Course Profile Introduction to Entrepreneurial Studies, Grade 11, College Preparation, Public
Unit 1: Enterprising People and Entrepreneurs
Time: 20 hours
Activity 1.1 | Activity
1.2 | Activity 3 | Activity
4
This unit
focuses on the characteristics and skills of successful business people.
Students investigate both intrapreneurial and entrepreneurial opportunities in
business today. They look at how enterprising people become successful within
the organizations that employ them. Students also look at examples of
entrepreneurs and examine what helped them and their venture become successful.
Students investigate entrepreneurs in both their local and surrounding
communities and evaluate their contribution to the economy. Students begin to
assess their own entrepreneurial skills by creating and developing a portfolio
or expand the portfolio developed in Career Studies, GLC2O.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.1:
Types and Characteristics of Successful Business People |
6 hours |
EPV.01,
EPV.02, EPV.03, EP1.01, EP1.02, EP1.04, EP2.03, EP2.03, EP3.02 |
K/U; T/I; C; A |
1. List
common skills and characteristics of successful business role models. 2.
Differentiate between an enterprising person and an entrepreneur. |
|
1.2:
Business in the Community |
5 hours |
EPV.01,
EPV.03, EP1.03, EP3.03 |
K/U; T/I; C; A |
1.
Search for enterprising people and entrepreneurs in the local community. 2.
Develop a set of questions appropriate for each type. 3.
Conduct interviews. 4.
Report on the interviews. |
|
1.3:
The Pioneering Spirit |
4 hours |
EPV.03,
EP3.01, EP3.04 |
K/U; T/I; C; A |
1.
Investigate how market trends are used and/or developed. 2.
Explore how the entrepreneur adapts to consumer needs and is an agent of
change. |
|
1.4:
Skills and Portfolio Building |
5 hours |
EPV.01,
EPV.02, EPV.04, EP1.05, EP2.04, EP4.01, EP4.02, EP4.03, EP4.04 |
K/U; T/I; C; A |
1.
Begin to build the portfolio. 2.
Perform self-assessment. 3.
Create résumés. |
|
1.5:
Unit Integration (Activity 1 of Unit 5) |
This
activity deals with the importance of the venture plan. This should be taught
after Unit 1 to explain the reasons why venture plans are important. It is a
great opportunity to have a guest speaker of a business that has been
unsuccessful (if one is willing to talk to students) or a case study of a
business that failed to plan. The next topic deals with the major components
of the venture plan. Students are given an outline of the areas of the plan
and a detailed description, complete with resources, of what their venture
plan is to look like. The assessment rubric for the culminating activity
should also be provided. |
|||
K/U =
Knowledge/Understanding C
= Communication
T/I =
Thinking/Inquiry A
= Application
Time: 6 hours
Students
learn about the different traits and characteristics of successful business
people through observation and interviews. They identify and evaluate the
personal benefits of being an enterprising person and explain the advantages
and disadvantages of being an entrepreneur. Once the connection between
entrepreneurial activities and an enterprising person is made, students begin
to analyse enterprising and entrepreneurial traits in themselves for further
use in both this unit and the culminating Venture Plan in Unit 5.
Strand(s): Enterprising People and Entrepreneurs
Overall
Expectations
EPV.01 -
analyse the characteristics of enterprising people;
EPV.02 -
analyse the characteristics of entrepreneurs;
EPV.03 -
evaluate the contributions made by entrepreneurs.
Specific
Expectations
EP1.01 -
describe the characteristic, motivations, abilities, attitudes, and aptitudes
of an enterprising person;
EP1.02 -
identify and describe some enterprising people;
EP1.04 -
evaluate the personal benefits of being an enterprising person;
EP2.01 -
describe the characteristics, motivations, abilities, and aptitudes of an
entrepreneur;
EP2.02 -
distinguish between an entrepreneur and an enterprising person;
EP2.03 -
explain the advantages and disadvantages of being an entrepreneur;
EP3.02 -
explain the connection between entrepreneurial activity and job and wealth
creation.
