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EDC273

Signature Assignment Part 2


Sabrina Savage
Unit Outline

Unit Title: Weather and Climate



Grade Level: 3

Standards
3-ESS2-1. Represent data in tables and graphical displays to describe typical
weather conditions expected during a particular season

3-ESS2-2. Obtain and combine information to describe climates in different


regions of the world

3-ESS3-1. Make a claim about the merit of a design solution that reduces the
impacts of a weather-related hazard


Key Terms
Atmosphere, weather, temperature, precipitation, wind, air pressure, cloud,
evaporation, water vapor, condensation, water cycle, tornado, hurricane, blizzard,
climate, seasons, hazard, disaster, earthquake, earth tremor, volcanic eruptions,
landslides, mudslides, tsunamis, hurricanes, plagues, droughts, floods, wildfires,
tornados

Requisite Knowledge: At the beginning of the unit, students should be familiar
with the four seasons, and be able to apply their own experiences to what they
understand about seasons. Students should be able to describe different types of
severe weather conditions they may have heard of, learned about, or seen
personally. Students should be able to describe how some people respond in severe
weather conditions. Students should be able to give reasons why we may want to
understand severe weather, and how it affects the earth.

EDC273 Signature Assignment Part 2


Sabrina Savage

Knowledge Gained from Unit
Name and describe the four seasons

Understand the difference between weather and climate

Explain how the water cycle relates to weather

Make predictions about a places temperature and precipitation and the


weather conditions it experiences

Make suggestions and predictions about how to make improvements to the


environment

Make suggestions or predictions about how to prevent severe weather


conditions

Understand what people need to do to prepare and protect themselves


against inevitable severe weather


What will students gain from this unit?
After completing this unit, students will be able to explain what weather is in
their own words. They will be able to use models and charts to identify different
phases of the water cycle. They will be able to apply their understanding of how the
water cycle works in a model, to how it works in real life. They will better
understand how the relationship of Earths position affects the climate of a
particular place. Finally, they will be able to use their knowledge of weather
patterns to discover the history of hazardous weather. They will be able to identify
dangerous circumstances that expedite hazardous weather; for example humans
imprint. With this information, they will be able to design a plan to help diminish
humans negative impact on Earth. Students will understand that while efforts to
help the planet are worthy, nature still has a great impact on us, and preparation is
important.

EDC273 Signature Assignment Part 2


Sabrina Savage
Instructional Sequence

3-ESS2-2
Day one: Weather
See lesson: Pages 4 to 6

Day two: The Water Cycle
Objective: Students will demonstrate their understanding of the water cycle
by creating a mini water cycle project.
Summary: Students will gain knowledge of the water cycle by using materials
to build their own project. They will be able to identify each step of the cycle,
and describe how different amounts of sunlight can change each system.
Website directions: http://thewaterproject.org/resources/lesson-
plans/create-a-mini-water-cycle

3-ESS2-1.
Day three: Climate and Seasons
See lesson plan: Pages 6 to 8

3-ESS3-1
Day four: Extreme Weather
Objective: Students will be able to summarize key characteristics of extreme
weather through completion of an iPad quest.
Summary: Students will work in groups to complete an iPad quest using the
application Kids Discover: Extreme Weather. Through the application, they
will learn about extreme heat, dangerous water conditions, hurricanes,
tornadoes, lightening, and cold climates.

Day five: History of Natural Disasters
See lesson plan: Pages 8 to 10

Day six: Hazard Protection Design Challenge
Objective: Students will be able to apply their knowledge of extreme weather,
and create a protection program to decrease the dangerous effects on
humans.
Summary: Over the course of the unit, students have gained knowledge about
the affects of dangerous weather conditions. They will use this knowledge to
create an action plan to raise awareness, help the environment, and prepare
for inevitable extreme weather conditions.

