Rubric and lesson plan.

Lesson plan for students (I would ensure that students knew what was included and contributed to this rubric)

Questioning and
propositions

Communication

Were unable to create

questions and/or
propositions that were
related to the task.

A few shallow questions

and/or propositions
were created for the
task.

Three four questions

and/or propositions
were created for the
task.

Five- six in depth

questions and/or
propositions were
created for this task.

More than six in depth

questions and/or
propositions were
created for this task.

Students did not make

or had little attempt to
propose what could be
changed (on their part
and as a whole) to the
task they did.

Students propose what

could be changed (on
their part and as a
whole) to the task they
did.

Students propose what

could be changed (on
their part and as a
whole) to the task they
did with some
informative suggestions.

Students propose what

could be changed (on
their part and as a
whole) to the task they
did with informative
suggestions.

Students propose what

could be changed (on
their part and as a
whole) to the task they
did with informative
suggestions in great
detail.

The student was difficult

to understand when
sharing their ideas and
findings.

The student was

understandable and had
some communication
skills (body language,
speaking and listening,
tone and audience
awareness) when
sharing their ideas and
findings with others.

The student was

understandable and had
appropriate
communication skills
(body language,
speaking and listening,
tone and audience
awareness) when
sharing their ideas and
findings with others.

The student was

engaging, very
understandable and had
very appropriate
communication skills
(body language,
speaking and listening,
tone and audience
awareness) when
sharing their ideas and
findings with others.

The student was

engaging, and
extremely
understandable and had
extremely appropriate
communication skills
(body language,
speaking and listening,
tone and audience
awareness) when
sharing their ideas and
findings with others.

Rubric and lesson plan.

Creativity

Reflection

Action

The student had no

creativity in theories,
propositions and
questions.

The student some

creativity in theories,
propositions and
questions.

The student creativity, in

theories, propositions
and questions.

The students end

product had little
creativity involved.
Student had no
explanation why choice
ingredients were
chosen.

The students end

product had some
creativity involved.
Student had some
explanations why
choice ingredients were
chosen.

There was no reflective

process throughout the
lesson.

There was some

reflection involved in the
presentation.

Reflection was done to

a good standard in the
lesson.

No records of reflection.

Some record of
reflections.

Record of reflections
(two- three records).

Students did not see the

act of recycling

Student noted in
reflection or discussion
the act of recycling.

Student noted in
reflection and
discussion the act of
recycling.

The students end

product had creativity
involved. Student had
explanations why
choice ingredients were
chosen.

The student interesting

creativity, in theories,
propositions and
questions.
The students end
product had interesting
creativity involved.
Student had interesting
and justifiable
explanations why
choice ingredients were
chosen.

Reflection was detailed

and thoughtful.
Record of reflections
(three- four records).

Student noted exactly

how the act of recycling
was taking place in
reflection and
discussion.

The student very

interesting and bold
creativity, in theories,
propositions and
questions.
The students end
product showed very
interesting and bold
creativity involved.
Student had very
interesting and
justifiable explanations
why choice ingredients
were chosen.
Reflection was done in
great detail and was
thoughtful of what was
happening and had
been done throughout
the lesson.
Record of reflections
(more than four
records).
Student noted exactly
and in detail how the act
of recycling was taking
place in reflection and
discussion. They
suggested other ways
this task could involve
further recycling.

Rubric and lesson plan.

Rubric for my presentation (the video) of the lesson.

Voice was unclear and
hard to hear.

Voice was somewhat

clear and most of the
audio was heard.

Voice was clear and the

audio was
understandable.

Ideas were somewhat

clear and
understandable.

The ideas were

communicated clearly
and were
understandable at all
times

The ideas were unclear.

Speaking

The presentation was

not suitable for the
audience (language,
tone and body
language).
Presentation

The presentation was

not done in a efficient
and easy to use/ watch
way.

The presentation was

somewhat engaging
with the audience. It
was sometimes
audience appropriate
(language, tone and
body language).
The presentation was
somewhat efficient and
could be used/ watched.

The presentation was

engaging with the
audience and was
appropriate (language,
tone and body
language).
The presentation was
efficient and was easy
to be used/ watched.

Voice and audio was

very understandable,
with awareness of
surroundings when
speaking.
The ideas were
communicated very
clearly and were very
understandable by the
audience.
The presentation
engaged with the
audience very well and
the appropriate
language, tone and
body language was
used.
The presentation was
well-organized and
structured. Easy to
follow and watch.

The projection of the

voice was very clear
and precise with a very
clear understanding of
surroundings when
speaking.
The ideas were
communicated
extremely clearly and
understandable for the
audience.
The presentation is
thoroughly engaging for
the audience. An
appropriate and
excellent use of tone,
body language and
language was used.
The presentation was
extremely well
organized and structure.
It had a good flow and
was very easy to follow
and watch.

