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_Geography Unit Plan (based on the Australian Curriculum)

(Proforma utilising the 'Backward Design' model by Wiggins and McTighe 1998, 2005*)
School and Class Description
Clarendon Primary School is a small school located in the Adelaide Hills. My class is the grade 3
class which has a total of 26 students with a diverse range of learning skills.

Please note I do not have access to a SmartBoard.
Year Level 3 Unit Length 6 weeks: 3-4 lessons per week at 45-60 minutes per lesson

Unit title Climate Around the World

Integrated with other Learning Areas Science, history, mathematics, and
English (take time in these other lessons to do work related to this unit)

Strands
o Geographical Knowledge and Understanding
o Geographical Inquiry and Skills

The Geographical Inquiry Process - skills
o Observing, Questioning and Planning
o Collecting, recording, evaluating and representing
o Interpreting, analysing and concluding
o Communicating
o Reflecting and responding

Geography Concepts

o Place
o Space
o Environment
o Interconnection
o Sustainability
o Change
o Scale






Highlight which skills, concept/s,
capabilities and cross curriculum priorities
you will be focussing on
General Capabilities

Literacy
Numeracy
ICT competence
Critical and creative thinking
Ethical understandings
Personal and social capability
Intercultural understanding


Cross Curriculum Priorities

o Aboriginal and Torres Strait Islander histories
and cultures
o Asia and Australias engagement with Asia
o Sustainability

*Wiggins, G & McTighe, J (2005) Understanding by Design, Pearson

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Stage 1 Identify Desired Results
'What is worth knowing?
Aim/s
What curriculum aims relate to this unit?
To create a sense of wonder, curiosity and respect about places, people, cultures and
environments throughout the world
To gain a deep geographical knowledge of their own locality, Australia, the Asia region and
the world
To enable students to think geographically, using geographical concepts
To enable competent, critical and creative users of geographical inquiry methods and skills
To develop informed, responsible and active citizens who can contribute to the development
of an environmentally and economically sustainable, and socially just world.
The Big Idea
What is the big idea of the unit? It must be global, universal, something students can understand
The Earth is made up of diverse climate zones which can influence where and how people live.
What key inquiry questions will guide the learning?
- What is climate and how is climate different to weather?
- Why is it important to study the weather and climate? How does weather affect our daily
lives?
- How does climate influence where humans choose to live?
- What are the different climate zones of the world?
- What biomes are found in different the different climates?
- How can humans survive in the different biomes?
- How would life be different if I lived somewhere else?
Geographical knowledge & understandings
This unit draws upon the following content descriptors for grade 3 geographical knowledge and
understandings to investigate the different climates of the world and the significance of climate on
human life:
o The main climate types of the world and the similarities and differences between the
climates of different places (ACHGK017)
o The location of Australias neighbouring countries and their diverse characteristics
(ACHGK016)
o The similarities and differences between places in terms of their type of settlement,
demographic characteristics and the lives of the people who live there (ACHGK019)
Geographical inquiry and skills
o Develop geographical questions to investigate (ACHGS019)
o Collect and record relevant geographical data and information, for example, by observing
by interviewing, conducting surveys, measuring, or from sources such as maps,
photographs, satellite images, the media and the internet (ACHGS020)
o Interpret geographical data to identify distributions and patterns and draw
conclusions (ACHGS023)
o Present findings in a range of communication forms, for example, written, oral, digital,
graphic, tabular, and visual, and use geographical terminology
o Reflect on their learning to propose individual action in response to a contemporary
geographical challenge and identify the expected effects of the proposal (ACHGS025)
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Differentiation: for learners ranging from Additional Needs to Gifted & Talented
Modifications will be made for the diversity of learners by differentiating through student interest
and learning styles.

Student Interest:
By using a Learning Menu for the summative assessment the students have a variety of activities to
choose from. This means that the potential to engage students by interest is increased rather than if the
students were simply given a set activity. Furthermore, a Learning Menu allows the students to assume
some responsibility in their learning by allowing them to make decisions that relate to their learning.

The activities in Learning Menu have incorporated the use of art, ICT, creative writing, and oral
presentations. This aims to appeal to the students different interests and motivate them to really throw
themselves into the activities.

Learning Styles:
This Learning Menu incorporates a range of activities that cater to different learning styles. The Learning
Menu caters for linguistic, visual, and verbal learners. Furthermore, because the Learning Menu requires
the completion of numerous activities students are given the opportunity to experience success in their
areas of strength but also develop in areas they are weaker in.


