Financial Literacy Construction Final

2011-12 Financial Literacy within Technological Education 1
Construction Technology
Since making financial decisions has become an increasingly complex task in the modern world,
people need to have knowledge in various areas and a wide range of skills in order to make
informed decisions about financial matters. They need to be aware of risks that accompany
various financial choices. They also need not only to develop an understanding of world
economic forces, but also to become aware of ways in which they themselves can respond to
those influences and make informed choices. It is therefore essential that financial literacy be
considered an important attribute of a well-educated population so that Ontarians may continue
to prosper in the future.
Financial literacy may be defined as having the knowledge and skills needed to make
responsible economic and financial decisions with competence and confidence.1 In addition to
acquiring knowledge in such specific areas as saving, spending, borrowing, and investing,
students need to develop skills in problem solving, inquiry, decision making, critical thinking, and
critical literacy related to financial issues. The goal is to help students acquire the knowledge
and skills that will enable them to understand and respond to complex issues regarding their
own personal finances and the finances of their families, as well as to develop an understanding
of local and global effects of world economic forces and the social, environmental, and ethical
implications of their own choices as consumers.
This lesson plan along with other BBT lesson plans were developed by members of the Ontario
Council for Technology Education (OCTE) in conjunction with the Ministry of Education. The
lessons will be posted on the Ontario Education Resource Bank (OERB)
https://resources.elearningontario.ca/
Contact Information
Board
Development date August 2011
Contact person Les Jagoda, Durham Catholic DSB
Position Teacher, Technological Studies
Phone 905-432-8470 ext. 8521
Fax 905-432-3864
E-mail Les.Jagoda@dcdsb.ca
Course Name Construction Technology
Course code
TCJ3C/E, TCJ4C/E
Name of
lesson plan Estimating
Brief description
of This lesson introduces students to estimating the cost of a construction project. Prior
contextualized to the lesson, a review of both scaled drawings and measuring units is
learning recommended. As part of the lesson, students will familiarize themselves with
activity/activitie
commonly used construction terminology.
s
Duration
This is a lesson that forms part of a unit on design, layout, and planning and should
have pre-lesson activity or activities and approximate 5 classes (approximately 6
hours).
Overall
expectations Construction Technology Fundamentals:
A.5 Use construction terminology correctly.
Design, Layout, and Planning Skills:
B.4 Use the mathematical skills required in designing, laying out, and preparing
estimates for construction projects.
Specific
expectations A.5.1 Use correct terminology to identify and describe materials, supplies, and
structural components (e.g., materials: plywood, concrete, polyvinyl chloride [PVC]
pipe, wire, and cable; supplies: P-trap, ground fault circuit interrupter; structural
components: footing, stud, lintel plenum, valance, gable).
B.4.1 Determine dimensions and lay out construction projects using mathematical
principles and formulas (e.g., Pythagorean Theorem, volume and area formulas);
B.4.2 Use the tables in Part 9 of the Ontario Building Code to determine the required
sizes, spacing, and numbers of structural components (e.g., floor joists, lintels) for a
construction project;
B.4.3 Prepare detailed, accurate estimates of quantities and costs of materials for
construction projects, using appropriate metric and/or imperial units (e.g., metres,
square metres, litres, board feet, linear feet, square feet, cubic yards);
B.4.4 Determine lengths and diameters of fastening devices needed to assemble

various construction projects (e.g., lengths and gauges of screws, nails and staples,
diameters of dowels), using appropriate metric and/or imperial units.
Catholic An Effective Communicator who:

graduate CGE2b -reads, understands and uses written materials effectively;
expectations (if
applicable) A Collaborative Contributor who:
CGE5e -respects the rights, responsibilities and contributions of self and others.
A Responsible Citizen who:

CGE7b -accepts accountability for ones own actions;

CGE7i -respects the environment and uses resources wisely;
Essential Skills Check off the Essential Skills and work habits that are addressed in this CLA.
and work habits Essential Skills
Reading Text
Writing
Document Use
Computer Use
Oral Communication
Numeracy
Money Math
Scheduling or Budgeting and Accounting
Measurement and Calculation
Data Analysis
Numerical Estimation
Thinking Skills
Job Task Planning and Organizing

Decision Making
Problem Solving
Finding Information
Work Habits
Working Safely
Teamwork
Reliability
Organization
Working Independently
Initiative
Self-advocacy
Customer Service
Entrepreneurship
Instructional/Assessment Strategies
Teachers Notes
Teacher should ensure:
(a) Students are competent in reading drawings and tables;

