

No comments
from
instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow
1. Cover
page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style.

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of
the document
4. This rubric
submitted
was added but

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#
4. This rubric
was not added

23

HEALTH AND SUSTAINABILITY

4. All
sentences are
clear and well
developed
5. Proposals
and events are
appropriate
length with
standard
margins, font,
and size of text

not at the end

of the
document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

to the
document
submitted
5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of
text