Sample 3 - Grade 12

Researching Various Perspectives on an Issue

• The teacher assigned small groups of students to research and present forest land-use issues to the class. Each presentation was to include a variety of points of view on the issue (e.g., logger, forester, politician, Aboriginal person, hunter, environmentalist, economist, biologist).

• The class discussed criteria for student presentations, which the teacher used to develop a rating scale. The teacher informed students that they would also be assessed on their ability to work co-operatively in a group setting. As they worked, the teacher collected information about students' group skills using material developed from the reference set Evaluating Group Skills Across Curriculum.

• The teacher organized students again into groups to review past and current legislation affecting forest management and use. The teacher asked each group to divide a piece of forest legislation into sections. Each group member was then responsible for reading, summarizing, and presenting his or her portion of the legislation to the group and, eventually, to the class. To check other students' understanding, each group member also prepared a series of three to five questions on her or his section of the legislation. After each presentation, the presenters offered feedback on the extent to which the audience's answers were thorough, logical, relevant, and supported by specific references to the legislation.

• The teacher and students invited guest speakers to represent various perspectives on the effects and potential impact of land claims (e.g., Aboriginal groups, provincial government, federal government). Before each speaker's presentation, the teacher asked students to research and anticipate the position that would be taken. The teacher also asked them to generate questions and provide statements on their personal positions related to land claims.

• During the speakers' presentations, students asked questions and noted any new information. Following each presentation, students summarized the perspective and key points of the speaker. They also commented on what information, if any, was new to them and to what extent it had confirmed or altered their perspectives on land claims.

• The teacher invited students to role-play guest speakers' perspectives and, in small groups, develop possible solutions to specific land-claim issues. As students discussed the issues and attempted to negotiate workable solutions for all concerned parties, the teacher circulated, listening for evidence of students' problem-solving skills. The teacher recorded observations using the Individual Observation Sheet in the reference set Evaluating Problem Solving Across Curriculum.

• In small groups, students selected and researched forest management issues. They then used the information to create timelines, posters, collages, advertisements, skits, and multimedia presentations to represent their perspectives on these issues at a local mall. The groups used a public response form to gather assessment information.

Public Response: Forest Issues Presentation

Thank you for taking the time to look at my project. Please take a moment to let me know what you think of my work. Please complete the following, circling whether you agree or disagree with the statements in column 1. Any comments would be greatly appreciated.

Criteria	Response	Comments
It was easy to identify and understand the main idea of the presentation.	Agree/Disagree
All the information provided supported the main idea.	Agree/Disagree
I learned some new information from the presentation.	Agree/Disagree
The visual materials helped to make the presentation interesting.	Agree/Disagree
Comments

Defining the Criteria

To what extent does the group:

• describe the history of forest land ownership in BC from various perspectives
• provide details to support perspectives on land claims affecting forest management decisions
• thoroughly, succinctly, and accurately describe current legislation affecting forest management and use
• differentiate between area-based and volume-based tenure
• analyse problems and identify the significant elements
• develop specific skills in selecting and using an appropriate problem-solving strategy

To what extent does the group:

• present ideas that are well organized, with an effective opening, middle, and logical conclusion
• use audio-visual materials that clearly support the ideas presented
• present topics clearly in a knowledgeable and interesting manner
• demonstrate awareness of the audience's needs and check on progress
• make a presentation that invites response and questions
• provide practice activities that are engaging and meaningful

Assessing and Evaluating Student Performance

The teacher used a rating scale to assess and evaluate students' classroom work on land-use issues. Following each evaluation, the teacher held conferences to assist students in improving their presentations.

Review of Forest Legislation

An assessment form was used by the teacher, peers, and the presenters themselves to assess students' reviews of legislation related to forest management and use. It was also used to assess the presenters' interactions with students in the audience who responded to their questions.

Research on a Forest Land-Use Issue

Rating	Criteria
Excellent	Gives a strong overall impression that clearly and consistently presents a particular forest land-use issue. Entertaining and informative. Evidence of careful planning in terms of content, organization, and language. Presents and explains a range of perspectives on the issue. Includes interesting detail and examples through speech and visual aids. Shows an awareness of audience's responses and successfully maintains their attention. Voice has effective, clear tone and volume.
Very Good	Clearly and consistently presents a particular forest land-use issue. Provides various perspectives on the issue. Interesting, informative, in logical sequence, and easy to understand. Includes interpretations and conclusions supported by appropriate details, examples, and visual aids. Clear awareness of audience in material, language, and presentation. Generally successful in maintaining audience's attention. Voice has clear tone and volume.
Good	Presents a particular land-use issue, although not always consistently. Relatively easy to understand and follow. Presents information clearly and in some detail. Mentions various perspectives on the issue. Includes adequate examples, explanations, and interpretations. Has clearly selected material and visual aids with audience in mind, and makes a definite attempt to engage their interest and attention, although this may not be completely successful. Voice has generally clear tone and volume.
Satisfactory	Generally presents a particular land-use issue, but may occasionally drift to another perspective without a clear transition. Presents information in some detail, but may occasionally be difficult to understand. Appears to follow a planned sequence, with unclear or awkward transitions at times when explaining various perspectives related to the issue. Uses visual aids. Demonstrates awareness of audience but may not always be successful in engaging their attention. Voice has inconsistent tone and volume.
Minimally Satisfactory	A particular land-use issue may be stated, but it is not apparent in the rest of the presentation. Presents information, but may be difficult to understand. No apparent attempt to explain range of perspectives on the issue. Often difficult to follow. Attempts to use visual aids, but they may not be clearly connected to the content or purpose of the presentation. Limited awareness of audience. Voice is often difficult to hear.
Unsatisfactory	Provides little or no information. Appears unprepared. May decline to participate.

 

Student Presentation

Criteria	Rating
well organized; effective opening and middle; logical conclusion	4  3  2  1  0
use of audio-visual materials clearly supports presentation	4  3  2  1  0
topic clearly presented in a knowledgeable and interesting manner	4  3  2  1  0
aware of audience's needs; checks on progress	4  3  2  1  0
style of presentation invites response and questions	4  3  2  1  0
practice activities are engaging and meaningful	4  3  2  1  0
Comments:

Key:

4-Criteria evident at a strong level.
3-Criteria evident at a good level.
2-Criteria evident at a satisfactory level.
1-Criteria evident at a developing level.
0-Criteria not evident.

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