Option 1
There are no right or wrong answers to this activity.  Student assessments will vary depending upon the data sources they use for their analysis.  Use the activity to initiate a lively class discussion or a class debate about the relative environmental impacts of each product.

Option 2
Because this is a creative writing activity, student essays will vary.  Make sure that students have made a serious attempt to provide additional realistic dialogue to that provided.  Students should also include several paragraphs that address the questions on the student worksheet. See Notes on Active Pedagogy for additional suggestions on evaluating students’ work.

Option 3
Because this is a creative writing activity, student essays will vary.  Their essays should include responses to the questions on the student worksheet and should demonstrate a clear understanding of the suggested reading.  See Notes on Active Pedagogy for additional suggestions on evaluating students’ work.
 
 

Activity 3.2  Industrial Ecology Game

 
There are no specific answers to this activity.  The success of the game will depend on the variation used, the industries selected, and student and instructor enthusiasm.  If you provide completed 3” x 5” cards with the outputs already specified, the activity will run more smoothly because you can ensure complementarity among the various groups’ outputs and inputs.  If you allow students to develop their own cards and lists, the game may not result in a perfect fit among the industries’ needs and wastes, but it may describe a more realistic situation.
 
 

Activity 3.3  Industrial Ecology Field Trip

 

Because of the nature of this activity, there are no specific answers.
 
 

Activity 3.4  Free Trade's Effects on Sustainable Agriculture:  A Debate

 

Because this activity is a class debate, there are no specific answers.  If it is necessary to grade students on this activity, you can evaluate them on the clarity of their arguments, their level of preparation, their respect for other students’ perspectives, and their overall participation in the debate.  You should help to keep the debate moving and to allow each student to speak.
 
 

Activity 3.5  A Critical Brief

 

Students’ critical briefs will vary depending upon the article they choose (or are assigned) to read. Use the following criteria to evaluate their work:
 

• Is the brief descriptive and does it state the premises, major themes, and/or arguments of the reading(s)?
• Does the student critically analyze and critique the premises, arguments, and conclusions of the reading(s)?  In other words, do they do more than summarize?  Do they engage with the material?
• Is the brief well written, concise, and less than four pages (double-spaced) in length?