UNIT

PLANNING TEMPLATE

ORILLIA CAMPUS

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Science and Technology Understanding Life Systems Growth and Changes in Plants Grade(s): 3
Dates of possible implementation: To be determined Culminating Task due date: To be determined

A. BIG IDEA FOR

THIS UNIT

CULMINATING TASK
Rich Performance
Assessment Task
Chapter 3 Drake Text

What is important for students to know? What are the enduring understandings? What is the big open question to
inform learning and link curricula? (consider starting with big ideas in Language and one of Science, Social Studies, or
Math)
Language
Written communication can come in many different forms
Listening skills are just as important as written skills
Science and Technology
Plants have distinct characteristics.
Plants are the primary source of food for humans.
Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea. Will
it be individual/group work? How will the task be assessed (mode, tool, strategy)? Is it differentiated? What
Achievement Chart Categories will be addressed?
The culminating task of this unit will be a presentation during the Plant Extravaganza day we will be having in our
classroom. There will be a number of different components to this culminating task that reflect all of the lessons from
throughout the unit. The components will include: presentation of the results of their plant investigation (comparing
how plants grow in different conditions), diagram of the parts of their plant, the lifecycle of a plant, poster or other
media form on why we care about plants, and how or if one of their chosen plants depends on animals. Students will
be able to choose the method for presenting their information (display board, slide show with pictures, video, etc.)
Students will pick a quick germinating seed (such as tomato, morning glory, sunflower, beet or radish) at the
beginning of the unit and they will be basing all of their research and experiments around that plant for the duration
of the unit. Students will activate prior knowledge of the soils unit and choose which type of soil they will plant their
seed in, how much light it will be exposed to, the amount of water, etc. Students will make note of the decisions they

UNIT PLANNING TEMPLATE

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made, and log all of this information in their plant log book, which will be handed in with the culminating task.
Students will observe their seeds over a period of one week and record their observations.
Students that struggled with oral communication or talking in front of their peers can use Abode Voice and record
their presentation that way or they can present their display to the teacher at another time.

B OVERALL
EXPECTATION(S)

What will students learn? Select expectations from each curriculum document (for this unit use Language, and one
of Science, Social Studies or Math)) that unit will address.
Science and Technology
2. investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics
of plants relate to the environment in which they grow;
3. demonstrate an understanding that plants grow and change and have distinct characteristics.
Language
Media Literacy
1. demonstrate an understanding of a variety of media texts;
3. create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques;

Oral Communication
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to
construct meaning;

Writing
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

SPECIFIC
EXPECATIONS (S)

What specific expectations from the curriculum documents (may use more than one subject) will be addressed
throughout the lessons?
Language
Media Literacy
1.1 identify the topic, purpose, and audience for media texts they plant to create
3.4 Produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and

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techniques
Oral Communication
1.4 demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important information or
ideas and some supporting details
Reading
1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details
Writing
1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources

LEARNING GOAL(S)

Science and Technology
Growth and Changes in Plants
2.2 observe and compare the parts of a variety of plants
2.3 germinate seeds and record similarities and differences as seedlings develop
2.6 use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation,
and germination, in oral and written communication
3.1 describe the basic needs of plants, including air, water, light, warmth, and space
3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe
how each contributes to the plants survival within the plants environment
3.3 describe the changes that different plants undergo in their life cycles
Clearly identify what students are expected to know & able to do in language they can understand. What is the
strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit of study?
Today I will .. plant a seed and record observations of its growth in a plant log book
Today I will .. learn the parts of a plant
Today I will .. learn why plants are important to humans and other living things

C SUCCESS CRITERIA

How will students demonstrate what they will learn? What will successful acquisition of the learning goals look like
and sound like?
How will we know they have learned it? How will they demonstrate their learning?
I can.. plant a seeds and record observation of their growth over 5 days in a plant log book
I can.. recognize all the parts of a plant

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ASSESSMENT
TASKS/STRATEGIES

ASSESSMENT TOOLS
What recording
strategies will
teachers use?

