Deborah Layzell/Dr. Mary Smith & Dr.

Glenn Medeiros

/Chaminade
University

Chaminade University- edTPA Unit Plan Template

Grade Level:
edTPA Info Definition
of Terms
Estimated Unit Plan
Duration:
What is the central focus?

http://cuhedtpa.weebly.com/about.html
About 4.5 Weeks

The focus of this semester is for the students to learn

the basic and fundamental information of biology.
After students master these building blocks of
biology, they are able to move onto more complex
and detailed components of biological concepts and
processes that epitomize the study of life and living
organisms.
The students have just finished learning about the
cell its organelles and its specific functions, the
differences between plant and animal cells, the
differences between eukaryotic and prokaryotic cells,
and lastly, cellular diffusion.
Students will be given the introduction of how we all
started off as one single cell and amazingly because
of how cells work, here we are today full-bodied,
functioning human beings. Now, students will be
learning how cells divide and its significance to our
lives.

Essential Question(s):

Standard(s)
List the common Core
Standard(s) and/or Hawaii
Content Standard(s) that
align (s) with the learning
objectives (s).

Why is mitosis important for life to continue?

Why is meiosis important for life to continue?
Hawaii Content and Performance Standards III

Strand

Life and Environmental Sciences

Standard 4: Life and Environmental Sciences: STRUCTURE AND

FUNCTION IN ORGANISMS: Understand the structures and
functions of living organisms and how organisms can be compared
scientifically
Topic

Cells, Tissues, Organs, and Organ

Systems

Benchmark SC.BS.4.3

Differentiate between the processes of

mitosis and meiosis

Sample Performance Assessment

(SPA)

The student: Compares the processes of

mitosis and meiosis.

Next Generation Science Standards

HS-LS1-4.
Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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Disciplinary Core Ideas

LS1.A: Structure and Function

Systems of specialized cells within organisms help them perform the

essential functions of life. (HS-LS1-1)
LS1.B: Growth and Development of Organisms
In multicellular organisms individual cells grow and then divide via a process called
mitosis, thereby allowing the organism to grow. The organism begins as a single cell
(fertilized egg) that divides successively to produce many cells, with each parent cell
passing identical genetic material (two variants of each chromosome pair) to both
daughter cells. Cellular division and differentiation produce and maintain a complex
organism, composed of systems of tissues and organs that work together to meet the
needs of the whole organism. (HS-LS1-4)

Student Learning
Objectives (s) Objectives
should be measurable and
aligned with standard (s).

At the end of this Cellular Reproduction Unit,

students will be able to:
Define the overall purpose of mitosis
[SC.BS.4.3]
Outline the phases of mitosis [SC.BS.4.3]
Identify the types of organisms and cells that
mitosis occurs in [HS-LS1-4]
Explain the type of cell division that occurs in
bacteria
Define the overall purpose of meiosis
[SC.BS.4.3]
Outline the phases of meiosis I and meiosis II
[SC.BS.4.3]
Describe the differences and similarities of
mitosis and meiosis[SC.BS.4.3] [HS-LS1-4]
Define the general causes of cancer

Assessment (s)
List the types of formative
and summative
assessments that will be
used to monitor and assess
student learning. Include
your pre and post unit
assessment(s).

Pre-assessment - Conversation topic: Do you

know how humans came to be? Have you
heard about mitosis? Do you know what
meiosis means? Make a prediction about the
cell cycle.
Ungraded/graded worksheets
Quizzes
Exit Passes
Interactive Science Notebook
Post-assessment Using any type of media to

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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describe the process and differences of mitosis

and meiosis
o Half of the class will be assigned mitosis
o The other half of the class will be
assigned meiosis
o Students will be groups of 2-3 students

Differentiation/
Planned Support
How will you provide
students access to learning
based on individual and
group needs?
How will you support
students with gaps in the
prior knowledge that is
necessary to be successful
in this lesson?

