Assesment

LESSON 1
 * BROUCHURE || 1 mark || 2 marks || 3 marks || 4 marks || 5 marks ||
 * IMAGES || One image || Two images || Three images || Three images and labelled || Three images labelled and information ||
 * LOCATION || Written description of location no picture || Written description of location with picture || Written description of location with picture and facts || Written description of location with picture and google map || Written description of location with picture google map and facts ||
 * FLORA || One image || Two images || Two images labelled || Two images labelled and facts || Three images labelled, facts ||
 * FAUNA || One image || Two images || Two images labelled || Two images labelled and facts || Three images labelled, facts ||
 * IMPORTANCE || One sentence on the importance that rainforests have on the country || Paragraph vaguely describing the importance that rainforests have on the country || Paragraph with good punctuation on the importance that rainforests have on the country || Paragraph with good punctuation and information on the importance that rainforests have on the country || Paragraph with good punctuation and information on the importance that rainforests have on the country. Includes a reflection at the end of the paragraph ||

LESSON 2
 * THE SPEECH || 5-4 marks || 3 marks || 2 marks || 1 marks || 0 marks ||
 * SUMMARY || The Summary of the rainforest presents important information and gives the reader a clear understanding of location, features and importance of the rainforest. || The summary is well written and describes the location and features of the rainforest. || Summary of the rainforest is well written. || Rainforest is described but irrelevant information is presented. || No summary of the rainforest. ||
 * NEGATIVE IMPACTS || 3 Negative impacts are discussed clearly and descriptively in depth using facts. || 2 negative impacts discussed clearly and descriptively || 1 negative impact discussed clearly and descriptively || Impacts discussed briefly || No negative impacts discussed ||
 * POSITIVE IMPACT || A positive impact is discussed clearly and descriptively in depth using facts. || A positive impact discussed clearly and descriptively || A positive impact discussed clearly and descriptively || Impacts discussed briefly || No positive impacts discussed ||
 * WRITING || The speech uses correct language and grammar. Uses first person and persuasive language. || The speech uses correct language, grammar and uses first person || The speech uses correct language and grammar. || The speech uses correct spelling and grammar || The speech uses correct spelling and grammar ||
 * POSTER ||  ||   ||   ||   ||   ||
 * IMAGES || 4 Images are relevant, interesting and labeled || 3 Images are relevant and interesting || 2 Images are relevant and interesting || 1 Image is relevant and interesting || No images ||
 * POSTER PRESENTATION || The poster is creative and appealing || The poster is creative and appealing || The poster is appealing || The poster has colour || No poster ||

LESSON 3
 * Marks || 5-4 marks || 3 marks || 2 marks || 1 marks || 0 marks ||
 * INTRODUCTION ON RAINFOREST || The presentation has relevant information about the Daintree Rainforest (a few sentences). || The presentation has information about the Daintree Rainforest (a few sentences). || The presentation has information about the Daintree Rainforest (a few sentences). || The presentation has information about Rainforests (a few sentences). || No information about Rainforests. ||
 * AT SCHOOL || States 2 ways to save the Rainforest at school. The description is in depth and states practical examples. || States and describes 2 ways to save the Rainforest at school. || States and describes 1 way to save the Rainforest at school and uses practical examples. || States 1 way to save the Rainforest at school. || No ways to save the Rainforest at school. ||
 * AT HOME || States 2 ways to save the Rainforest at home. The description is in depth and states practical examples. || States and describes 2 ways to save the Rainforest at home. || States and describes 1 way to save the Rainforest at home and uses practical examples. || States 1 way to save the Rainforest at home. || No ways to save the Rainforest at home. ||
 * INDIVIDUALLY || States 2 ways to save the Rainforest by themselves. The description is in depth and states practical examples. || States and describes 2 ways to save the Rainforest by themselves . || States and describes 1 way to save the Rainforest by themselves and uses practical examples || States 1 way to save the Rainforest by themselves. || No ways to save the Rainforest by themselves . ||
 * SLIDE PRESENTATION || The slide is aesthetically pleasing, easy to follow and uses various images, graphs or tables. || The slide is aesthetically pleasing and easy to follow. || The slide is aesthetically pleasing uses various images. || The slide is aesthetically pleasing. || The slide is plain and has no colour. ||
 * VOCAL PRASENTATION || Speaks with confidence, clarity and interest. || Speaks with confidence and clarity. || Speaks with confidence. || Speaks with confidence. || No confidence or clarity when speaking. ||