POSSIBLE
ASSESSMENT
STRATEGIES

I can.. describe ways that plants are important to humans and other living things

Assessment of Learning: What will students say/write/do to demonstrate their learning of the specific
expectations at the end of the unit of study? Does it reflect all or most of the Achievement Categories? Is it
balanced (say, do, perform)? Know, do, be? Does it include an assessment of a learning skill/work habit?
Students will use the knowledge they have acquired throughout the unit to create a presentation to be displayed at
during the Plant Extravaganza on the last day of the unit. This unit is quite full, having the students do a lot of work
that together will make up the culminating task. This culminating task incorporates saying and doing. The students
will be doing work before time and creating a display to be set up for the class to see and they will be writing a short
summary of their investigation and the results.

Checklist
Rubric
Rating Scale

Anecdotal Comments
Feedback Form Self/Peer AaL/AfL
Other

For / As
Teacher Conference
Exit Card
Self Assessment Checklist
Concept Attainment, Mind Map,
Select Response
Thumbs Up/Thumbs Down

Observation checklist
Interview
Performance Checklist
Concept Map
Peer Edit

Spot Check
Teacher Edit
Quiz
Checklist
Question and Answer
Discussion
Self Assessment Response Form
Demonstration
3-2-1
Other

D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow together and scaffold
student learning. What teaching skills/concepts expectations are being introduced for completion of culminating task? Outline or sketch out
each lesson in the unit

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LESSON (5-8)

WHAT TEACHER WILL DO

WHAT STUDENTS WILL DO

Lesson 1: Plant Needs Minds On: Teacher will ask students

/ Seed Germination
to define a living thing and to identify
Specific Expectation
some characteristics some but not all
3.1 describe the basic
living things (ability to reproduce,
needs of plants,
need for food, water, air and light).
including air, water,
Teacher will go through a KWL chart
light, warmth, and space with the students about what they
2.3 germinate seeds and
already know about plants (activating
record similarities and
prior knowledge).
differences as seedlings

develop
Hands On: Teacher will ask students

what plants need in order to survive?
Teacher will introduce students to the
5 basic needs of a plant (water, soil,
light, air, space). Students will be
introduced to the culminating task
their plant investigation and plant
display. Students will be given the
option of 5 different quick-
germinating seeds (tomato, morning
glory, sunflower, beet or radish).

Teacher will model how to properly
plant a seed: place soil into the
container (about 2/5 full) then place
the seed in the container. Fill the
remainder of the container

ASSESSMENT
MODE & TOOL (say
write do)
Students will demonstrate what Checklist /
they know about living things
Feedback: Students
(breath, grow, eat, etc.)
will hand in their

plant logbooks to

ensure that they
Students will say what they
have recorded their
already know about plants such hypothesis and the
as: they have a stem, need soil to decisions that they
live, need sunlight, etc.
made. Teacher will

give feedback to the

students.


Students will raise their hands to
say one basic need of a plant.








Students will choose a
germinating seed and watch the
teacher demonstration about
how to properly plant a seed.

CITE RESOURCES
(Ministry Effective
Guides, other)
Hands-On Science
and Technology
Grade 3 Ontario,
revised edition

UNIT PLANNING TEMPLATE

(approximately another 2/5) being
sure that there is room left at the top
of the container.

Students will plant at least 2 seeds in
different containers. For example,
students could have both seeds
planted in the same type of soil but
only give one water and no sunlight
and the other water and sunlight. The
choices are up to the students. The
choices are up to the student






Students will be using the scientific
method for this investigation,
therefore they will begin filling out the
purpose, hypothesis, procedure,
materials, sections of their logbook.
After students have planted their
seeds they will record all of their
choices in their plant log book and
make a prediction about how long it
will take for the seed to sprout and
how tall they think their plant will
have grown after only one week of
growing.

Students will plant their own
seed based on the decisions that
they make. Students will use
their prior knowledge of soils
from the soil unit and choose
which soil type they want to
plant their seed in. Over the
course of 5 days, students will
examine the differences in the
growth of the plants based on
what needs they were given.

Students will record their choices
in their logbook.










Students will hand in their
logbook as their exit ticket.