Stage 2 Determine acceptable evidence
'What evidence will show what students know, understand and can do?
Assessment tasks and tools
What formative and summative tasks will provide evidence of learning?
Formative:
o Think/pair/share what is climate and how is climate different to weather?
o Paired interview on what do you know about our weather and climate? How do these
factors affect you?
o KWL chart
o Participation in class discussion
o Blank map of the world pre-assessment
o Think/pair/share how is this map different to your own? What do you notice about the
MapMaker map? Why do you think this might be?
o Blank map of the world follow up assessment
o Group biome investigation, shared with the class
o Earth Observatory website missions: great graph match and to plant or not to plant
o Biome group mind map and investigation, shared with the class
o Mock role play demonstrating cyber safety
o Cyber safety exit cards
o Questions posed for pen pal
o Collaborative class map on MapMaker Interactive conducted in pairs
o Graph comparing temperature and rainfall of Australia and another place, conducted in
pairs
o Venn diagram comparing Australia to another place
o Timeline comparing their life to their pen pals life
o Oral presentation on their pen pal friend
o Reflective mind map
Summative:
o Learning menu
o Suitcase and letter final activity
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What assessment tools will you use?
Observation and anecdotal records will be used to assess the formative tasks. A checklist and
rubric will be used for the learning menu and a rubric will be used for the suitcase and letter
activity.
Types of Assessment
Tasks
o oral presentations
o work samples
o Earth Observatory
missions
o Posters
o mind map
o time lines
o graphing and
interpretation
o pose questions
o portfolios/reflections
o visual images & prompts
o discussions
o role play
o Venn diagram
o letter
Assessment Tools
o observation
o anecdotal records
o rubrics
o checklists

Achievement Standard/s:
By the end of Year 3, students describe the characteristics of different places at the local scale
and identify and describe similarities and differences between the characteristics of these places.
They identify interconnections between people and places. They describe the location of selected
countries and the distribution of features of places. Students recognise that people have different
perceptions of places and how this influences views on the protection of places.
Students pose simple geographical questions and collect information from different sources to answer
these questions. They represent data in tables and simple graphs and the location of places and their
characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.
They describe the location of places and their features using simple grid references and cardinal
compass points. Students interpret geographical data to describe distributions and draw conclusions.
They present findings using simple geographical terminology in a range of texts. They suggest action in
response to a geographical challenge.