Whole Class:
- Introduce the concept of mitosis and meiosis as
whole group instruction
- Students will be provided with various and
concise videos about the phases of mitosis and
meiosis
- All students will be questioned about their
knowledge of cellular reproduction in order to
see what information needs to be taught
- Students will be given varied text and resource
materials to help with their understanding
For the Mitosis in Onion Root Tips Laboratory
exercise, the whole class will be briefed at the
beginning of the class to ensure that all students
have a grasp of key ideas (Tomlinson, 2001, p. 29).
After whole class instruction, the students will be
grouped into two groups, each working on the same
lab exercise, but utilizing different procedures. The
students are grouped together based on observed
understanding in group discussions and evaluated
exit passes (Tomlinson, 2001, p. 29). The laboratory
exercise for the meiosis section of this unit involves
the students in a virtual laboratory. The Meiosis
Playground from Geniverse will allow the students to
explore and understand the concept of meiosis
through an introduction of meiosis and various
challenges that the students will have to accomplish.
Since the exercise is online, students will have at
least two class periods to finish the lab. It is
important to note that during laboratory exercises,
whether physical or virtual, students will be given the
time necessary for them to complete the labs
thoroughly and not be rushed to learn absolutely
everything.
In order to allow all students in the class to choose
their own ways to conduct learning and task
management, whole periods are allotted for the
preparation of group presentations. Student groups
have the freedom to determine the best use of their

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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University

time in class to complete their respective tasks as

needed. Using flexible use of time as a form of
differentiation allows students to use their time on
the project differentlybased on the individual
students needs. Students who use this option will be
able to work at their own pace to reach the goal of
finishing the presentation on time and in accordance
with the standards of the rubric (Carjuzaa &
Kellough, 2013,p. 214)
Groups of students with similar needs:
- If there are ELL or ESL students in this class,
they will be grouped together with one or two
students who are not ELL or ESL to help them
understand concepts
- These students will also have varied text and
resource materials for them to utilize
Individual students may struggle when trying to
accomplish class presentations. For those students,
differentiation with varied supplementary materials
can be applied (Carjuzaa & Kellough, 2013, p. 214).
Alternative forms of presentations that students can
make could include creating a Podcast, creating a
Digital Story or using pictures, graphs, etc. to present
their research to the classthese will foster
collaboration and resonate quality pedagogy (p.
214). *This applies to both individual and groups of
students with similar needs.
Individual students:
- Students who are having trouble understanding
the concept will be offered tutoring before and
after school, during recess or lunch
Students with IEPs or 504 plans:
- These students will be using manipulatives and
large text and pictures to help them with
comprehension
- These students will be given extra time to
complete their work
- If possible, peer and adult help would serve
well for these students
Strategies for responding to common errors and
misunderstandings, developmental approximations,

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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misconceptions, partial understandings, and/or

misunderstandings:
-

It is first important to find out what students

know or do not know about a certain topic
When students relay their knowledge to their
teacher (by answering questions), the teacher
is then able to find out about student
understanding or misunderstanding
By use of inquiry-based learning, students will
show their knowledge and if there are
misconceptions, the teacher will conduct
minilessons to help with their comprehension
Too much videos will tire the students out, so it
could be simpler to draw on the whiteboard or
projector, to help students understand
concepts clearer

At the beginning of the year it is imperative to

explain to students what science is and what science
is not. By having students come to terms with what
they know and perceive about scientific concepts,
educators are then able to help them learn the
correct concepts of science. The Center for the
Integration of Research, Teaching, and Learning
(2015) state that teachers must identify student
misconceptions, provide a forum for students to
confront their misconceptions, and lastly, help
students reconstruct and internalize their knowledge.
According to Chiapetta and Koballa (2013), the world
of science relies heavily on empirical data, scientific
knowledge is tentative and subject to change, there
is no single scientific method, scientific inquiry is a
creative process, scientific theories and laws are
distinct forms of knowledge (p. 121).
Student Interactions
How will you structure
opportunities for students
to work with partners or in
groups? What criteria will
you use when forming
groups?

- Collaborative Working Groups

- Post assessment: 2-3 students
- Individual work for defining key terms, completing
worksheets, and written lab reports
At the start of the school year, students will be
diagnosed on their Student Readiness, Interest and
Learning Profiles (Tomlinson, 2001). By using this
evaluation and continued student observations, the
grouping of students will be properly aligned with
individual student assessments to best meet their
respective needs. Groupings will be based on student

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

Theoretical
Principles and/or
ResearchBased
Best Practices
Why are the learning tasks
for this lesson appropriate
for your students?