(b) Students are competent in using tape measures (metric and imperial);
(c) Students have access to a computer, printer, word processing software, spreadsheet
software, and have a valid login;
(d) Students have familiarity with spreadsheet software such as MS Excel
(e) Students understand assignment requirements.
(e) Copies, including extras, of the assignment and all handouts are readily available.
Context
(Describe the workplace context for the activity/activities.)
Costs of construction are generally passed on to the end-user, the consumer. In addition,
construction is a significant user of resources. In order to minimize the impact of construction-
related projects, materials must be estimated accurately and priced fairly.
Strategies
Class Discussion/Whole Group:

- Provide visual examples of projects, such as a deck (the focus of this lesson).
- Invite students to estimate/guess the material-only cost of the structure.
Teacher-Directed:
- Review parts of the construction project (e.g. deck - attached to house type).
- Highlight the major components/parts using correct terminology.
- Provide an example list of parts used for estimating and pricing.
- Introduce assignment and requirements clarify questions.
Group/Team:
- Assign teams of two (2).
- Explain roles and responsibilities of each team member (i.e. who does what).
- Review preliminary estimating results feedback to correct/improve.
- Monitor as needed.
Presentation:
- Prepare formal presentation (hard and electronic copy results).
- Verbal presentation to class including peer review.
Assessment and Evaluation of Student Achievement
As you plan, please keep the following important considerations in mind:
How will we know students are learning? How will we know students have learned?
How will the students demonstrate progress How will the students demonstrate
towards the desired learning? achievement of the desired learning?
What criteria will be used to determine What criteria will be used to determine that
whether the students are learning? students have learned?
What assessment strategies/tools will best What assessment strategies/tools will best
gather evidence during learning? gather evidence that the students have
learned?
Will the assessment tasks provide opportunities for students to demonstrate the full range of
their learning in a variety of ways?
Strategies/Tasks Purpose
Assessment for Learning (diagnostic, formative)
Assessment of Learning (summative, evaluation)
Assessment for learning:
- Establish prior knowledge of project

1. Class Discussion
(structure, measures, costs, etc.)
- Visual literacy (drawing/blueprint reading).
- Clarify parts of project.
- Explain difference of estimates.
Assessment for/as learning:
2. Teacher Directed - Listing of parts and details of each.

- Questioning of/by students.
- Practice identification quiz/test.
- Development of bill of materials (checklist)
3. Group/Team
Assessment for/as learning:
- Teacher observation and conferencing.

- Group/Peer feedback.
- Review of rough draft results.
Assessment of learning:
- Submit and evaluate hard/electronic copy

4. Presentation
- Group and teacher discuss results.
- Formal presentation to class.
- Comparison of all groups estimates
(peer review).
Assessment tools
- Handout and overhead graphic (Appendix 1).

Note: large format drawings may be used/are recommended depending on available resources.
- Parts identification quiz (Appendix 2)
- Example bill of materials (Appendix 3).
- Deck Estimate Assignment (Appendix 4)
Estimate Rubric (Appendix 5)
- Working in groups (Appendix 6)
- Presentation rubric (Appendix 7)
Additional Notes/Comments/Explanations
N/A
Resources
Authentic workplace materials
Large format drawings may be used/are recommended depending on available resources,

Appendix 3 (Example bill of material), lumber store price lists, specifications tables (e.g. joist
spans), Part 9 of Ontario Building Code.
Human resources
Construction technology teacher, business studies teacher, chief custodian, construction

industry estimator, licensed carpenter, and contractor.
Print
Handout and overhead graphic (Appendix 1), parts identification quiz (Appendix 2), example
bill of materials (Appendix 3), Deck estimate assignment (Appendix 4), Estimate Rubric
(Appendix 5), working in groups (Appendix 6), presentation rubric (Appendix 7)
Video
HGTV Series: Deck Wars any episode(s), Holmes Inspection/Holmes on Homes.
Software
Microsoft Office. Note: Some architectural software programs (e.g. Softplan) provide bill of
material capability.
Websites
Other
Visit/class trip to home renovation outlet.
Accommodations
- Visual references/graphics.
- Colour coding, large print, legend.
- Completed examples.
- Additional time to complete.
- Partners/pairs (Teams of 2).
- Environmental (preferred seating, computer, quiet area, resource room, etc.)
- Additional as required by IEP.
List of Attachments
Appendix 1: Handout and Overhead Graphic - Parts of a Deck
Appendix 2: Parts Identification Quiz
Appendix 3: Example Bill of Materials
Appendix 4: Deck Estimate Assignment
Appendix 5: Estimate Rubric
Appendix 6: Presentation Rubrics Technical and Verbal
Appendix 7 Presentation Tips and Rubrics