Stage 3 Plan Learning Experiences and Instruction:
What learning experiences will enable students to achieve the desired results?
Learning experiences (based on Kath Murdochs inquiry model*) Resources
Tuning in
Think/pair/share what is climate and how climate is different to
weather? Pairs share their ideas with the class; differences are
brainstormed on the white board in the form of a chart. View:
http://www.watchknowlearn.org/Video.aspx?VideoID=3541&CategoryID=2671 (add
anything the students have missed to chart). Students complete KWL
chart at the end of the first lesson. Develop critical thinking skills.
o Discuss: Why is it important to study the weather and climate? How
does weather affect our daily lives? How does climate influence
where humans choose to live? Create a mind map on the white
board.
o View climate of Adelaide on MapMaker Interactive. Discuss: What is
the climate of Adelaide? What about the climate of Clarendon?
Paired interview what do you know about our weather and climate?
How do these factors affect you? Students share ideas with the rest
of the class.
o Discuss do you think the climate of Adelaide is the same for the
whole of South Australia? Why/why not? What about the whole of
Australia? View MapMaker Interactive to analyse the climate of
South Australia and then the whole of Australia.
View Climate and Weater
video by NASA:
http://www.watchknowlearn.org/Vide
o.aspx?VideoID=3541&CategoryID=2
671
MapMaker Interactive:
http://education.nationalgeographic.co
m/education/mapping/interactive-
map/?ar_a=1
View youtube video Basics of
Geography: Climate:
http://www.youtube.com/watch?v=95T
tXYjOEv4
World map templates
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o Discuss: Do you think the climate of the world would be the same as
Australia or different? Why/why not? Provide students with a blank
map of the world. Ask them to colour where they think is the coldest
and where they think is the warmest and the places in between (ie
the different climates), then ask them to label the 5 major continents
of the world. View the climate zones of the world using MapMaker
Interactive; compare these results to the students coloured maps.
Think/pair/share how is this map different to your own? What do
you notice about the MapMaker map? Why do you think this might
be? View youtube video:
http://www.youtube.com/watch?v=95TtXYjOEv4
o Provide students with another blank map of the world. Ask them to
colour in the correct climate zones as shown in MapMaker
Interactive, use a key to identify the different climates and write a
brief summary of each climate type.
Finding Out
o Find out what biomes (eg. tundra, rainforest, savanna, taiga,
temperate forest, temperate grassland, alpine, chaparral, and desert)
are and which climates the different biomes are found in. Divide
students into small groups of 2 or 3 and give each group a different
biome to research. Groups are to use the following website,
http://kids.nceas.ucsb.edu/, to investigate their specific biome.
Groups are to take notes on their provided template to share with the
rest of the class.
o In small groups of 2 or 3 students complete the two missions on the
Earth Observatory website, great graph match and to plant or not to
plant.
o Investigate what sorts of animals live in the different biomes. Could
they survive in a biome that they are not designed for? Why/why not?
(eg. could a polar bear survive in a desert?) Why is it that humans
can survive in all of the different biomes? Divide students into small
groups of 2 or 3 and give each group a different biome. Mind map
what students already know, how do humans survive in this biome?,
then groups are to research using the internet and find specific
examples. Groups share their findings with the class.
o Watch Timon/Pumba safety smart youtube video (cyber safety).
Students are put into pairs and will participate in a mock role play of
emailing another student in their class, practicing cyber safety.
Regroup and create a list of class rules for safe use of the internet.
Students complete exit cards at the end of the lesson.
o Set up pen pals on http://www.theteacherscorner.net/penpals/ with a
student from another country. Students will interview their pen pal
about their life, students will be given a list of the kinds of questions
they should ask, they will also be encouraged to form their own
questions (this will be an ongoing activity students will check their
emails each lesson).
o In pairs students will open the class map on MapMaker and use the
map to locate another place in world with a similar climate to
Australia. Students will put a pin on their chosen place and add a
brief summary of that place (climate type, rainfall, population, any
significant natural features etc) and how it is similar to Australia.
Students will save their work which will create a collaborative class
map. Using the projector we will then analyse the class map
together.
o In pairs students will use the internet the research a place with a
Kids do Ecology website:
http://kids.nceas.ucsb.edu/
Earth Observatory website:
http://earthobservatory.nasa.go
v/Experiments/Biome/index.ph
p
MapMaker Interactive:
http://education.nationalgeographic.co
m/education/mapping/interactive-
map/?ar_a=1
Class laptops
Internet searches
Timon/pumba safety smart
video
http://www.youtube.com/watch
?v=M-njh8mFvVk
Exit cards
Teachers Corner Pen Pals:
http://www.theteacherscorner.
net/penpals/
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different climate to Australia. Students will compare the average
temperature and rainfall of Australia and their chosen place and will
graph their results using excel. Students will compare their graphs
and pose questions about their graphs. They will use the internet to
try and answer their questions.
o Students will choose another place in the world to compare to
Australia. Using the internet they will find information to compare
how the two places are similar and how they are different (eg.
climate, seasons, biomes, native flora and fauna, population, type of
housing etc). The students will then create a Venn diagram to
compare the two places.
Sorting Out
o Create a timeline comparing the daily life of your pen pal and your
life.
o Oral presentation to your class talking about your new pen pal friend!
Where they are from, the climate, how far away they are etc.
o Introduce students to inquiry based questions what would life be
like if I lived somewhere else? students choose a destination.
Poster paper
Going Further
o Students are given a learning menu from which they can choose the
activities that when completed will make up their portfolio based on
the inquiry question what would life be like if I lived somewhere
else? (please refer to appendices)
o Students are given time to complete their learning menu. (dioramas)
Learning menu
Laptops
Internet searches
Making Conclusions
o Students individually create a mind map based on what they have
learnt from this unit of work.
Poster paper
Taking Action
o Students write a letter to a prospective exchange student from
Australia travelling to another country (it will be the country from
their inquiry based project) for a semester of school. Students
should explain what the exchange student needs to bring (eg.
clothes appropriate for climate), how they are expected to behave in
the country (any important cultural rules/customs), and what
attractions they might like to visit whilst on exchange etc. The
students will then use a template of a suitcase to stick their letter
onto and decorate with pictures of the items that their exchange
student will need (these can be cut from magazines, drawn, or
printed from the internet etc).
Laptops
Internet searches
Suitcase template
Magazines