·
General
knowledge of people and the community;
·
Internet
research skills.
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos in the Teaching/Learning Strategies. Before reproducing materials for
student use from books and magazines, teachers need to ensure that their board
has a Cancopy licence and that resources they wish to use are covered by this
licence. Before screening videos for their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor (e.g., Audio Cine Films
Inc.). Teachers are also reminded that much of the material on the Internet is
protected by copyright. That copyright is usually owned by the person or
organization that created the work. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
·
Arrange
for videos about being an entrepreneur that explain the connections between
entrepreneurial activity and job and wealth creation.
·
Develop
a list of successful Canadian entrepreneurs of different cultural and
socio-economic backgrounds from magazines and newspaper articles that identify
and explain enterprising people, or invite guest speakers from the community to
identify the characteristics, motivations, abilities, attitudes, and aptitudes
of an enterprising person.
·
Prepare/copy
a map of the local community from the phonebook to discuss the effects of
businesses on the community.
·
Arrange
access to the Internet. If the Internet is not available, videos, textbooks,
magazines, and newspapers containing articles about entrepreneurs and business
people may be used.
·
Determine
how groups are organized. Pair weaker students with stronger ones.
·
Watch
one or two videos about enterprising and entrepreneurial people, then as a
class brainstorm to devise a list of common traits, characteristics, and skills
about these enterprising people. The lists may be recorded on chart paper, the
board, or an overhead. Common findings are noted and a definition of a
successful enterprising or entrepreneurial business role model is developed and
recorded in their notebooks.
·
If
videos aren’t available, access the Internet (‘Canadian entrepreneurs’ as a
search topic or articles from on-line entrepreneurial, e-business magazines and
newspapers), and allow students to generate a list of common traits,
characteristics, and skills using the information they discover and record
these results in their notebooks.
·
Another
source of information is in selected articles from available entrepreneurial
textbooks, newspapers, or magazines. Students generate a list of common traits,
characteristics, and skills about the enterprising people they’ve read about
and record it in their notebooks.
·
Groups
of three students are established and definitions for the terms ‘enterprising’
and ‘entrepreneur’ are derived from the previously-generated discussion lists,
on-line dictionaries (www.webopedia.com, www.m-w.com), or an Internet search of
each term. The groups have 5-10 minutes to come to a consensus about their
definitions, choose a spokesperson, and then present their findings to the
class orally. The rest of the class adds other groups’ new/other findings to
their list.
·
Students
fill in a Venn diagram and compare the similarities and differences between an
enterprising and an entrepreneurial person.
·
As
a class, discuss the contributions of enterprising and entrepreneurial people
and their activities to your community. Why are they important? What size
business makes up the majority of business ventures in your community? Then, in
the smaller groups, students relate this discussion to themselves, their
families, and each other. This task should take 10-15 minutes to complete. Use
a map of the local community from the phonebook to discuss the effects of
businesses on the community.
·
Each
group chooses a spokesperson; the spokesperson presents their group’s
discussion findings to the rest of the class, who add the information to their
own list.
·
Each
student reviews their list of points made about enterprising people and
entrepreneurs in the above discussions, then writes a short report (a paragraph
or two) about how they may in the future, or may have already, personally
benefited from being an enterprising person.
Formative
Knowledge/Understanding,
Thinking/Inquiry, Application, Communication
Involve
students in the assessment process using a peer evaluation of fellow group
members’ contributions to the discussions with a simple 1-, 2-, or 3-point
participation score.
·
The
teacher circulates among the groups, giving informal feedback throughout the
discussions.
·
Students
fill in a Venn diagram about similarities and differences of enterprising and
entrepreneurial people.