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Consolidation: Class will come back
together and we will fill out the KWL
chart with what they learned during
the hands on. Students will hand in
their plant logbooks as their exit ticket
to ensure that they have recorded the
appropriate information and made a
prediction. They will receive feedback
rom the teacher.
Students will be reminded that they
are to check their plant everyday and
record any observations on its growth
in their journals.
Lesson 2: Plant Parts Minds On: Give students 2-4 minutes
Specific Expectation
to examine their seeds and write
3.2 identify the major
down observations in their logbook.
parts of plants, including Teacher will begin the lesson by asking
root, stem, flower,
students to identify different parts of
stamen, pistil, leaf, seed, their body and the different purposes
and fruit, and describe
that they serve.
how each contributes to

the plants survival
Teacher will relate this concept to
within the plants
plants and how plants have different
environment
parts like humans do, that serve all
contribute to the survival of the plant
in its environment.

Hands On: Teacher will provide
students with pictures and samples of
plants and plant cuttings (including

Students will offer answers to

the question such as my teeth
help me to chew food or my feet
help me to stand and be able to
walk.

Write - Students will

submit a hand out in
which they have
labelled the parts of
a plant and they will
write one thing they
learned today that
they did not know
before.

Teacher will
reference a rating
scale to determine
how well the
students
understand the
parts and their

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Lesson 3: Life Cycle of

a Plant
Specific Expectation

flower and root systems). Students

will explore the similarities and
differences in the plants.
What do these plants have in
common?
How are they different?

Teacher will go through each part of
the plant asking students to identify
what part it is. Once they have
identified it, they will be asked what
the function of that plant part is. The
teacher will then discuss with the class
the function and importance of each
part and how it help the plant survival
within its environment.

Students will label a drawn diagram of
a plant and write down functions of
each and hand it in as their exit ticket.

Consolidation: Class will come
together as a group and all students
have handed in their exit tickets, we
will make a quick anchor chart that
will remain in the class for the
duration of the unit so that students
can reference it at any time.
Minds On: Give students 2-4 minutes
to examine their seeds and write
down observations in their logbook.

Students will then draw and
label a picture of one of their
plants, therefore demonstrating
the ability to apply the
knowledge they just learned to a
different plant and write down
one way that two of the 5 basic
needs of a plant helps it to
survive in its environment.
Students will hand in this sheet
as their exit ticket.

functions to see if
anyone needs
further clarification.

Students will write down

anything they find interesting,
key words they were not aware

Write Students
will exercise their
listening skills

Hands-On Science
and Technology
Grade 3 Ontario,

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3.3 describe the changes
that different plants
undergo in their life
cycles

Language
Oral Communication
1.4 demonstrate an
understanding of the
information and ideas in
a variety of oral texts by
identifying important
information or ideas and
some supporting
details

The lesson will begin with the

students watching the YouTube video
How does a seed become a plant?
https://www.youtube.com/watch?v=t
kFPyue5X3Q

Teacher will ask students to use their
listening skills throughout the video as
they will be required to draw the
lifecycle of a plant from what they
remember from the video. They can
write down any information from the
video that they like.

Teacher will ask students to hand in
their lifecycles to assess their listening
skills the students listened throughout
the video.

Hands On: Students will go through a
series of learning centres in order to
gain more in depth knowledge of the
changes different plants undergo
during their lifecycles.

Teacher will ask the students to now
draw the lifecycle of the plant they
chose for the investigation part of the
unit (from Lesson 1).

Consolidation: As a class we will come

of and anything else they wish.

After watching the video
students will work in pairs to
draw the lifecycle of a plant from
what they learned throughout
the video.








Students use the knowledge they
gained from the video to go
through the different stages of
the lifecycle of a plant.


Students raise their hands to
answer the question.

throughout this
revised edition
lesson because they
will be required to
draw a simplified
life cycle of a plant
from memory of the
video they will
watch.

Anecdotal notes
teacher will walk
around and take
notes when the
students are
working in pairs to
assess how well
they were listening
during the video.

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together and add any new information
we learned in todays lesson to the
KWL chart from the first lesson of the
unit.