Thinking Tools
o KWL Prior Knowledge
o Creative Problem Solving
o Extended brainstorming


o Mind Map
o Paired interview


o Think/pair/share
o Class discussions

eLearning Considerations
How can ICTs enhance this learning?
My technological pedagogical content knowledge is demonstrated throughout this unit. I have
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incorporated the use of various technologies including the internet, MapMaker Interactive, videos,
laptops, and email. The use of short educational videos is beneficial to all students, particularly
visual learners. The videos provide meaningful learning experiences as they are typically more
engaging than students being lectured or made to simply take notes. The use of MapMaker
Interactive allows for the creation and advancement of various learning pathways. The use of
email allows students to connect with a student from another place and learn about their life and
where they live in a motivating and meaningful way. The use of laptops and internet provides
students with the opportunity to improve their computer literacy and practice independently
searching for and locating data to support their investigations. Without ICT this unit of work would
be not as engaging and motivating for the students and most of the activities would not be
possible. The use of technology is combined with pedagogy that encompasses inquiry learning so
that students can successfully investigate, study, and understand the content knowledge within
this unit.

The three principles of the Universal Design for Learning (provide multiple means of
representation, action and expression, and engagement) are used throughout this unit of work.
Using TPACK I have designed this unit to cater for the different learning styles by incorporating
various ways of presenting information with the use of technology. This unit of work employs
written, verbal, and visual activities which are inclusive to all learners. The final assessment task
allows for multiple options for expression. The various use of technology combined with hands on
class room activities provide plenty of engaging learning opportunities.



Unit Evaluation/Reflections
ASSESSMENT of the UNIT:
During and at the end of this unit of work a number of reflective questions will be considered.
These include:
- Were the students interested in the topic and engaged in class discussion and tasks?
- Were the student outcomes met?
- Were the tasks appropriate for the year level?
- How did the students respond to the topic?
- What worked well?
- What did not work well?
I feel that reflecting on this unit of work throughout its duration is just as important as at its
conclusion. If something is not working or needs revision it can be implemented straight away
rather than waiting until the end of the unit. Therefore, assessment of the unit will take place during
and at the end of the topic.

SELF ASSESSMENT:
During and at the end of the unit self reflection will be used in the form of the following questions:
- Did the students respond well to the topic and learning activities
- Were the students outcomes met?
- What worked well?
- How did the students respond to the topic?
- What could I improve next lesson/what could I improve next time I do this unit?
- Did I manage time well?
- Were my behaviour management strategies effective?
- Did I give each child equal opportunity for learning and success?
Unit Planner designed by Kingsley Head, 2013 adapted by Jo Fahey 2014: Flinders University josianne.fahey@flinders.edu.au
* Murdoch, K (1996), Classroom Connections: strategies for integrated learning, Eleanor Curtain Publishing, Armadale, Victor

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Lesson plan 1: Introductory lesson









Learning Objectives
The main climate types of the world and the similarities and differences between
the climates of different places (ACHGK017)
Understand (Concepts, principles, big ideas)
Why humans study weather and climate
How weather and climate affects human life
Know (e.g. facts, vocabulary, dates, information)
What climate and weather is and the difference between them.
Essential Questions:
What is climate and how is climate different to weather?
Why is it important to study weather and climate?
How does weather affect our daily lives?
How does climate influence where humans choose to live?

Lesson sequence:

Time: Activities: Resources:


10 mins
Introduction:
Introduce students to the topic title
Climates of the World. Ask students to
think/pair/share what is climate and how
climate is different to weather? Pairs then
share their ideas with the class. Scribe
student responses on the white board in
the form of a chart.

White board

Markers


25 mins
View climate and weather video by NASA.
Ask the students if there is anything
missing from the whiteboard in relation to
what climate is and how climate is different
to weather. Scribe their answers onto the
white board.

Discuss: Why is it important to study
weather and climate? Brainstorm as a
class and then ask the students to copy the
ideas down into their geography books.

Divide students into groups of 2 or 3 and
pose the question how does weather
affect our daily lives? Give each group
butchers paper and markers to brainstorm
their ideas. Regroup and allow each group
to share their ideas. Combine each

Climate and Weather video by
NASA:http://www.watchknowlearn.org/Vi
deo.aspx?VideoID=3541&CategoryID=2671

Geography books

Butchers paper

Markers
Year Level: 3
Curriculum Area: Geography
Unit Topic: Climate in the World
Lesson length: 45 minutes
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groups ideas to create a collaborative
class mind map on butchers paper. This
will be hung in the classroom for students
to refer to.