EDC273 Signature Assignment Part 2


Sabrina Savage
Title: Weather Grade Level: 3 Estimated Duration of Lesson: 55 minutes

Components

Description of Plan

# of mins

1. Content Standards
Choose ONE standard.
Be sure to write out the
entire standard, not just
the number.

3-ESS2-2. Obtain and combine information to describe


climates in different regions of the world.

NA

2. Learning Objectives
Choose ONE objective
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior

Students will be able to describe four characteristics of


weather.

NA

3. Anticipatory Set:
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the objective
and the purpose of the
lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners

-Introduce students to the objective


-Create a KWL chart
-Ask students to provide information about what weather is like
in our community. Ask students to give input on how water plays
a role in weather. Ask students to differentiate between weather
and climate.
-Have students being with their KWL chart on their own.
-Think, pair, share after 3 minutes
-Offer information for the KWL chart on the board

5 minutes

4. Teaching-Input:
Using effective and varied
strategies, provide
information for students to
gain the knowledge,
strategy, or skill.

-Assign students to groups of 4-5.


-Students will move through discovery stations to find
information to fill in their KWL charts, as well as new sheets at
some stations.

NA

5. Teaching-Modeling:
Demonstrate and show
examples of what
students are expected to
do (how to solve the
problem, answer the
question, do the activity
etc.).

-Show students the flow of the room/the direction the


groups will move in. Run through directions at each station
(also provide directions and handouts at each table)

5 minutes

6. Check for

Students work through activities that involve hands on

NA

EDC273 Signature Assignment Part 2


Sabrina Savage
Understanding:
Various strategies that
are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."

discovery, reading to learn, and research. They


demonstrate their knowledge of weather through different
types of graphic organizers as well as in-class discussion.

7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the
teachers guidance.

-Station 1: Research country weather conditions

Students will choose from a list of countries and their cities theyd
like to research. They will look up their current weather conditions,
and graph a monthly forecast of the average high and low
temperatures, as well as the precipitation. They will add any known
severe weather conditions that occur in that area.
-Station 2: Read chapter 6 lesson 1, fill in graphic organizer
-Station 3: Leveled reader books

10 minutes
per station

8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.

-Ask students to return to their desk


-Have students share exciting information they found in their weather
discovery
-Ask students to explain in their own words a few of the vocabulary words from
the lesson

5 minutes

9. Independent Practice:
AFTER proper closure, it
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.

Homework: Fill in KWL chart with new knowledge gained from the discovery
activities

NA

10. Assessment:
The formative and/or
summative assessments
that are aligned with the
objective.

-Students will be assessed using observations during the leveled and chapter
reading. They will be assessed on their ability to correctly fill in their graphic
organizers, and correctly chart average temperatures and precipitation.
Summative assessment will occur at the end of the weather and climate unit.

NA

11. Differentiation:
How you will reach
diverse learners by
varying the:
Content
Process
Product

Students will see similar content in several different ways. They will gain
understanding of weather and its concepts through reading and key
vocabulary. They will apply their knowledge of weather by building a graph of
a weather forecast, and researching conditions in other parts of the world.
They will produce several graphic organizers and graphs to demonstrate their
understand of the material. They will also participate in class discussion before
and after the activity where they can demonstrate their understanding of the
material learned.

NA

12. 21st Century Learning:


Includes technology as

Students work collaboratively during class discussions and

NA

40 minutes
total

EDC273 Signature Assignment Part 2


Sabrina Savage
well as the 4 Cs: Critical
Thinking, Creativity,
Collaboration, and
Communication.

while present at each station. Center activities are essentially 4


mini group activity lessons where students can learn from and
with each other. They express their creativity when researching
a country of their choice, and discover important information on
their own. They use technology to facilitate their learning.


Climate and Seasons Grade Level: 3 Estimated Duration of Lesson 55 minutes

Components

Description of Plan

# of mins

1. Content Standards
Choose ONE standard.
Be sure to write out the
entire standard, not just
the number.

Obtain and combine information to describe


climates in different regions of the world

NA

2. Learning Objectives
Choose ONE objective
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior

Student will be able to summarize how seasons differ from


place to place.