Rubric and lesson plan.

The lesson was not
original and showed
little creativity.

The lesson was

somewhat creative and
had there own ideas.

The lesson was creative

and ideas were original.

The lesson was

inventive and very
original.

The lesson was

extremely inventive and
imaginative.

There was not reflective

process throughout the
lesson.

There was some

reflection involved in the
presentation.

Reflection was done to

a good standard in the
lesson.

Reflection was detailed

and thoughtful.

There was no action

taken towards recycling.

There was some action

taken towards recycling.

There was action taken

on recycling.

Action (recycling) was

taken to a level that was
beneficial for others and
themselves.

Reflection was done in

great detail and was
thoughtful of what was
happening and had be
done throughout the
lesson.
Action (recycling) was
taken to a level that was
inventive and very
beneficial for others and
themselves.

Creativity

Reflection

Action

Rubric and lesson plan.

Transdiciplinary
theme.

How the world works: the impact of scientific and technological advances on society and on
the environment.

Central idea.

Overtime our human relation to our environment has influenced our society.

Lines of inquiry
Preservation of our environment.
Societies relationships with the environment.
21st century developments on our environment.
Curriculum area and
content

With guidance, pose questions to clarify practical problems or inform a scientific

investigation, and predict what the findings of an investigation might be ACSIS231
Suggest improvements to the methods used to investigate a question or solve a problem
ACSIS091
With guidance, plan appropriate investigation methods to answer questions or solve
problems ACSIS086
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal
cues and choose vocabulary and vocal effects appropriate for different audiences and
purposes (ACELY1796)

Objectives
Overall duration
Student prior
knowledge

Use recycled objects and products to create something new.

20 minutes
Student knows the definition of recycle and has been demonstrating and practicing recycling.
Students have had a lot of practice cooking and understand terms such as ml, cup, grams,
L, etc,

Materials

One cup of Natural

yoghurt each
Frozen strawberries
Frozen mixed berries
Crushed Biscuits
Recyclable cup
Mint
Chocolate

Learning strategies

Resources

1. Students put on aprons and wash hands to prepare the following from the left overs

Rubric and lesson plan.

and activities:
Introductory.

from the previous day:

Natural yoghurt 1 cup
Frozen strawberries Small punnet (leaves and stalks out) *can use other
berries*
50 g of crushed biscuits (gluten free)
Recyclable cup
Two fresh mint leaves
Four pieces of Chocolate
20g of melted unsalted butter
Frozen berries are also required but keep in freezer.
2. Students formulate questions and theories on what they may be doing with these
ingredients, whilst they alternate using the food processor (with teacher supervision)
to blitz the strawberries into a fine crumb.

Learning strategies
and activities:

3. Teacher asks students to discuss why they think we must use the left overs from the
previous lesson and asks students to think about ways we can save on food.
Students are asked to create a snack from the ingredients they have. They have to
use at least five ingredients and the cup.
4. Students share their ideas in a think, pair and share (during think students must
record their opinion). Students then start creating their snacks.

Learning strategies
and activities:
5. Students then reflect on how they believe their experience went, what made them
choose what they had made and how it related to recycling. They self assess their
own work by taking a photo of their work and if they would like to, taste it (Final
reflection on their work on how they went, what choices they made and would they
would change).

6. Students are then a put into groups and peers to view and discuss each others
creations.

Modifications

Allow students to record reflections.

Allow students to record what they are saying

Rubric and lesson plan.

Assessment of
student learning.
Evaluation

Teacher records what they are doing for students to come back to and reflect on.
Substitute ingredients for any dislikes or allergies.
Extension: How could I make this for four people? Explain in detail.
Students are able to construct and present a healthy snack with left over food (still
appropriate to eat). Self- assessment and peer assessment.
I believe I did well. I had some issues, such as being the only one home and having video
from my computer. This was difficult, as I could not move the camera as I would of liked to. I
also believe I did not make it clear that I was recycling food (using left overs) and that the
purpose was on saving resources. I was just too involved in the inventing process.
I believe I did a good job on experimenting and voicing how I learnt from my mistakes. There
were times where I stalled a little or made mistakes but I will make sure I learn from these.
If I were to do this again I would mix the berries with the yoghurt and create layers. I would
probably opt for white chocolate next time and perhaps make a smaller cup, as it was very
filling. I will also work on my presenting skills and try and find a better way of me recording
(perhaps elevating the camera a bit more).
There are things I did well, such as flavour combination, ratios of food and a confidence
whilst making the food. I enjoyed being able to be creative and showing what I could do.
Cooking brings me such happiness and was a pleasure doing it.

Video Link to lesson

http://youtu.be/8JLbc7oCvII