Appendix 1
Handout and Overhead Graphic - Parts of a Deck
Appendix 2
Parts Identification Quiz
Instructions: Using the example deck structure diagram, label / fill in the blank for each
required deck part. (Note: Teacher will indicate which parts should be
identified)
Total Marks: / 10 (Knowledge)
1 _______________________________
2 _______________________________
3 _______________________________
4 _______________________________
5 ______________________________
6 _______________________________
7 _______________________________
8 _______________________________
9 _______________________________
10 _______________________________
Back of House
Appendix 3 - Sample Bill of Materials
_____________________________________________________
Appendix 4
Deck Estimate Assignment
TCJ Construction Technology Estimating the cost of a deck.
Overview:
Construction projects utilize building materials that are harvested, processed, and transported.
Each of the steps along the way adds a cost that is passed onto the end user, the consumer.
Typical construction projects in school, summer jobs, and for many contractors involve the
planning and building of a deck. Decks are generally attached to the foundation of the residence
(house) or self supporting and NOT attached. Decks take many shapes and can be more than
one level and as complex as the owner wishes. Before decks are built, the location and cost
must be determined.
Task Challenge:
You and a partner have formed a small contracting business and will be using your construction
technology course background to build decks for the summer. You and your partner are
responsible to visit the site and do measurements, sketch out a plan, and estimate the cost.
Your teacher will be your client; however, the rest of the class has also formed their companies
and will be your competition. The estimate that has the most accurate bid price will get the job.
Your teacher-client has set a budget for the project and will give the job to the winning bid
group of two that comes closest to the teachers budget without going over budget.
Note: In industry, contractors that meet all the tender (contract) requirements and have the
lowest bid price, usually get the contract.
Based on the deck design plan that your teacher-client provides the class with, your estimate will
need to consider only material costs including taxes. Labour, shipping, permits and other
charges will not be used in this assignment but students should be aware of these items and
their amounts.
As lumber costs vary during the year, your teacher-client should provide you with a sample price
list from your school supplier of building materials, or conversely, provide a website that will be
used for the assignment.
Requirements:
This task requires you to complete and submit the following:
A computer-based spreadsheet showing your quantities, unit prices, sub-totals,

taxes, and totals. This should be similar to the example.
A price list that your group used for costing reference.
Your sheet or sheets of rough calculations this may include a drawing or sketch.
Presentation material (e.g. overheads, charts, tables, plans/figures, PowerPoint, etc.)
A hard copy of all presentation material.
Attach copies of the four (4) marking rubrics for this assignment:
(estimate, group, presentation technical, and presentation - verbal).
APPENDIX 5 - Estimate Rubric
Ministry Level 1 Level 2 Level 3 Level 4

Expectations (50 59%) (60 69%) (70 79%) (80 100%)
Overall
Expectations
Construction
Technology
Fundamentals:
A.5 Use
Uses construction Uses construction Uses construction Uses construction
construction
technology terms technology terms technology terms technology terms
terminology
inaccurately and occasionally with correctly most of correctly in a
correctly.
with limitations. accuracy. the time. consistent
manner.
Design, Layout,
and Planning
Skills:
B.4 Use the

Uses the Uses the Uses the Uses the
mathematical skills
mathematical mathematical mathematical mathematical
required in
skills required in skills required in skills required in skills required in
designing, laying
construction construction construction construction
out, and preparing
projects with projects some of projects on a projects on a
estimates for
limitations. the time. regular basis. consistent basis.
construction
projects.
Specific
Expectations
A.5.1 Use correct
terminology to
identify and
describe materials, Describes Describes Describes Describes
supplies, and materials, materials, materials, materials,
structural supplies, and supplies, and supplies, and supplies, and
components (e.g., structural structural structural structural
materials: plywood, components with components with components with components with
concrete, polyvinyl improper correct correct correct
chloride [PVC] pipe, terminology and terminology terminology most terminology on a
wire, and cable; inaccuracy. occasionally. of the time. consistent basis.
supplies: P-trap,
ground fault circuit
interrupter;
structural
components:
footing, stud, lintel
plenum, valance,
gable).
B.4.1 Determine
dimensions and lay

out construction Determines Determines Determines Determines
projects using dimensions and dimensions and dimensions and dimensions and
mathematical layout using math layout using math layout using math layout using math
principles and principles with principles with principles with principles with
formulas (e.g., limited knowledge some knowledge considerable thorough
Pythagorean and application. and application. knowledge and knowledge and
Theorem, volume application. application.
and area formulas);
B.4.2 Use the tables

in Part 9 of the
Ontario Building Uses tables from Uses tables from Uses tables from Uses tables from
Code to determine the Ontario the Ontario the Ontario the Ontario
the required sizes, Building Code Building Code Building Code Building Code
spacing, and with limited with some with considerable with thorough
numbers of effectiveness. effectiveness. effectiveness. effectiveness.
structural
components (e.g.,
floor joists, lintels)
for a construction
project;
B.4.3 Prepare
detailed, accurate
estimates of Prepares detailed Prepares detailed Prepares detailed Prepares detailed
quantities and costs and accurate and accurate and accurate and accurate
of materials for quantities and quantities and quantities and quantities and
construction costs using metric costs using metric costs using metric costs using metric
projects, using and imperial and imperial and imperial and imperial
appropriate metric units, with units, with some units, with units, with
and/or imperial units inaccuracies and accuracy and considerable consistent
(e.g., metres, limited effectiveness. accuracy and accuracy and
square metres, effectiveness. effectiveness. effectiveness.
litres, board feet,
linear feet, square
feet, cubic yards);
B.4.4 Determine
lengths and
diameters of
fastening devices Determines Determines Determines Determines
needed to assemble lengths and lengths and lengths and lengths and
various construction diameters of diameters of diameters of diameters of
projects (e.g., fastening devices fastening devices fastening devices fastening devices
lengths and gauges with limited with some with considerable with consistent
of screws, nails and accuracy. accuracy. accuracy. accuracy.
staples, diameters
of dowels), using
appropriate metric
and/or imperial
units.
Appendix 6
Tips for Working in Groups
All members of a group must contribute equally and positively to the assignment. All tasks
should be divided and agreed upon before a review of the rough draft. Remember, group work
means partners work on different tasks to get things done on time and not working on every
tasks or step together.
The following Tips for working in groups will guide your group toward meeting the assignment
requirements. You will be evaluated on how well your group works. For success, follow these
well noted points:
(1) Active Listening: pay attention to what each person has to say, do not interrupt, let the
other person finish. Re-state the other persons comments to show that you understand
and respect their comments. Each member of the group should have the opportunity to
state their comment and/or opinion.
(2) Determine the common goal: understand what the assignment requirements are and
how your group will proceed to complete them. It is important that each group member
believe that they got out of the exercise what they wanted to get.
(3) Assign roles, responsibilities, duties: each member has strengths, weaknesses, as
well as objectives to completing the assignment. Agree upon who will do task and what
that task should look like when finished. Establish a timeline to completing the tasks.
(4) Check-in: communicate regularly and review each others work to make sure that tasks
are proceeding on time and that they fulfill the assignment requirements.
(5) Stay focused: when working in groups or reviewing work, a common mistake that
students make is to change things that do not need changing. Agree to stick to the
common goal plan and only change those items that affect the assignment requirements.
(6) Communicate: communicate often and positively, compromise differences rather than
demonstrate or stating whose idea it was. You are in a group, so work together.
Appendix 6 - Group Work Rubric

Teamwork: The student contributes to the overall group effort by sharing information,
developing ideas and show respect to team members
Needs Improvement Satisfactory Good Excellent
- has difficulty - occasionally works - usually works - consistently

working toward toward group goals toward group goals identifies group
group goals goals and works
toward achieving
them
- has difficulty - occasionally follows - usually follows - consistently follows

following direction direction and shares direction well and direction well and
and shares little information with the readily shares readily shares
Information group information with the useful information
group with the group
- rarely performs - occasionally - usually performs - consistently

more than one role performs more than more than one role performs more than
in the group one role in the in the group one role in the
group group
- rarely contributes to - occasionally - usually contributes - consistently

the development of contributes to the to the development contributes to the
group ideas development of of group ideas development of
group ideas group ideas
Appendix 7
Presentation Tips and Rubrics
Presentations are important not only for school assignments but post-secondary studies, work
and career opportunities and even personal matters.
Consider your presentation of the deck estimate as a job interview. The presentation will be
short, directed at a specific audience, and will need to include the required information. In order
to assist you in developing a strong and successful presentation, follow these tested techniques
for an effective presentation:
(1) Audience: know who you are presenting to and make sure they get the message
you intend so dont give them too much or too little, and try not to make it boring.
When presenting, present to the entire audience, not the teacher, or the floor, for
example.
(2) Visual Aids: use a variety of visual information as most viewers relate to information
more quickly dont read the material as the audience already has just briefly
explain it. Try not to use too much visual information. Visual aids are just that, aids to
your presentation. Overheads, slides, etc. should only have a few points with large
font size.
(3) Message: effective presenters know about providing a message centers on three (3)
simple strategies: (a) tell the audience what you are going to tell them, (b) tell them
the information, (c) tell them what you just told them. Remember, point out the
highlights of your results.
(4) Length: as many presenters have noted, keep it short and simple. Make sure that
each person in the group presents some material; there is a clear introduction and
summary as well. Practice your presentation in order to make sure you know who
does what, the information is accurate, and it fits the time allotment.
(5) Physical presence: speak clearly, concisely, and most of all, loud enough for
everyone to hear. Avoid bad presentation habits such as using um, huh, yeah, and
whatever, for example. If you dont have anything to say, dont say it it is okay to
have a few quiet moments. As above in #1, speak to your entire audience. Many
students turn their back to the audience and read the overheads or PowerPoint slides
this is unprofessional, ineffective, and even rude. Do not use language which no
one understands or is unnecessary such as technical terms this is called jargon
and should be avoided.
(6) Preparation: aside from the points above - know your material; know how to use an
overhead or laptop for PowerPoint slides. Make sure the room is set up beforehand
such as chalkboard or whiteboard, handouts are made, cords out of the way, etc.
Have a back up plan if something goes wrong (e.g. light bulb burns out). Having hard
copies of your presentation is an excellent way of backing up your presentation due
to technological glitches. Above all, maintain your cool and have a sense of
humour.
Presentation Rubric - Technical

Category Level 1 Level 2 Level 3 Level 4

(50 59%) (60 69%) (70 79%) (80 100%)
Knowledge/
Understanding - demonstrates a - demonstrates - demonstrates a - demonstrates
limited some considerable thorough
- understanding of understanding of understanding of understanding of understanding of
structure (project) construction construction construction construction
project project project project
- ability to perform
measurements, - limited ability to - performs - performs - consistently
calculations, and perform accurate measurements measurements performs
pricing accurately measurements and calculations and calculations measurements
with some with and calculations
accuracy considerable to a high degree
accuracy of accuracy
Thinking
- logical and - presents - presents - presents - presents

organized estimates with estimates with estimates with estimates with
limited detail and some detail and considerable consistent detail
- presentation of organization organization detail and and organization
results/estimate organization
Communication
- limited use of - inconsistent use - regular use of - consistent use of
- use of construction of appropriate appropriate appropriate
construction terms terms construction construction construction
terms terms terms
- response to - can respond - can respond - can respond - can respond

questions effectively to a effectively to effectively to a effectively to all
limited number some class considerable class questions
- visual aids of class questions number of class
questions questions
Application
- accurate - limited accuracy - generalized - accurate - extremely

quantities, of estimate accuracy of estimate with accurate
materials, prices estimate minimal errors; estimate with no
within mathematical
acceptable errors, within
range acceptable
Range
Note: A student whose achievement is below level 1 (R) has not met the expectations for this
assignment or activity.
Presentation Rubric - Verbal