NA

3. Anticipatory Set:
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners

-Ask students to retrieve research data collected from day one of


the lesson (Average temperatures and precipitation worksheet)
-Have students share some of the interesting information they
researched

5 minutes

4. Teaching-Input:
Using effective and
varied strategies, provide
information for students
to gain the knowledge,
strategy, or skill.

-Weather and Climate Prezi Presentation


-Students will fill in guided notes that match the presentation

10 minutes

5. Teaching-Modeling:
Demonstrate and show
examples of what

-Using examples of average monthly temperatures in two


countries students have not researched, demonstrate how
to compare weather patterns.

5 minutes

EDC273 Signature Assignment Part 2


Sabrina Savage
students are expected to
do (how to solve the
problem, answer the
question, do the activity
etc.).
6. Check for
Understanding:
Various strategies that
are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten
it."

-Have students make predictions of severe weather


conditions that might come from some of the patterns

5 minutes

7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the
teachers guidance.

-Students will work with a partner to compare and contrast temperature and
precipitation patterns of various countries around the world
-Students will fill in a Venn diagram comparing and contrasting their research
on weather patterns

10 minutes

8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.

-Check student predictions about weather patterns and extreme weather


conditions
-Write classroom conclusions about weather patterns and extreme weather
conditions (ex. If a city has extreme high temperatures, as well as low
precipitation, what should people in the area be concerned about?)
-Hold onto students conclusions for later lessons

5 minutes

9. Independent Practice:
AFTER proper closure, it
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.

-Students will journal write for 10 minutes


-They will use the notes from todays lessons, as well as the conclusions
written in class to answer one of the following prompts

Use the information from todays lesson to discuss your thoughts


about extreme weather. Imagine yourself living in an area where
some of this weather occurs. How might you prepare yourself to
stay safe from extreme weather?

Use the information from todays lesson to discuss your thoughts


about extreme weather. How would you compare the weather in the
city you researched, to our weather here in Arizona? What types of
extreme weather should Arizonans be concerned about?

10 minutes

10. Assessment:
The formative and/or
summative assessments
that are aligned with the
objective.

Students are assessed in various ways throughout the lesson. Formative


assessment occurs as students fill in guided notes, Venn diagrams, participate
in class discussion, and free write at the end of the lesson. Summative
assessment will occur at the end of the unit in the form of a unit test.

NA

EDC273 Signature Assignment Part 2


Sabrina Savage
11. Differentiation:
How you will reach
diverse learners by
varying the:
Content
Process
Product

Students obtain information through a variety of ways. They take guided notes
on a lesson from the instructor, they work in groups to compare and contrast
their own research findings, and they learn how to relate their own life to
weather conditions going on around them. Students demonstrate their
understanding of climate and seasons by creating different products. They
build charts and graphs, they complete notes/Venn diagrams, and show their
creativity in a free write.

NA

12. 21st Century Learning:


Includes technology as
well as the 4 Cs: Critical
Thinking, Creativity,
Collaboration, and
Communication.

Students will incorporate their own research to create a


discussion with a classmate about climate and seasons. They
will use their information to communicate about potential
weather disasters.

NA


Title: History of Natural Disasters Grade Level: 3 Estimated Duration of Lesson: 60 minutes

Components

Description of Plan

# of mins

1. Content Standards
Choose ONE standard. Be
sure to write out the entire
standard, not just the
number.

3-ESS3-1. Make a claim about the merit of a


design solution that reduces the impacts of a
weather-related hazard

NA

2. Learning Objectives
Choose ONE objective that
leads toward mastery of
the standard
Must be specific,
measurable, and realistic.
Must have at least two
parts: learning and
behavior

Student will be able to use information about the history of


natural disasters to discuss the positives and negatives of
solutions to reduce the impact of weather related hazards.