·
The
brainstorming, discussions and written lists culminate in individual short
written reports about the benefits of being an enterprising person. Appendix
1.1 - Enterprising/Entrepreneurial Skills, Aptitudes, Characteristics Checklist
can be used by students for self-evaluation of their reports. The teacher will
summatively evaluate the written report, to be developed in Activity 2.
The teacher should take into consideration the
student’s IEP for specific accommodations and suggestions that address the
student’s learning needs. Suggestions for accommodations can be found in the Curriculum Planner K-12.
Enrichment
·
The
teacher can enrich the learning experience by requiring enhancements to the
oral report (e.g., a slide-show presentation format), reinforcing the
application of abstract thinking skills to complex content, resulting in a
sophisticated product;
·
The
teacher may use representatives from other disciplines or areas of the school,
including students (e.g., student council members, director of school play or
daycare) as speakers to show other types of enterprising or entrepreneurial
people.
Alternative
Strategies
·
Students
can be grouped according to strengths to ensure homogeneity within groups.
·
Pairing
students on the computer for research and word processing can encourage the
sharing of technological skills.
·
The
teacher may use reading partners or modify reading requirements for some
students.
·
Lists,
diagrams, or charts may be provided to facilitate recording of information
about entrepreneurs and successful business people in place of developing notes
from oral discussions.
·
More
time may be allowed; notes may be taken in point form or by a peer; and the
editing, spell/grammar checker tools may be utilized on the computer.
·
Provide
ESL students with a vocabulary of the most common character traits including
those relevant to the activity. Appendix 1.1 is a source for the list.
·
Expand
the list to include global entrepreneurs since ESL students may be unfamiliar
with Canadian Entrepreneurs.
Video
CBC.
“Roots Boys,” “Lynn Johnston ,” “Royal Canadian Air Farce,” Life and Times Video Series. Toronto.
(videos may be obtained from: http://www.tv.cbc.ca/lifeandtimes/)
Print
Leipner,
M., H. DeJordy, and M. Schultz. The
Entrepreneurial Spirit. Toronto: McGraw-Hill Ryerson, Ltd., 1991, question
5, p. 37. ISBN 0-07-549931-2
Websites
www.entrepreneur.com
http://www.entrepreneurmag.com
www.homeofficemag.com
www.m-w.com
www.webopedia.com
Appendix
1.1 – Enterprising/Entrepreneurial Skills, Aptitudes, Characteristics Checklist
Time: 5 hours
Students
look in their community for successful business role models. They conduct an
interview with a businessperson from the community and generate a report based
on their findings. This activity is designed to validate the knowledge learned
in the prior exercise that familiarized student with common skills,
characteristics, and traits of successful business people. Students go out into
the local community and interview a successful businessperson. The activity is
completed in stages. Students select the subject for their interview, prepare a
list of questions, interview the subject, and type a report on findings.
Strand(s): Enterprising People and Entrepreneurs
Overall
Expectations
EPV.01 -
analyse the characteristics of enterprising people;
EPV.03 -
evaluate the contributions made by entrepreneurs.
Specific
Expectations
EP1.03 -
describe the contributions that enterprising people make to their school and
community;
EP3.03 -
describe the impact that local entrepreneurs have had on their community.
·
Prior
knowledge of common skills and characteristics of entrepreneurs and
enterprising people is needed, developed in Activity 1.1.
·
Word-processing
skills are used for report and letter formatting.
·
Present
examples of possible interview subjects by using the community newspaper. As
well, the resources provide students with examples of people to look for in
their community.
·
If
the alternative strategy is being utilized, prepare the interview questions.
Interview questions which elicit the characteristics, motivations, abilities,
attitudes, aptitudes, personal benefits, advantages and disadvantages of being
an entrepreneur may be student-generated. Examples can be found in Appendix
2.2.3 from the Introduction to Business (BBI1O) Catholic Course Profile.