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learning style: visual, auditory, tactile, kinesthetic;

grouping preferences: individual, small group, large
group; and environmental preferences: quiet space,
ample amount of space (Gray, 2013). One thing to
consider is the fact that students are not limited to
one learning style, but multiple learning styles put
together. It is important to use a variety of ways to
engage students because sometimes students are
not aware of their learning styles until given the
chance to showcase it.
Science has many complicated and difficult to
understand (at first) concepts, but by incorporating a
constructivist way of teaching and learning, students
will be able to learn theories, ideas, and concepts in
science effectively and efficiently. Lev Vygotsky
(1962) explains that individuals learn through the
interactions and discussions amongst each other and
that through the presence of their peers, teachers,
and other reliable individuals learning will take place.
Vygotsky (1962) also mentions the importance of the
teacher because it is the teacher that provides the
learning environment that increases the learners
ability to interact with peers via discussion,
collaboration, and feedback. Neff (n.d.) gives four
ways that instruction supports social learning:
students work together on a task, students develop
across the curriculum, instructors choose meaningful
and challenging tasks for students to work on, and
instructors manage Socratic dialogue that promotes
deeper learning. In a constructivist classroom, the
teachers are the facilitators and the students are the
makers of meaning knowledge. The activities are
more student-centered and interactive, rather than
just teacher-centered instruction. Students are active
in their learning process and not passively acquiring
information from the teacher. According to the UCD
Teaching and Learning (2015), strategies for social
constructivism in the classroom include:
- Reciprocal Teaching students take turns
leading the dialogue on a topic and has four
cognitive strategies (questioning, summarizing,
clarifying, and predicting)
- Cooperative Learning expert peers help with
understanding concepts
- Anchored Instruction designed to evoke the
kinds of thoughtful engagement that helps
students develop effective thinking skills and
attitudes
- Discovery Learning inquiry-based learning

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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Problem-based learning

McDevitt and Ormrod (2013) describes Jean Piagets

key ideas that involve his theory of cognitive
development (pp. 196-199):
1. Children are active and motivated learners
2. Children organize what they learn from
experiences
3. Children adapt to their environment through
process of assimilation and accommodation
4. Interaction with the physical environment is
critical for cognitive development
5. Interaction with other people is equally critical
6. The process of equilibrium promotes
increasingly complex forms of though
7. Children think in qualitatively different ways at
different age levels
When thinking about these principles, it is important
to consider connecting it to the instructional
strategies that are used in the classroom.

Academic Language Demand(s):

Academic Language:
What academic language
will you teach or develop?
What is the key language
demand? What are the key
vocabulary and/or symbols?

Language Function:
Identify the purpose for
which the language is being
used with attention to goal
and audience the one
verb from the standards;
ex: analyze, argue,
categorize,
compare/contrast, describe,
explain, interpret, predict,
question, retell, summarize,
etc.

Key Vocabulary Words: Cell division, genome,

chromosome, somatic cells, chromatin, gametes,
sister chromatids, centromere, mitosis, cytokinesis,
meiosis, mitotic phase, interphase, g1 phase, s
phase, g2 phase, prophase, metaphase, anaphase,
telophase, centrosome, aster, kinetochore, cleavage,
cleavage furrow, cell plate, binary fission, origin of
replication, control system, checkpoint, cyclin, cyclindependent kinases, growth factor, density dependent
inhibition, anchorage dependence, transformation,
tumor, benign tumor, malignant tumor, metastasis,
heredity, genetics, genes, gametes, locus, asexual
reproduction, clone, sexual reproduction, life cycle,
somatic cell, karyotype, homologous chromosomes,
sex chromosomes, autosomes, diploid, haploid,
fertilization, zygote, alternation of generation,
sporophyte, spores, gametophyte, synapsis, crossing
over, chiasma, alleles, recombinant chromosomes
Explaining models of scientific phenomena (edTPA
Handbook, p. 44)
Describing processes and procedures (edTPA
Handbook, p. 44)

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

Academic Language
Demand: Given the
language functions and
learning task, describe the
opportunities to practice
using the language function
in ways that support the
essential strategy. The
demand will require more or
less scaffolding (support)
depending on the needs of
students. In language arts,
these are syntax or
discourse.
Planned Supports:
Instructional strategies,
learning tasks and materials
and other resources
deliberately designed to
facilitate student learning of
the central focus.

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Quizzes using proper terminology

Media presentation speaking to their classmates

Worksheets, handouts, concise videos, websites,

NOVA How Cells Divide video,
Mitosis and meiosis manipulatives, highlighted print
materials, audio and video recorders, note-taking
organizers

Assessments:

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s).
Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson
plan.