NA

3. Anticipatory Set:
Sometimes called a "hook"
to grab the student's
attention
Focuses student attention
on the objective and the
purpose of the lesson
Activates prior knowledge
Requires ACTIVE
PARTICIPATION from ALL
learners

-Review photos and videos of natural disasters


http://environment.nationalgeographic.com/environment/natural
-disasters/
-Ask students to share what they remember about key
vocabulary, and how it compares to the photos and videos they
are watching

5 minutes

4. Teaching-Input:
Using effective and varied
strategies, provide
information for students to
gain the knowledge,

10 stations will be placed around the room. Each one will


contain brief information, photos, and videos (loaded on iPads)
of an example of weather-related disasters from the last 20
years. Students will take notes at each station.

NA

EDC273 Signature Assignment Part 2


Sabrina Savage
strategy, or skill.

5. Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer
the question, do the activity
etc.).

Students will receive instructions on how to move through the


room. Each station will have information that will help them
complete guided notes.

6. Check for Understanding:


Various strategies that are
ongoing throughout the
entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."

Students demonstrate their understanding by completing


partially guided notes about 10 different weather-related
disasters. Students a paired based on different readingabilities. Instructor is available to move throughout the
room to ensure understanding as students work in
groups.

NA

7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the teachers
guidance.

Natural Disaster Stations: Students will move through natural disaster


stations to learn about the history of disasters that have severely impacted
the Earth
1. Haiti Earthquake
2. Hurricane Katrina
3. Nevado Del Ruiz Volcano Eruption
4. Tohoku Earthquake and Tsunami
5. Afghanistan Blizzard (2008)
6. European Heat Wave (2003)
7. Mozambique Flood (2000)
8. Joplin, Missouri Tornado (2011)
9. Yarnell Fire (2013)
10. Osu Washington Landslide

50 minutes

8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances of
retention and transfer.

-Ask students to share some interesting facts they learned


-Ask students to share any extra information they may have already known
about the disasters presented in the stations
-Ask students to share why they think we need to learn about some of these
disasters

5 minutes

9. Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.

Reflective Journal: Students will respond to one of the following prompts


-Using notes from the entire unit, discuss your feelings about weather related
disasters in our world. Explain what you think can be done to help.
-Interview a family member: Many of the disasters you learned about
happened recently. Discuss some of these disasters with your family, and
write about their experience when it they heard about it (or directly knew
someone affected by it).
-Why is it important to study about weather-related disasters?

Homework

10. Assessment:

Students are assessed on the information they provide during the weather
stations. They must completely fill in required information on their

NA

EDC273 Signature Assignment Part 2


Sabrina Savage
The formative and/or
summative assessments that
are aligned with the
objective.

worksheets. They are also assessed on their journal-writing piece.


Summative assessment will occur at the end of the unit.

11. Differentiation:
How you will reach diverse
learners by varying the:
Content
Process
Product

Students have access to the information in text, picture, and video form. They
some specific, as well as open-ended questions about the information
presented to them, allowing them to take ownership of what theyve learned.
Students create lists, and bullet points of key information. They create a
personal piece of writing related to disastrous weather.

NA

12. 21st Century Learning:


Includes technology as well
as the 4 Cs: Critical
Thinking, Creativity,
Collaboration, and
Communication.

Students use various types of information to learn. They use


technology to look at videos, and extract information. They
work collaboratively at stations to discuss information for their
work sheets. They are required to think creatively when
applying the affects of dangerous weather to their personal
lives.