Lesson 4: Caring
about Plants
Specific Expectation
Science and
Technology
1.2 assess the impact of
different human
activities on plants, and
list personal actions
they can engage in to
minimize harmful
effects and enhance
good effects

Language
Media Literacy
1.1 identify the topic,
purpose, and audience
for media texts they
plant to create
3.4 produce media texts
for specific purposes
and audiences, using a
few simple media forms
and appropriate

Minds On: Give students 2-4 minutes

to examine their seeds and write
down observations in their logbook.
Teacher will pose the question Why
do we need plants? on the students.
Teacher will record answers on the
chalkboard.
Teacher will then pose the question:
Who would be affected if there were
no plants on Earth?
Teacher will read aloud the book The
Lorax by Dr. Seuss to the students.
After reading the book, teacher will
begin the discussion of what the book
means. The cautionary tale speaks of
the trees and warns of the dangers of
disrespecting the environment.
(This lesson will be used as a
diagnostic tool to see how much
students already know about the uses
of plants (Lesson 5)).

Hands On: The class will have a

Students will individually draw
the life cycle the plant they
chose and label it. They will also
identify one mode in which the
seeds of a plant could be
transported (human, animal,
wind).
Students will raise hand to share
their ideas of why we need
plants.

Students will raise hand to
answer question.

Students will fill out

a self checklist to
ensure that they
have included all of
the necessary
component of the
assignment: a
slogan, why we
need to protect
them, actions
people can take to
help minimize the
harmful effects of
human activities
and a colourful
image or images to
catch the audiences
attention.

Hands-On Science
and Technology
Grade 3 Ontario,
revised edition

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conventions and
techniques

discussion of the ways that different

human activities can affect plants

both good and bad.
Can anyone think of a human activity
that can have a negative impact on
plants?
How
Your task today is to work with a
partner and create a media form
(poster, video, skit, etc.) promoting
why we need to protect plants and a
couple of ways that people can help to
minimize the harmful effects of some
human activities.

Prior to beginning the task, the class
will come up with what they think a
successful poster or other media form
includes.
There are a list of things you're your
media form must include: a slogan, 1-,
why we need to protect them, ways
that people can help minimize the
effects of human activities and
colourful image or images to catch the
audiences attention.

Consolidation: Students will be asked
to show and explain their posters to
the class.
Lesson 5: How we use Minds On: Give students 2-4 minutes

Students answer the question.
Clear cutting, or building wind
turbines, etc.





Students will work in pairs to
create a media form (poster,
video, etc.) of their choice and
promote why we need to protect
plants (trees specifically).

Students will share what they

Write This lesson

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plants
Specific Expectation

to examine their seeds and write

down observations in their logbook.
Science and Technology Teacher will begin the lesson by asking
1.1 assess ways in which students what they had in their
plants are important to
lunches today or items that they have
humans and other living seen around their homes. A list will be
things, taking different
made on a piece of chart paper.
points of view into
The class will go through each of the
consideration and
items and identify if they come from
suggest ways in which
plants or not.
humans can protect

plants
Once we have gone through the
Language
Reading
examples given teacher will pose the
1.4 demonstrate
question again and see what other
understanding of a
produce the students are reminded of.
variety of texts by

identifying important
Teacher will ask the students if food is
ideas and some
the only use of plants for humans. All
supporting details
of these items from plants (fruits and
Writing
vegetables) can be found in the
1.3 gather information
produce section of the grocery store.
to support ideas for
Vegetable is defined as the edible part
writing in a variety of
ways and/or
of the plant (buds of broccoli, root of a
from a variety of sources beet, leaf of spinach, etc.). Fruit

typically comes from flowering plants
it is edible and contains seeds.

In small groups, students will fill out
the graphic organizer answering the
question what other things can plants
be used for?

have in their lunches today or

any items that they know they
have at home.





















Students will work in groups to
come up with things such as
clothing and shelter.

will assess the

students ability to
read information
from a number of
different sources to
find appropriate
information to write
their perspective
piece.

Students will use
the checklist for
perspective writing
to make sure that
they have included
all of the elements
of a perspective
piece.

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Hands On: Teacher will ask the
students:
Are humans the only living things that
use plants?
How about different groups of
people? Can different groups of
people use plants differently?
Lets think about the uses of plants
from a number of different
perspectives such as farmer, an animal
or an Aboriginal person. Students will
be given time to do some research
into how plants are important to other
living things.

Your task is to write a short
perspective letter from one of the
points of view that you researched.
You will be writing from the
perspective of a person, or animal
about how one of your experiment
plants that you chose in lesson 1 is
important to them. This letter will be
included as part of your culminating
task display. For example, you could
write from the perspective of a farmer
and how radishes are important to
him because he sells them to make
money.
Teacher will remind students to use

No, animals use plants too!