Type of
assessment
(Formative or
Summative)

Description of
assessment

Modifications to the
assessment so that all
students could
demonstrate their
learning.

Amoeba Sister

This worksheet includes

drawings of the mitotic
phases and enough
writing space for the
students to answer
Students will define the
key vocabulary words in
their own words and
draw a picture to aide in
their understanding
Asking simple,
straightforward questions
to all students during
teacher-based learning

Formative

Vocab Sheet
Formative

Formative

Discussion
Questions

Evaluation
Criteria - What
evidence of
student
learning
(related to the
learning
objectives and
central focus)
does the
assessment
provide?

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

Formative

Exit Passes

Summative

Cellular
Reproduction
Test

Summative

Free Choice
Media
Presentation
Project

Students will be given

simple questions to
answer on the exit
passes
Use of a computer to
take the test, audio
recording of the test and
taking the time to read
the difficult questions to
students

Students can choose any

media platform to
present either process of
mitosis or meiosis and
the differences among
the two ideas

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Depending on
the students
score,
students will
receive an E,
M, A, or N for
their work
E = exceeds
expectations
M = meets
expectations
A=
approaches
expectation
N = needs
improvement
Depending on
the students
score,
students will
receive an E,
M, A, or N for
their work
E = exceeds
expectations
M = meets
expectations
A=
approaches
expectation
N = needs
improvement

One of the final assessments for this unit requires that students are grouped
together to summarize the processes of mitosis and meiosis in class presentations, and
the respective implications of each cellular reproduction cycle in understanding cancer
growth and development. Carjuzaa & Kellough (2013) indicate that such performance
type of assessments come closer to direct measurement (authentic assessment) of
certain expected outcomes than do most other types (p. 316). Furthermore, Tomlinson
(2001) states that such final assessments can be in a variety of forms, with the goal of
finding a way for each student to most successfully share what he or she has learned in
the course of the unit (p. 4).
Our unit relies heavily on formative assessments and fewer summative
assessments. The reason for this is to focus more attention on ensuring that students
have enough opportunities to make sense of and demonstrate their ability to apply

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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concepts, principles, skills, and information related to a given area of study (Tomlinson,
2001, p. 96). Points on a daily basis are not essential to monitor and ensure quality
understanding. As Tomlinson states, establishing a well-constructed product assignment
or test should provide adequate evidence of what the student knows and can do (p. 96),
hence our implementation of a group presentation and final unit test.

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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University

Resources
Summative Assessment for Cellular Reproduction
Cellular Reproduction: Mitosis and Meiosis
1. (a) Which organelle (part) controls cell division?

(b)Why do cells divide?

2. If there are four cells, how many cells with there be when the cells divide?

3. What happens when cells divide abnormally?

4. List at least three (3) methods (types) of asexual reproduction and some examples of organisms that use the
method.

5. What types of cells are produced by the process of mitosis? Does this occur in asexual reproduction, sexual
reproduction or both?

6. What types of cells are produced by the process of meiosis? Does this occur in asexual reproduction, sexual
reproduction, or both?

7. What is the difference between a body cell and a gamete (sex cell)?

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

8. What are some advantages of asexual reproduction over sexual reproduction?

9. What are some disadvantages of asexual reproduction over sexual reproduction?

10. Describe at least three (3) ways that asexual and sexual reproduction are different.

11. Describe what happens in fertilization.

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Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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RubricforSummativeAssessmentonCellularReproduction
LevelofAchievement

GeneralApproach

Comprehension

Exemplary
(5ptsquizzes)

Addressesthequestion.
Statesarelevant,justifiableanswer.
Presentsargumentsinalogicalorder.
Usesacceptablestyleandgrammar(no
errors).

Demonstratesanaccurateandcomplete
understandingofthequestion.
Backsconclusionswithdataand
warrants.
Uses2ormoreideas,examplesand/or
argumentsthatsupporttheanswer.

Adequate
(4ptsquizzes)

Doesnotaddressthequestion
explicitly,althoughdoessotangentially.
Statesarelevantandjustifiableanswer.
Presentsargumentsinalogicalorder.
Usesacceptablestyleandgrammar
(oneerror).

Demonstratesaccuratebutonly
adequateunderstandingofquestion
becausedoesnotbackconclusionswith
warrantsanddata.
Usesonlyoneideatosupportthe
answer.
Lessthoroughthanabove.

NeedsImprovement
(3ptsquizzes)

Doesnotaddressthequestion.
Statesnorelevantanswers.
Indicatesmisconceptions.
Isnotclearlyorlogicallyorganized.
Failstouseacceptablestyleand
grammar(twoormoreerrors).

Doesnotdemonstrateaccurate
understandingofthequestion.
Doesnotprovideevidencetosupport
theiranswertothequestion.

NoAnswer(0pts)

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

Lab Report : Meiosis & Mitosis

Slide/Model Lab #1
CATEGORY

100 %

85%

65%

50%

Used time
well in lab
and
focused
attention
on the
experimen
t.

Used time
pretty well.
Stayed
focused on
the
experiment
most of the
time.

Did the lab

but did not
appear very
interested.
Focus was
lost on
several
occasions.

Participatio
n was
minimal OR
student
was hostile
about
participatin
g.

Journal/Notebook Clear,

Dated,
clear,
accurate
notes are
taken
occasionall
y.

Dated,
notes are
taken
occasionally
, but
accuracy of
notes might
be
questionabl
e.

Notes
rarely taken
or of little
use.

Drawings/Diagra
ms

Clear,
accurate
diagrams
are
included
and make
the
experimen
t easier to
understan
d.
Diagrams
are
labeled
neatly and
accurately.

Diagrams
are
included
and are
labeled
neatly and
accurately.

Diagrams
are included
and are
labeled.

Needed
diagrams
are missing
OR are
missing
important
labels.

Safety

Lab is
carried out
with full
attention
to relevant
safety
procedure
s. The setup,
experimen
t, and teardown
posed no
safety
threat to
any
individual.

Lab is
generally
carried out
with
attention to
relevant
safety
procedures
. The setup,
experiment,
and teardown
posed no
safety
threat to
any
individual,
but one
safety
procedure
needs to be

Lab is
carried out
with some
attention to
relevant
safety
procedures.
The set-up,
experiment,
and teardown posed
no safety
threat to
any
individual,
but several
safety
procedures
need to be
reviewed.

Safety
procedures
were
ignored
and/or
some
aspect of
the
experiment
posed a
threat to
the safety
of the
student or
others.

Participation

accurate,
dated
notes are
taken
regularly.

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Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

reviewed.

Lab Report : Mitosis

CATEGORY

Procedures

Procedure
s are listed
in clear
steps.
Each step
is
numbered
and is a
complete
sentence.

Procedure
s are listed
in a logical
order, but
steps are
not
numbered
and/or are
not in
complete
sentences.

Procedure
s are listed
but are not
in a logical
order or
are difficult
to follow.

Procedure
s do not
accurately
list the
steps of
the
experimen
t.

Summary

Summary
describes
the skills
learned,
the
informatio
n learned
and some
future
application
s to real
life
situations.

Summary
describes
the
informatio
n learned
and a
possible
application
to a real
life
situation.

Summary No
describes summary
the
is written.
informatio
n learned.

Materials

All
materials
and setup
used in the
experimen
t are
clearly and
accurately
described.

Almost all
materials
and the
setup used
in the
experimen
t are
clearly and
accurately
described.

Most of
the
materials
and the
setup used
in the
experimen
t are
accurately
described.

Many
materials
are
described
inaccuratel
y OR are
not
described
at all.

Appearance/Organi Lab report Lab report Lab report Lab report

is typed
is neatly
is neatly
is
zation
and uses
headings
and
subheadin
gs to
visually
organize

handwritte
n and uses
headings
and
subheadin
gs to
visually

written or
typed, but
formatting
does not
help
visually
organize

handwritte
n and
looks
sloppy
with crossouts,
multiple

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Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

the
material.

Scientific Concepts Report

illustrates
an
accurate
and
thorough
understan
ding of
scientific
concepts
underlying
the lab.

organize
the
material.

the
material.

erasures
and/or
tears and
creases.

Report
illustrates
an
accurate
understan
ding of
most
scientific
concepts
underlying
the lab.

Report
illustrates
a limited
understan
ding of
scientific
concepts
underlying
the lab.

Report
illustrates
inaccurate
understan
ding of
scientific
concepts
underlying
the lab.

Journal/Notebook

Clear,
accurate,
dated
notes are
taken
regularly.

Dated,
clear,
accurate
notes are
taken
occasional
ly.

Dated,
notes are
taken
occasional
ly, but
accuracy
of notes
might be
questionab
le.

Notes
rarely
taken or of
little use.

Conclusion

Conclusio
n includes
whether
the
findings
supported
the
hypothesis
, possible
sources of
error, and
what was
learned
from the
experimen
t.

Conclusio
n includes
whether
the
findings
supported
the
hypothesis
and what
was
learned
from the
experimen
t.

Conclusio
n includes
what was
learned
from the
experimen
t.

No
conclusion
was
included in
the report
OR shows
little effort
and
reflection.

Meiosis Mitosis Project

CATEGORY 1
Content

Some
phases of
meiosis and
mitosis are
included.
Some results
of each
process are
included.

Some
phases of
meiosis and
mitosis are
included and
correct.
Some results
of each
process are

Most phases
of meiosis
and mitosis
are included
and correct.
Most results
of each
process are
included and

All phases of
meiosis and
mitosis are
included and
correct. Results
of each process
are included and
are correct.

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Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

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included and correct.

correct.

Vocabulary

Some
vocabulary
from class
notes are
included.

Comparisons Some

differences
and
similarities
are included.

Some
vocabulary
from class
notes are
included and
used
correctly.

Most
vocabulary
from class
notes are
included and
used
correctly.

All vocabulary
from class notes
are included and
used correctly

Some
differences
and
similarities
are included
and used
correctly.

Most
differences
and
similarities
are included
and used
correctly.

All differences
and similarities
are included and
used correctly.

Deliverable

Project is
delivered in
a messy
manner.

Project is
delivered in
a neat but
unclear
manner.

Project is
delivered in
a less than
neat, clear
manner.

Project is
delivered in a
neat, clear
manner.

Timeliness

Project has
been
delivered
incomplete
and late.

Project has
been
delivered
complete
and late.

Project has
been
delivered
incomplete
and on time.

Project has been

delivered
complete and on
time.

Group Presentation Rubric

Technique /
Concepts

Habits of Mind

Needs (<2 pts.)

Approaches (3 pts.)

Meets (4 pts.)

Exceeds (5pts.)

Work lacks understanding

of
concepts, materials, and
skills.

Work shows some

understanding
of concepts, materials and
skills.

Work reflects
understanding of
concepts and materials, as
well as
use of skills discussed in
class.

Work shows a mastery of

skills and
reflects a deep
understanding of
concepts and materials.

Student passively attempts

to fulfill
assignment without much
thought or
exploration of possibilities.
Student
refuses to explore more
than one
idea.

Developing exploration of
possible
solutions and innovative
thinking.
Student has more than one
idea but
does not pursue.

Student explores multiple

solutions
and innovative thinking
develops and
expands during project.

Consistently displays
willingness to
try multiple solutions and
ask thought
provoking questions,
leading to
deeper, more distinctive
results.
Student fully explores
multiple ideas
and iterations

Deborah Layzell/Dr. Mary Smith & Dr. Glenn Medeiros

Reflection &
Understanding

Craftsmanship

Effort

/Chaminade
University

Student shows little

awareness of
their process. The work
does not
demonstrate understanding
of
content.

Student demonstrates
some selfawareness. Work shows
some
understanding of content,
but student
cannot justify all of their
decisions.

Student shows selfawareness.

Work demonstrates
understanding
of content and most
decisions are
conscious and justified.

Work reflects a deep

understanding
of the complexities of the
content.
Every decision is
purposeful and
thoughtful.

Work is messy and

craftsmanship
detracts from overall
presentation.

Work is somewhat messy

and
craftsmanship detracts
somewhat
from overall presentation.

Work is neat and

craftsmanship
Is solid.

Work is impeccable and

shows
extreme care and
thoughtfulness in
its craftsmanship.

Work is not completed in a

satisfactory manner.
Student shows
minimal effort. Student
does not
use class time effectively.

Work complete but it lacks

finishing
touches or can be
improved with a
little effort. Student does
just enough
to meet requirements.

Completed work in an
above average
manner, yet more could
have been
done. Student needs to go
one
step further to achieve
excellence.

Completed work with

excellence
and exceeded teacher
expectations.
Student exhibited
exemplary
commitment to the project.

References
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