NA

10

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Appendices
(A) Day one: Weather
(A1) KWL chart
(A2) Discovery Station Cards List of countries to research
Leveled reader books: Bad Weather (Approaching) Watching Weather (on
level), Why We Need the Sun (beyond level)
o Discussion questions at the end of each book
(A3) Chapter discussion questions
(A4) Temperature and Precipitation chart and graph

(B) Day two: The Water Cycle
Website directions: http://thewaterproject.org/resources/lesson-
plans/create-a-mini-water-cycle

(C) Day three: Climate and Seasons
(C1) Venn Diagram
Prezi Presentation
http://prezi.com/uvi5xvkdrtov/?utm_campaign=share&utm_medium=copy
(C2) Guided Notes
(C3) Reflective journal writing rubric

(D) Day four: Weather Related Hazards
App: Kids Discover Extreme Weather
(D1) iPad Quest

(E) Day five: History of Natural Disasters
Worlds worst natural disasters stations
(E1) Guided Disaster Questions
(E2) Reflective journal writing rubric

(F) Day six: Hazard Protection Design Challenge
(F1) Graphic Organizer
(F2) Final Draft Grading Rubric




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A1

Weather KWL


What

































I Know

What I Want to learn

What I Learned

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EDC273 Signature Assignment Part 2


Sabrina Savage

A2

Chapter Review


-Pick up chapter questions

-Read over them in your group before beginning the chapter

-Popcorn read chapter 1

-As a group, work together to fill in the guided notes, and discussion questions









Look and Wonder Books


-Choose your assigned book

-Flip the book to the last page, and read the discussion questions
-Popcorn read the book

-As a group, work together to answer the discussion questions at the end of the

book







Weather Research


-Look over the list of cities

-Choose a city youre interested in learning about

-Take a weather research handout

-Use the computer to look up your cities monthly average temperatures and
precipitation


-Fill
in the charts, and answer questions on your research handout

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Sabrina Savage

A3

Chapter 6: Weather
Key Vocabulary: As you read, fill in the following definitions in your own
words.
Atmosphere: __________________________________________________
_____________________________________________________________
Weather: _____________________________________________________
_____________________________________________________________
Temperature: __________________________________________________
_____________________________________________________________
Precipitation: __________________________________________________
_____________________________________________________________
Wind: ________________________________________________________
_____________________________________________________________
Air Pressure: __________________________________________________
_____________________________________________________________
What are some things about weather that may change during the day?
_____________________________________________________________
_____________________________________________________________
Give some examples of precipitation.
_____________________________________________________________
_____________________________________________________________
Why are weather predictions sometimes wrong?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Which tool measures temperature?
a. Barometer
b. Anemometer
c. Thermometer

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EDC273 Signature Assignment Part 2


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d. Wind Vane
A4
















Write about extreme weather that

occurs,
or has occurred in the city

you chose.



___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________
___________________________________________________

___________________________________________________














15

EDC273 Signature Assignment Part 2


Sabrina Savage

C1






































16

EDC273 Signature Assignment Part 2


Sabrina Savage

C2
What is climate?
_______________ is the pattern of weather at a certain place over a long time.
Climate is described by what two things?
_________________________________________________
Using the diagram of the suns rays, answer the following question.
Which place has a warmer climate? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Make a list of characteristics that affect a places climate.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
What are seasons?
Every year there are four seasons - _______________, _______________,
_______________, and _______________.
_______________ are times of the year with different weather patterns.
Order the four seasons in order of coldest, to warmest average temperatures.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
Use information in your notes, and what you learned from the lesson to
match the key vocabulary words with their definitions.
Earth is shaped like a _______________.
_______________ is the pattern of weather at a certain place over a long time.
_______________ are times of the year with different weather patterns.
An _______________ is a line through the center of a spinning object.