·
Prepare
a letter on school letterhead for the interview subjects, explaining what the
project is and the student expectations. After confirming the interview with
the subject, students should fax or e-mail the letter to the businessperson.
·
Book
the computer lab for report formatting and thank-you letter preparation.
·
Hand
out the assessment rubric prior to beginning the activity.
·
Conduct
a class discussion about business in the community.
·
Develop
a list of businesses or business people that would make good interview
candidates. An alternative is for the teacher to provide students with a list
of business people in the community who would be suitable subjects for the
assignment.
·
Students
select a subject to be interviewed. Students find a phone number, fax number,
or e-mail address of the person they want to interview.
·
Generating
good interview questions is important for the completion of the activity but is
also a distinct learning skill. A class discussion exploring good interview
questions (What makes a good question? How should it be worded?) can start.
Students break into small groups or do an individual assignment to create good
interview questions based on the class discussion.
·
Alternative
strategy, supply the interview questions or a source for questions. Interview
questions should elicit the characteristics, motivations, abilities, attitudes,
aptitudes, personal benefits, advantages and disadvantages of being an
entrepreneur.
·
Create
a list of ten questions. Questions should be business-related, focusing on what
made this person decide to go into their particular industry. Possible
questions could be: “Who were your role-models and why?” “What did you learn as
a teenager that helps you today?” “What skills are most important when running
a business.”
·
Students
submit the interview questions to the teacher prior to conducting the
interview.
·
Use
role playing to practise for interviews.
·
Discuss
business etiquette and dressing appropriately for the interview.
·
Students
pre-book the interview and forward the list of questions to the interviewee.
·
Students
conduct the interview. The interview can be hand-recorded or audio/videotaped.
·
Students
synthesize the findings from their interview into a report. (Teach synthesis
skills and provide model.)
·
The
reports should include skills, traits, characteristics, and interesting
experiences discussed with the subject during the interview. The report could
compare the student learning in the first activity to the findings in the
interview. Do the people interviewed share similar traits, skills, and
experiences as discussed in the first activity?
·
Students
prepare a thank-you letter and mail it to the businessperson interviewed.
Diagnostic
·
Teachers
provide students with informal feedback throughout the activity to ensure that
both the process (interview questions and interview) and the final product
(report) are done correctly.
Formative
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application.
·
Appendix
2.1 – Written Report Rubric is used by students prior to handing in the report
for teacher assessment. Time is allotted to make corrections after the
formative assessment.
Summative
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application.
·
The
teacher assesses the report using Appendix 2.1 – Written Report Rubric.
Enrichment
·
Compare
and contrast two or more business people from diverse businesses. Examine their
characteristics, skills, and traits. Do they match the model of the
entrepreneur or enterprising person discussed in class? Do a gap analysis.
Alternative
Strategies
·
Have
biographies of entrepreneurs and enterprising people available. Students create
questions based on the information presented in the articles.
·
Encourage
multicultural entrepreneurs if possible for ESL students.
·
Allow
ESL students to formulate questions and conduct the interview in their first
language.
·
ESL
students could translate the letter of introduction and the thank-you letter
into their own language if they locate an appropriate entrepreneur who speaks
their first language.
·
Students
label, compare, and contrast enterprising people with entrepreneurs.
·
Have
students work in interview teams by pairing up students with different ability
levels.
·
Have
contacts for students unable to decide whom to interview.
·
Have
a pre-made list of interview questions.
·
Create
a checklist of tasks to do.
·
Allow
students to borrow school video or audio recorder.
Burch,
John G. Entrepreneurship.
Carpenter,
Thomas. Inventors—Profiles in Canadian
Genius.
http://www.entrepreneurmag.com
The
Interview Project, OBEA Resource Book,
Volume 19, Number 2, Fall 1998.
Appendix
2.1 – The Written Report Rubric
Appendix
2.2.3 – Sample Questionnaire for Ask an Entrepreneur-Part A&B, from
Introduction to Business (BBI1O) Catholic Profile
Time: 4 hours
Students
investigate previous trends and inventions. They then creatively present this
information to the class.
