TOPIC: TAMARAW: AN ENDANGERED ANIMAL

Prepared by:RACHEL JOY N. ALVARO

DIVISION OF OCCIDENTAL MINDORO

I. PROJECT DESCRIPTION

This plan is intended for grade Four Pupils- SPED (GT) class. This is an offshoot of the discussion on endangered animals.

In this project the students are expected to create a PowerPoint presentation about Tamaraw.

They will search the net for information, collaborate and communicate with peers and the people in the community as they investigate about Tamaraw in their natural habitat,

develop their skills in technology design and show creativity as they accomplish the task.

II. CONTENT STANDARD• Engagement of pupils with real world

through investigation of an endangered animal

• Development of skills in collaboration and communication

• Development of sense of accountability and responsibility

III. IDEAS FOR THE PROJECT• Needs of the animals to survive• Reasons for the endangerment of

animals• Tamaraw Conservation Program

IV. OBJECTIVES• Distinguish facts about Tamaraw from

information sources.• Use technology as a tool to research,

organize and communicate information.• Write simple report that conveys details

and facts.• Develop abilities in technology design.• Identify specific ways to show concern

for the endangered animals

V. CURRICULUM FRAMING QUESTIONS

• ESSENTIAL QUESTIONWhat changes need to happen in the world?

• UNIT QUESTIONSIs the world a safe place for animals? Why or Why not?Why should we protect and save tamaraw?What can we do to help protect this animal?

V. CURRICULUM FRAMING QUESTIONS

• CONTENT QUESTIONSWhere can tamaraw be found?What are the characteristics of tamaraw?How does it reproduce?How does it adapt to its environment?What is its estimated population?What causes its endangerment?What institution or group of people help and protect the tamaraw today?What are the laws that protect the endangered animals?

VI. ON GOING ASSESSMENT• Brainstorming• Checklist• Peer Feedback• Self Critiquing• Cooperative Group Rubrics• PowerPoint Rubric• Journal logs

VI. ON GOING ASSESSMENT(STUDENTS)

BEFORE DURING AFTER

BrainstormingPowerPoint Rubric

Journal LogsPeer FeedbackSelf critiquingCooperative Group Rubric

PowerPoint Rubric

VI. ON GOING ASSESSMENT(TEACHER)

BEFORE DURING AFTER

Discussion ObservationConference

PowerPoint Rubric

TABLE OF ASSESSMENTASSESSMENT PROCESS AND PURPOSE

Brainstorming In a small group students activate their schema, share and discuss ideas and plan what to do to accomplish the task.

Checklists These will be used by the students for self critiquing and peer evaluation. This allows and the students to gauge how they collaborate and communicate with peers while the teacher keeps track of their progress or work overtime

Journal Logs Students will write their learning and reflection regarding the task/ activity. Teacher can gauge their learning and what needs to be clarified.

TABLE OF ASSESSMENTASSESSMENT

PROCESS AND PURPOSE

Rubric A rubric tells students what is expected of them, the grading criteria, what counts and what doesn't, how many points they will earn for each task, and how their work is graded.Students and the teacher will be guided as they monitor the learning performance and progress and rate the output.

Discussion Teacher uses this to gauge the students’ progress. When students answer or try to explain, teachers can see the extent of their understanding. She can correct (or help the students correct) what the students haven’t got right or don’t see quite clearly.

COOPERATIVE GROUP RUBRICS 

Beginning

1

Developing 2

Focused 3

Exemplary

4

  

Contribution to group         Score

· PunctualityDoesn't  hand in assignments.

Hands in many assignments late.

Hands in most assignments on time.

Hands in all assignments on time.

 

· Research Information

Does not collect information.

Contributes little information.

Contributes information that mainly relates.

Contributes a good deal of relevant information.

 

· Shares Information

Keeps information to self and doesn't share with group.

Shares some information with the group.

Shares important information with the group.

Communicates and shares all information with the group.

 

Cooperation within group          

· Cooperates with group   members

Never cooperates.

Seldom cooperates.

Usually cooperates.

Always cooperates.

 

· Listens to group members

Always talking and never allows others to speak.

Talks much  of the time and rarely allows others to speak. 

Talks too much at times but usually is a good listener.

Balances listening and speaking well.

 

COOPERATIVE GROUP RUBRICS

· Makes fair decisionsAlways wants things their way.

Often sides with friends and doesn't consider all viewpoints.

Usually considers all viewpoints.

Total team player. 

 

Responsibility to group members          

· Fulfills duties Does not perform any duties.

Performs very little in way  of duties.

Performs nearly all duties.

Performs all duties.

 

· Shares responsibilityAlways relies on others to do work.

Rarely does work - needs constant reminding.

Usually does the work - seldom need reminding.

Always does assigned work without being reminded. 

 

        Total  

COOPERATIVE GROUP RUBRICS

PowerPoint RubricName: Animal: Date

Criteria Needs Developing

1

Developing

2

Competent

3

Highly Competent

4

 

Points

Organization

(Overall order, flow, and transitions)

Details and examples show confused organization; hard to follow

Details and examples show incorrect organization

Information in logical order

Information is presented in effective order; transitions, graphics, sounds help presentation flow smoothly

 

Conventions

(Complete sentences, capitalization and punctuation, correct grammar)

Repeated weaknesses in mechanics and grammar interfere with writer's purpose

Mechanical and grammatical errors somewhat interfere with writer's purpose

Some mechanical and grammatical errors

Contains few mechanical and grammatical errors

 

Sources Insufficient resources are used

One appropriate source used

Two or more appropriate sources are used

Three or more well chosen sources are used

Slide Show - Layout and Presentation

Not organized well. Not appealing to the eye. Too many unnecessary extras (e.g. transitions). Message not the most important characteristic

Too many 'added extras' which detract from the message. Some organization shown

Organization apparent and appealing

A high degree of originality, organization and eye appeal

Name: Total Points

Peer Editing Checklist Name:_____________________ Date: _________

Read each item on the checklist and decide whether the student’s work fits into the “YES” or “NO” column. In the column you choose, write some comments to the student explaining how his or her work has met the teacher’s requirement or what needs to be improved.

YES NO

1. All of the pictures throughout the slideshow are in a clear, sequential order.

2. The caption accurately describes the picture shown on each slide and is at least 4 sentences.

3. The student’s slideshow consists of at least 10 slides with a title slide.

4. The student’s PowerPoint is focused and does not stray from the main idea or topic.

5. he student makes eye contact with the audience and talks with expression during rehearsal of his or her presentation.

THANK YOU..