17

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Word Bank: Climate, Sphere, Axis, Seasons
C3

Comments

Organization

Student's
writing follows a Student's writing
Students
general order,
is difficult to
writing is easy
some
follow, and needs
to follow
information is
improvement
out of place

Research

Student
correctly
Student applies
Student's answer
applies
some
to the prompt is
knowledge knowledge from
not based on
gained from
the unit, and
knowledge from
the unit to the relates it to the
the unit
writing
prompt
prompt

Conventions

Student uses
proper
punctuation,
and formats
paragraphs
correctly

Student has few


mistakes in
punctuation and
correctly
formats
paragraphs

Student has a
large number of
punctuation
errors

Spelling

Student has
no spelling
errors

Student has few


spelling errors

Student has a
large number of
spelling errors



Student
Name: __________________________

Overall Grade: __________________________


18

EDC273 Signature Assignment Part 2


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D1

iPad Quest: Extreme Weather


Heat
What leads to drier forests?
_____________________________________________________________
Heat, along with __________ and __________, is a key part of all of
Earths weather.
Who experienced extreme heat through the summer of 2003?
_____________________________________________________________
Temperatures in Paris reached _______ on August 5, 2003.
Why is extreme heat worse when combined with humidity?
_____________________________________________________________
_____________________________________________________________
Hurricanes
Hurricanes are formed in the _______________Ocean.
Typhoons are formed in the _______________ Ocean.
Cyclones are formed in the _______________ Ocean.
Using the Saffir-Simpson Scale, fill in the wind speeds for each category.
Category 1 storm: _______
Category 2 storm: _______
Category 3 storm: _______
Category 4 storm: _______
Category 5 storm: _______
Tornadoes
Define Tornado: _______________________________________________
Name 6 states found in tornado alley: ______________________________
_____________________________________________________________
Water
People try to prevent floods with __________ and __________.
Check it out! Are people making their weekends rainier? _______________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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E1
Type of Disaster: ____________________
Place occurred: ________________________

Date of
Disaster: _______________________

Number of lives lost: __________________






this type of disaster in your own
Describe
words.











Type of Disaster: ____________________

Place
occurred: ________________________

Date of Disaster: _______________________


Number
of lives lost: __________________





Describe
this type of disaster in your own
words.




Fill the cloud with


interesting facts.

Fill the cloud with


interesting facts.

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EDC273 Signature Assignment Part 2


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E2

Organization

Research

Conventions

Spelling

Comments

Student's
writing follows a Student's writing
Students
general order,
is difficult to
writing is easy
some
follow, and needs
to follow
information is
improvement
out of place

Student
correctly
Student applies
applies
some
knowledge
knowledge from
gained from
the unit, and
the unit to the relates it to the
writing
prompt
prompt

Student's answer
to the prompt is
not based on
knowledge from
the unit

Student has few


mistakes in
punctuation and
corectly formats
paragraphs

Student has a
large number of
punctuation
errors

Student has no Student has few


spelling errors spelling errors

Student has a
large number of
spelling errors

Student uses
proper
punctuation,
and formats
paragraphs
correctly




Student
Name: __________________________

Overall Grade: __________________________



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F1

Action Plan
Type of disaster you want to discuss: _____________________
Where have these disasters occurred? ____________________
______________________________________________________
Describe the type of weather that occurs. _________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Describe steps people can take to help reduce the potential
for disaster. ___________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Describe steps people can take to stay safe for weather
related disasters. ______________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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EDC273 Signature Assignment Part 2


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F2

Organization

Students
writing is easy
to follow

Student's writing
Student's writing is
follows a general
difficult to follow,
order, some
and needs
information is
improvement
out of place

Research

Student
correctly
applies
knowledge
gained from
the unit to the
action plan

Student applies
some knowledge
from the unit,
and relates it to
the action plan

Conventions

Student uses
proper
punctuation,
and formats
paragraphs
correctly

Persuasive
Language

Student's action
plan is not based
on knowledge
from the unit

Student has few


mistakes in
Student has a large
punctuation and
number of
correctly formats punctuation errors
paragraphs

Student uses
Student uses
language that
some language
is will convince
that will convince
their audience
their audience to
to become
become involved
involved

Student is not
convincing

Comments

Student Name: __________________________


Overall Grade: __________________________

23