Overall
Expectations
EPV.03 -
evaluate contributions made by entrepreneurs.
Specific
Expectations
EP3.01 -
describe how entrepreneurs can enhance consumers’ satisfaction;
EP3.04 -
determine how entrepreneurs are agents of change.
·
Students
should be familiar with using the Library/Resource Centre for research.
·
Schedule
the Library/Resource Centre for students to start their research on inventions.
·
Students
should be familiar with how to create and perform an interesting and dynamic
presentation. Appendix 3.1 – Presentation Rubric should be given to students at
the start of the activity.
·
Local
inventions need to be researched.
·
Introduce
the topic by explaining how a certain product was invented. This may be done
through a video or a story.
·
Students
choose a product or service to research. This topic should be able to be
changed, if necessary, depending on the resources available after the student
has started the research. The emphasis should be on how the entrepreneur
enhanced consumer satisfaction and how the entrepreneur was an agent of change.
·
Students
research in the Library/Resource Centre. A variety of books on inventions,
encyclopaedias, and Internet resources should be readily available. Students
are required to complete the research for homework.
·
Students
should develop their presentations. Video clips, posters, demonstrations, and
examples should be used to make the presentations more interesting and
creative. Most of this work takes place outside of class time. The presentation
should have a time limit of 3-4 minutes.
·
Share
presentation rubric with students.
·
Students
give their presentations.
·
If
time allows, the inventions may be discussed.
·
Examples
of inventions from the local community are provided by the teacher and
discussed by the class.
Formative
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
·
Informal
observation of the students is done by the teacher.
·
The
teacher provides verbal feedback to student responses.
·
Appendix
3.1 – Presentation Rubric is used by students to evaluate their presentations.
Summative
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
·
Appendix
3.1 – Presentation Rubric is used by the teacher.
Enrichment
·
Students
research local inventions.
·
Students
invent a product and give a presentation on that product, with emphasis on
enhancing consumer satisfaction and explaining how the entrepreneur was a
change agent.
Alternative
Strategies
·
The
teacher may pair certain students in the Library/Resource Centre to address
individual special needs.
·
The
teacher should move around the Library/Resource Centre and provide feedback to
students.
·
Provide
examples of dynamic and interesting presentations (e.g., videotape of exemplar
presentations by previous student groups or exemplars provided by the Exemplar
Project).
·
Allow
ESL students to research inventions from their country of origin/culture. This
draws upon their background knowledge and adds to their self-esteem.
·
The
teacher may need to practise with students outside of class to overcome
public-speaking anxiety, or have students present in pairs.
·
Specific
data collection sheets could be provided.
·
Fewer
components required for the final presentation.
Refer to Invention Resources provided in the
Course Overview.
Appendix
3.1 – Presentation Rubric
Time: 5 hours
Students
assess their own entrepreneurial skills by building a bank of information about
them to include in their portfolios. It may include self-assessment, learning
styles, aptitudes, interests, skills inventories, self-reflection exercises,
and other assessments from previous activities. Students then work in a group
and build an effective team résumé that displays the collective skills,
employment experience, awards, and accomplishments of the group. This résumé is
used in a competition for a consulting contract being offered to the various
groups in the class. Presentations are made by the competing teams to determine
the best team for the contract.
Overall
Expectations
EPV.01 -
analyse the characteristics of enterprising people;
EPV.02 -
analyse the characteristics of entrepreneurs;
EPV.04 -
assess their own entrepreneurial potential.
Specific
Expectations
EP1.05 -
explain various ways in which they can be enterprising;
EP2.04 -
describe how a variety of individuals have developed the skills and abilities
of successful entrepreneurs;
EP4.01 -
assess themselves to identify the entrepreneurial characteristics they possess;
EP4.02 -
describe ways in which they have been enterprising or entrepreneurial in the
past;
EP4.03 -
analyse opportunities they have had to develop entrepreneurial skills and
characteristics;
EP4.04 -
determine their interest in potential enterprising or entrepreneurial careers.