Category 1 2 3 4
Often mumbles or Speaks clearly and Speaks clearly and Speaks clearly and
cannot be concisely some of concisely concisely throughout
Audience understood and/or the time. throughout, but presentation.
mispronounces a Mispronounces a mispronounces Volume and tone are
number of words. number of words. occasional word. appropriate.
Difficult to hear or Volume and tone are
distinguish topic. inconsistent.
No use of visual Use of visual Uses visual aids to Uses visual aids to
Visual Aids aids, just reads from aids/presentation supplement complement
notes, etc. materials presentation but presentation.
overwhelming or some Variety, interest, and
inappropriate. inconsistencies in copies of materials
materials. present.
Does not seem to Shows a good Shows a good Shows a full

understand the topic understanding of understanding of understanding of the
Message very well. Uses parts of the topic. most of the topic. topic. Uses
several terms that Occasionally uses Uses vocabulary vocabulary
are not understood vocabulary appropriate for the appropriate for the
by the audience. appropriate for the audience most of the audience.
audience. time.
Not all group One person All members are All members present
members involved; dominates involved but not accurate information
Length no clear beginning or presentation some consistent in consistent
end; presentation information errors; presentation; few manner. Clear
either too short or ending not as strong information errors; beginning and end
too long. as beginning; too summary missing; within time allotment.
short/too long. timing off.
The group slouches The group The group stands up The group stands up
and/or does not look sometimes stands straight and straight, looks
Physical at people during the up straight and establishes eye relaxed and
Presence presentation. establishes eye contact with confident.
contact. everyone in the room Establishes eye
during the contact with
presentation. everyone in the room
during the
presentation.
Group is not Some preparation Group has prepared Well prepared, extra
prepared. Room and has been made but but occasional item copies of materials,
Preparation equipment not missing handouts, missing lacking back up plan is
organized. No back notes, etc. No back strong organization. evident.
up plan evident. up plan evident.

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2011-12 Financial Literacy within Technological Education 1

Development date August 2011

Contact person Les Jagoda, Durham Catholic DSB

Position Teacher, Technological Studies

Phone 905-432-8470 ext. 8521

Course Name Construction Technology

A.5 Use construction terminology correctly.

Design, Layout, and Planning Skills:

B.4.4 Determine lengths and diameters of fastening devices needed to assemble

Catholic An Effective Communicator who:

A Responsible Citizen who:

CGE7b -accepts accountability for ones own actions;

Job Task Planning and Organizing

Teacher should ensure:

(a) Students are competent in reading drawings and tables;

Class Discussion/Whole Group:

Assessment and Evaluation of Student Achievement

As you plan, please keep the following important considerations in mind:

Assessment for learning:

- Establish prior knowledge of project

Assessment for/as learning:

2. Teacher Directed - Listing of parts and details of each.

- Teacher observation and conferencing.

- Submit and evaluate hard/electronic copy

- Handout and overhead graphic (Appendix 1).

Authentic workplace materials

Large format drawings may be used/are recommended depending on available resources,

Construction technology teacher, business studies teacher, chief custodian, construction

(Appendix 5), working in groups (Appendix 6), presentation rubric (Appendix 7)

HGTV Series: Deck Wars any episode(s), Holmes Inspection/Holmes on Homes.

Visit/class trip to home renovation outlet.

Appendix 1: Handout and Overhead Graphic - Parts of a Deck

Appendix 2: Parts Identification Quiz

Appendix 3: Example Bill of Materials

Appendix 4: Deck Estimate Assignment

Appendix 5: Estimate Rubric

Appendix 6: Presentation Rubrics Technical and Verbal

Appendix 7 Presentation Tips and Rubrics

Total Marks: / 10 (Knowledge)

Appendix 3 - Sample Bill of Materials

TCJ Construction Technology Estimating the cost of a deck.

This task requires you to complete and submit the following:

A computer-based spreadsheet showing your quantities, unit prices, sub-totals,

A price list that your group used for costing reference.

Presentation material (e.g. overheads, charts, tables, plans/figures, PowerPoint, etc.)

A hard copy of all presentation material.

APPENDIX 5 - Estimate Rubric

Ministry Level 1 Level 2 Level 3 Level 4

B.4 Use the

dimensions and lay

B.4.2 Use the tables

Tips for Working in Groups

Appendix 6 - Group Work Rubric

Needs Improvement Satisfactory Good Excellent

- has difficulty - occasionally works - usually works - consistently

- has difficulty - occasionally follows - usually follows - consistently follows

- rarely performs - occasionally - usually performs - consistently

- rarely contributes to - occasionally - usually contributes - consistently

Presentation Rubric - Technical

Category Level 1 Level 2 Level 3 Level 4

- logical and - presents - presents - presents - presents

- response to - can respond - can respond - can respond - can respond

- accurate - limited accuracy - generalized - accurate - extremely

Presentation Rubric - Verbal