Students will gain knowledge of
everyday uses of plants through
their research on the computer.
They will keep track of their
information in a graphic
organizer that is given to them.
Students will write a short
perspective letter from the
perspective of their choice on
the importance of plants to
them.

ORILLIA CAMPUS

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their perspective-writing checklist to
ensure that they have included all of
the elements of a perspective letter.

Consolidation: The class will come
back together and a couple of
students will be asked to share what
they discovered through their
research. We will build on what we
learned today during out next lesson
together!
Lesson 6: Plants and
Minds On: Give students 2-4 minutes
Animals
to examine their seeds and write
Specific Expectation
down observations in their logbook.
3.6 describe ways in

which plants and
Teacher will make reference to the
animals depend on each previous lesson, and how humans and
other
other living things use plants.

Todays discussion will be around the
importance of plants to animals and
how plants and animals depend on
one another. We will use the
knowledge we gained through lesson
5 and build on it today!

Before the lesson begins, the teacher
will ask the students to explain what
the word depend means.

Lets start with reviewing how animals

Depend means that to rely on
someone or something.




Students answer - animals eat
plants and use plants to build
their shelters, animals are a way
for seeds to be distributed.

Think Pair Share

and students will
come up to the
teacher in their
groups of 2 and we
will discuss some of
the ways that
animals and plans
depend on one
another. This will
give the teacher an
idea of how the
students are
developing with
their knowledge of
how plants and
animals depend on
one another. At the
end of the
conference with the

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use plants.

Hands On: We will do an investigation
of some of the other ways that
animals and plants depend on one
another.

Turn to you elbow partner, we are
going to do a think-pair-share and see
how many ways animals and plants
depend on one another!

Students will be called up in pairs to
talk with the teacher to demonstrate
their knowledge of how animals and
plants depend on one another.

Plants provide food for energy;
animals help disperse pollen and
seeds, and provide manure that
fertilizes the soil in which plants grow;
plants need the carbon dioxide that
animals breathe out, and animals
need the oxygen that plants release
into the air.

Consolidation: Teacher will create a
list on the board of the ways that
animals and plants depend on one
another.
As a consolidation of the lesson,

Students will do a think-pair-
share with an elbow partner to
come up with other ways that
plants and animals depend on
one another.

teacher, students
will fill out a rating
scale to assess
themselves on their
understanding of
plants this far
(novice, apprentice,
practitioner,
expert).

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Lesson 7: Work on
Culminating Task /
Catch up on work
from throughout the
unit

Lesson 8: Plant
Extravaganza
Language
Oral Communication
2.3 communicate
orally in a clear,
coherent manner,
presenting ideas,
opinions, and
information in a
logical sequence

students will jot down in their journals

ways that their plant could or could
not be affected or dependent upon
animals.


Students will be reminded to observe
their plants again and record their
observations in the logbook. And
remind students that they will have to
hand in their logbook tomorrow as
part of their culminating task.
Students will be given this period to
work on their culminating tasks and
assembling their presentation that will
be featured in our Plant Extravaganza
day!
Teacher will be available to assist
students with anything they need.

Plant Extravaganza day! Students will
set up with displays for a gallery walk
around the classroom. We will frame
the day as a field trip type activity
where we travel to the different
presentations and the student will be
able to give a quick two-minute
summary of their investigation and
what they discovered.

Students will work on the

computer or iPad or using paper
and tools to begin assembling
their presentation.

Teacher will call up

students individually
and take anecdotal
notes on how the
student is doing
with the unit and
the presentation.

Students will engage in a gallery

walk to explore all of the other
projects completed by their
classmates.

Presentation: Visual
and Oral
Students will be
assessed using a
rubric and a
checklist.

Students will be asked to share a

two four minute summary of
the key findings from their
investigation

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2.7 use a variety of
appropriate visual
aids to support or
enhance oral
presentations

Students will have created a

visual representation and an oral
component to share with the
class during the field trip
around the room..

E. LEARNING
EXPERIENCES AND
DIFFERENTIATION

LEARNING SKILLS AND

WORK HABITS TO BE
ADDRESSED &
ASSESSED

Consider differentiation of content/ instruction/demonstration of learning. Is there flexibility for student

choice? How will the learning be sequenced and scaffolded to support a wide range of learners?
Opportunities for flexible groupings. Are the learning tasks respectful? How are the students provided
opportunities to share responsibility their learning?
There are a number of different activities for the students to participate in to develop their learning that involve
both independent and individual work. The lessons follow a sequential organized lay out that help students to
continue to use their knowledge from the beginning lessons all the way through. Many of the tasks that will be
completed throughout the lessons leading up to the Plant Extravaganza day will be used for the students displays,
therefore it is their responsibility to work hard and complete the tasks so that they can use them for their display.

Refer to Learning Skills and Work Habits in Growing Success: Assessment, Evaluation and Reporting in Ontario
Schools Pg. 10
Students will be assessed on the following learning skills and work habits throughout this unit: responsibility,
organization, independent work, and initiative.
Success in the culminating task for the unit requires the students to be engaged from lesson 1. Therefore it is the
students responsibility to monitor their behaviour and use their time wisely (Independent work) in order to
complete and submit tasks on time. Organization will be another key factor in order to succeed throughout the
unit. Students will need to keep all of their work organized and tidy so it is ready to be used in their display.
Students will have opportunities to show initiative throughout the unit based on how interested and curious they
are to increase their knowledge of plants.

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Learning Experiences
Inquiry Questions
Anticipation Guide
Brainstorming
Case Study
Choice Boards
Class Discussion
Computer Simulation.
Concept Attainment 0Concept
Formation
Concept Creation
Concept Mapping
Critical Dialogue
Cubing
Debate (Formal)
Debate (Informal)
Examine Both Sides
Four Corners
Game
Game Theory
Graffiti
Graphic Organizer
Graph Creation
Graphing
Guest Speaker

Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
KWL chart
Learning Centres
Learning Contracts
Metaphors
Movie Review/Analysis
Mind Map
Model Building
Note Making (student generated)
Note Making (teacher generated)


Numbered Heads
Jigsaw
Panel Discussion
Placemat
P/M/I
Problem Based Learning
Puzzle Pieces
RAFTS
Research (Guided)
Research (Independent)
Report Writing

Response Writing
Response Journals
Role Playing
Round Robin
Simulation
Snowball
Socratic Dialogue/ Rich
Questioning
Song Creation
Teams Games Tournaments
Three Way Debate
Think Pair Share
Think Pair Square (Graduated)
Think Together Think Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
Other
__________________________

UNIT PLANNING TEMPLATE

ORILLIA CAMPUS

Checklist
I have included activities from
q
Lesson 2: Labelled plant diagram
q
Lesson 3: Diagram of the lifecycle of a plant
q
Lesson 4: Poster or other media form on why we should care
about plants
q
Lesson 5: Perspective writing piece
q
Plant Logbook

UNIT PLANNING TEMPLATE

ORILLIA CAMPUS

Plant Extravaganza Presentation Rubric

Name: ________________________

Components

Oral Communication

Presentation

Content

Level 1
Student is missing many
of the activities
completed throughout
the unit
Student does not
present a summary of
their learning from the
unit.

Level 2
Student includes some
of the activities
completed throughout
the unit
Student presents a
summary of some of
their learning from the
unit.
Audience has a hard
time hearing the
student.
Information is not well
Information is presented
organized and very hard in an unorganized
for the audience to
manner that is hard for
follow.
the audience to follow
Student does not
Student shows a limited
demonstrate an
understanding of
understanding of any
information from the
the information from
unit.
the unit.

Level 3
Students includes most
of the activities
completed throughout
the unit
Student presents a
summary of their
learning from the unit in
a structured way.
Student speaks loud
enough that most of the
audience can hear
Information is presented
in a well-organized
manner that is easy for
the audience to follow.
Student shows a strong
understanding of
information from the
unit.

Level 4
Student includes all of
the activities completed
throughout the unit
Student presents a
clear, interesting
summary of their
learning from the unit
in an organized manner.
Student speaks clear so
everyone can hear.
Information is presented
in a clear logical manner
that is eye appealing
and well though out.
Student demonstrates
an thorough
understanding of
information from the
unit.