Pose the question how does climate
influence where humans choose to live?
Then ask the students to think/pair/share
their ideas. Pairs then discuss their
thoughts with the class. Create a mind
map on the white board of student
responses.

10 mins
Conclusion:
Students are given time to complete a
KWL chart on climate.


KWL chart template


Assessment:

As this is the first lesson in the unit formative assessment will be used. Students will be assessed by
observing their participation in class and group activities and anecdotal records will be made when
necessary. The KWL chart will be used as a form of pre assessment and will be used to compare to the
students understanding at the end of the unit to gauge the learning and progress made in this unit.










































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Lesson plan 2: Cyber Safety and Pen Pals









Learning Objectives
The similarities and differences between places in terms of their type of
settlement, demographic characteristics and the lives of the people who live there
(ACHGK019)
o The location of Australias neighbouring countries and their diverse characteristics
(ACHGK016)
o The main climate types of the world and the similarities and differences between
the climates of different places (ACHGK017)
Understand (Concepts, principles, big ideas)
The importance of cyber safety
Humans live all over the world in different places and climates, therefore their
lives are both similar and different to ours
Know (e.g. facts, vocabulary, dates, information)
How to be cyber safe
The major continents of the world and the location of Australias neighbouring
countries
Essential Questions:
How does climate influence where humans choose to live?
How would my life be different if I lived somewhere else?

Lesson sequence:

Time: Activities: Resources:


5 mins
Introduction:
Ask the students if they know what a pen
pal is, allow students to share their ideas
with the class and clarify any
misunderstandings. Inform the students
that very soon they are going to have their
own pen pal from another country and that
they will be able to communicate with their
pen pal via email. However, before they
start emailing their pen pal they need to
learn about cyber safety. Discuss: What
are the dangers when we go online? What
do you think cyber safety means?




35 mins
View as a class the Timon and Pumba
Safety Smart video on Youtube.
Brainstorm as a class the main points
made about cyber safety in the video.
Students are put into pairs and will
participate in a mock role play of emailing
another student in their class, practicing
cyber safety. Regroup and create a list of
Safety Smart video from
Youtube:
http://www.youtube.com/watch?v=M
-njh8mFvVk

Butchers paper

Markers
Year Level: 3
Curriculum Area: Geography
Unit Topic: Climate in the World
Lesson length: 45 minutes
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class rules for safe use of the internet
using butchers paper.

Before signing the students up to a pen pal
explain that we need to think of some
questions that we want to ask our pen pal.
Ask the students to think about where their
pen pal lives, the climate, the culture, what
their daily lives are like etc. As a class
come up with some questions that can be
asked in their first email. List these on the
white board.

Then using the class laptops students will
sign up to the pen pal exchange on The
Teachers Corner website. The students
will then be able to select a pen pal from
another school from anywhere in the world
using the pen pal map. Then using the
questions thought of earlier the students
will be able to send an email introducing
themselves to their new pen pal.



White board

Laptops

Teachers Corner website:
http://www.theteacherscorner.net/p
enpals/

5 mins
Conclusion:
Explain to the students that they will be
given a couple of minutes every geography
lesson to check their emails.

Students will complete an exit card at the
end of the lesson that poses questions
about cyber safety.

Exit cards

Assessment:
In this lesson the students will be formatively assessed. Students will be assessed by observing their
participation in class and group activities and anecdotal records will be made when necessary. The exit
cards at the end of the lesson will be used to check for student understanding on cyber safety and ensure
that any students who are not clear on the importance of cyber safety and how to be cyber safe are given
clarification and extra support.





















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Lesson plan 3: Concluding Activity









Learning Objectives
The similarities and differences between places in terms of their type of
settlement, demographic characteristics and the lives of the people who live there
(ACHGK019)
o The location of Australias neighbouring countries and their diverse characteristics
(ACHGK016)
o The main climate types of the world and the similarities and differences between
the climates of different places (ACHGK017)
Understand (Concepts, principles, big ideas)
Humans live all over the world in different places and climates, therefore their
lives are both similar and different to ours
Know (e.g. facts, vocabulary, dates, information)
The major continents of the world and the location of Australias neighbouring
countries
Essential Questions:
How does climate influence where humans choose to live?
How would my life be different if I lived somewhere else?