·
Internet
use;
·
Career
Studies (GLC2O).
·
Arrange
access to a computer lab for on-line assessment on the Internet.
·
Current
availability of Internet sites should be checked for on-line self-assessment and
entrepreneurial surveys; specifically the link from What Colour is Your Parachute? (http://www.jobhuntersbible.com/)
and the Business Education Council of Niagara site (http://jacc.becon.org).
·
If
Internet access is not available; assessment tasks for personality, attitudes,
skills, achievements, knowledge, learning styles, interests, values, strengths,
weaknesses, interests, likes, dislikes, and entrepreneurial skills included in
the Public or Catholic Career Studies (GLC2O) Course Profile can be used.
·
Using
an on-line assessment system (http://jacc.becon.org or
http://www.jobhuntersbible.com), students complete assessment exercises for
self, personality, attitudes, skills, achievements, knowledge, learning style,
values, strengths, weaknesses, interests, likes, dislikes, and entrepreneurial
skills. The exercises are completed on-line, saved or printed, then added to
the portfolio for later use in this activity (the consulting contract) and in
The Venture Plan in Unit 5.
·
A
checklist is used to record the date each assessment is completed.
·
Present
a consulting contract opportunity to the class. Students, working in groups,
compete for the contract.
·
Form
groups of three and combine the self-assessment activities of all three group
members to divine an overall group assessment of skills, achievements,
knowledge, learning style, interests, values, strengths, weaknesses, likes,
dislikes, and entrepreneurial skills.
·
Using
the accumulated information from each person’s assessments, students create a
team résumé for the group using word-processing software. The résumé is used to
apply for the consulting contract. Several Internet sites, including
http://www.jobhuntersbible.com, can guide the résumé process. Word processing
programs have built-in tools to create résumés.
·
Develop
a checklist rating scale or rubric.
·
Analyse
and evaluate each group résumé according to skills, aptitudes, and
characteristics
(Appendix 1.1) and award the winning group the contract.
·
Read
the winning résumé to the class and lead a discussion as to why the winning
team résumé was chosen for the consulting contract. The discussion should lead
to an understanding as to why all attributes can be utilized to make a more
enterprising person.
·
Using
the results of the on-line assessment, students can determine a list of best
possible career choices for themselves. If several are offered, one is chosen
to research further.
·
Students
write a report on a word processor about the chosen career that includes the
following information: a job description, education required, salary
expectations, its future, and potential related careers. The teacher evaluates
the written report, using Appendix 2.1. The written career report is placed in
the student’s portfolio for use later in Unit 5.
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
·
The
members of the group engage in processing and discussion around the assessment
information that best reflects an effective group résumé.
·
The
teacher, using a checklist of enterprising and entrepreneurial skills that
would be required by a consultant, does the group evaluation of the product.
Appendix 1.1 – Skills, Aptitudes, and Characteristics Checklist, for the
evaluation.
·
It
is important that the teams have an opportunity to fine-tune the product before
the product is submitted to the teacher for grading.
·
The
teacher evaluates the group résumé and awards the contract to the best group
for the job.
·
The
teacher uses a written report rubric to evaluate the student’s written career
report.
Enrichment
·
The
résumé may be done using an electronic communications tool, such as a slide
show, video, or webpage.
·
Students
research various realistic consulting careers.
Alternative
Strategies
·
The
teacher should take into consideration the student’s IEP for specific
accommodations and suggestions that address the student’s learning needs.
·
Students
can be grouped according to strengths to ensure homogeneity within groups.
·
Pairing
students on the computer for research and word processing can encourage the
sharing of technological skills.
·
The
teacher may use reading partners or modify reading requirements for some
students.
·
More
time may be allowed; notes may be taken in point form or by a peer; and the
editing/spell/grammar checker tools may be utilized on the computer.
·
Ensure
that ESL students are familiar with and understand the vocabulary of
personality, attitudes, aptitudes, skills, achievements, knowledge, learning
styles, interests, values, strengths, weaknesses, interests, likes, dislikes.
·
The
teacher may ask what qualities are valued by businesses in other cultures
(e.g., Middle East, Pacific Rim, Eastern Europe, etc.).
See
Overview Career Resources
Appendix
A – Action Plan, from Career Studies (GLC2OC) Catholic Profile.
Appendix
2.1 – Written Report Rubric
|
Commitment |
|
Perseverance |
|
|
Desire
to be successful |
|
Moderate
risk taker |
|
|
Goal
setter |
|
Seeks
and uses feedback effectively |
|
|
Takes
action, shows initiative |
|
Positive
response to failure |
|
|
Problem-solving
skills |
|
Low
need for status and power |
|
|
Need to
achieve |
|
Integrity
and reliability |
|
|
Self-reliant |
|
Team
builder |
|
|
Good
health |
|
High
energy |
|
|
Creativity
and innovative nature |
|
Tolerance
of ambiguity and uncertainty |
|
|
Self-confident |
|
Emotional
stability |
|
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Understanding
of concepts, principles and theories Key concepts/ principles/ theories related to the
expectation |
- demonstrates limited understanding of the key concepts,
principles and theories |
-
demonstrates some understanding of the key concepts, principles and theories |
- demonstrates considerable understanding of
the key concepts, principles and theories |
- demonstrates a through and insightful understanding of
the key concepts, principles and theories |
|
Thinking/ Inquiry Inquiry
skills |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
|
Communication Communication
of information and ideas |
-
demonstrates limited ability to use language conventions to write correctly |
-
demonstrates some ability to use language conventions to write correctly |
-
demonstrates considerable ability to use language conventions to write correctly |
-
demonstrates a high degree of ability to use language conventions to write
correctly |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Knowledge
of facts and terms |
-
demonstrates limited knowledge of facts and terms |
-
demonstrates some knowledge of facts
and terms |
-
demonstrates considerable knowledge of facts and terms |
-
demonstrates thorough insightful
knowledge of facts and terms |
|
Understanding
of concepts, principles, and theories |
-
demonstrates limited ability to identify and explain content on topic |
-
demonstrates some ability to identify and explain content on topic |
-
demonstrates considerable ability to explain content on topic |
-
demonstrates through ability to explain all aspects of content on topic |
|
Thinking/Inquiry |
||||
|
Critical
and creative thinking skills (e.g., to identify the problem, topic, issue,
explore alternative, collect the data) |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a presentation |
-
demonstrates some ability to use specific strategies to gather information
and to generate ideas for a presentation |
-
demonstrates considerable ability to use specific strategies to gather
information and to generate ideas for a presentation |
-
demonstrates considerable ability to use specific strategies to gather
information and to generate ideas for a presentation |
|
Application |
||||
|
Application
of concepts, skills, and procedures in familiar (to new) contexts |
-
demonstrates limited ability to use an organizational pattern to structure
ideas for a presentation |
-
demonstrates some ability to use an organizational pattern to structure ideas
for a presentation |
-
demonstrates considerable ability to use an organizational pattern to structure
ideas for a presentation |
-
demonstrates a high degree of ability to use an organizational pattern to
structure ideas for a presentation |
|
Use of
equipment, materials and technology |
-
demonstrates limited ability to use strategies for style, text, background,
timing or transitions |
-
demonstrates limited ability to use strategies for style, text, background,
timing or transitions |
-
demonstrates limited ability to use strategies for style, text, background,
timing or transitions |
-
demonstrates limited ability to use strategies for style, text, background,
timing or transitions |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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