Lesson sequence:

Time: Activities: Resources:

10 mins
Introduction:
Introduce students to their final
assessment task for this unit of work.
Students will use their knowledge from the
activities they completed in their learning
menus to write a letter to a prospective
exchange student travelling from Australia
to another country (it will be the country
they based their learning menu activities
on) for a semester of school. They should
explain what the exchange student need to
bring (eg. clothes appropriate for the
climate), how they are expected to behave
in the country (any important cultural
rules/customs), and what attractions they
might like to visit whilst on exchange etc.
The students will then use a template of a
suitcase to stick their letter onto and
decorate with picture of items that their
exchange student will need (these can be
cut out from magazines, drawn, or printed
from the internet etc).


Suitcase template

Assessment rubric


Year Level: 3
Curriculum Area: Geography
Unit Topic: Climate in the World
Lesson length: 50 minutes
13

Hand out an assessment rubric to the
students and go through the criteria listed.


35 mins
Inform the students that they will have two
lessons to complete their letter and
suitcase. They should aim to have at least
their draft letter finished and checked by
the teacher by the end of this lesson.
Once their draft has been checked they
can use the class laptops to type and print
their letter.

Allow the students to get started. Circulate
the room to ensure students remain on
task and provide clarification to students
with questions.

Laptops

5 mins
Conclusion:
Ask the students to turn to the person next
to them and discuss their letter, what they
have included, and their plan for next
lesson.



Assessment:
The students will be given two lessons to complete this activity. Their suitcase and letter will be
summatively assessed using the following rubric which will be handed out in class as a guide for
the students:



Excellent Good Satisfactory Developing
Letter is properly set out
(addressed, dated, signed,
paragraphs etc) and is logically
sequenced

Letter includes what the exchange
student needs to pack, what they
should know about the
country/place before they get
there, and some attractions that
they might like to see whilst on
exchange

Spelling, grammar, and use of
descriptive language

Originality


Presentation


Effort



Teacher comments:



14


APPENDIX 1
Learning Menu Choices:
Students have two copies, one will be theirs to keep and one will be handed up to the teacher with
their choices marked.




















































Name: Date:././
Tick the boxes of the activities you will do and hand up to your teacher


COMPLETE ALL OF THE FOLLOWI NG:

Write a summary of your chosen
countrys climate. Type it up and include
a picture. Once printed it will be
combined into a class book of global
climates.
Imagine you and your family are packing
up and moving to your chosen country.
Create a list of the pros and cons for
moving there. This will be presented to
the class in the form of a short speech.
Research the average monthly
temperature and rainfall of your chosen
country/place. Compare this to Australia.
Using excel graph your results. Explain
what your graphs show.





YOU MAY COMPLETE THESE I F YOU HAVE FI NI SHED THE ABOVE WORK:

CHOOSE 1 OF THE FOLLOWI NG:

Choose a traditional recipe from
your country and write a
procedural text. Then explain why
it is important to your chosen
country.
Choose one native animal from
your country write a fact profile.
Make sure you include how the
animal is designed to survive in
your countries climate!
Create a painting illustrating a
important biome from your
country.
Create a diorama of your chosen country/place and label significant features.
Using Storybird.com write and publish a story set in your chosen country.
Research your chosen countrys national sport. Write a newspaper article describing how it
started. Consider whether the countrys climate/biomes played a role in establishing the
sport? Can this sport only be played in certain countries (eg. we cannot do skiing in Australia
as it doesnt snow)? Has the country been successful in this sport at world events?

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APPENDIX 2

Student checklist for Learning Menu:

















APPENDIX 3

Assessment rubric for the Learning Menu:



Excellent Good Satisfactory Developing

Completed one appetizer



Completed all the main courses



Attempted desserts (bonus)



Spelling and grammar



Writing makes sense and uses
descriptive language



Presentation



Name:.. Date./../

Before submitting your portfolio of work, please check that you have done
the following:
Completed one appetizer
Completed all the main courses
Attempted any desserts (remember this was an option, not compulsory)
Have you set it out neatly and labelled the tasks
Is your spelling and grammar correct
Have you made sure your writing makes sense
Have you referenced any information that you found on your own
Is everything named and dated?
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Originality


References



Effort



Teacher comments: