Realizing

the solu/on
Students create a solu/on. At the end of the course, they should be able to: Construct a logical plan-for-manufacture, which describes the ecient use of :me and resources, resul:ng in peers being able to follow the plan to create the product/solu:on. Demonstrate excellent technical skills when making the product/solu:on. Follow the plan-for-manufacture to make the product/solu:on which func:ons as intended. Fully jus:fy changes made to the design and plan when making the product/solu:on. Present the product/solu:on as whole either: in electronic form through photographs of the product/solu:on from dierent angles showing details.

Achievement Level 0

Level Descriptor
The student does not reach any of the standards described by any of the descriptors

Level Indicator
The student does not reach any of the standards described by any of the descriptors

1-2

The student: demonstrates minimal technical skills when making the product/solution. makes the product/solution which functions poorly and is presented in an incompleteform. The student: constructs a plan for manufacture that contains some details, resulting in peers havingdifculty following the plan. demonstrates adequate technical skills when making the product/solution. makes the product/solution which partially functions and is adequately presented. outlines changes made to the nal design and plan for manufacture when making theproduct/solution.

The student: demonstrates minimal technical skills when making their game - TECHNICAL SKILLS. makes their game which functions poorly and is presented in an incompleteform. The student: constructs a plan for their game that contains some details, resulting in peers havingdifculty following the plan - GAME PLAN. demonstrates adequate technical skills when making the game - TECHNICAL SKILLS. makes the game which partially functions and is adequately presented. outlines changes made to the nal design and plan for their game -- EXPLAINS CHANGES MADE TO PLAN. The student: constructs a logical plan for creating the game, which considers time and resources, resultingin peers being able to follow the plan to re-create the game - GAME PLAN. demonstrates procient technical skills when making the game - TECHNICAL SKILLS. makes their game which functions as intended and is presentedappropriately. describes changes made to the nal design and plan for their game -- EXPLAINS CHANGES MADE TO PLAN. The student: constructs a detailed and logical plan for creating the game, which describes the efcientuse of time and resources, resulting in peers being able to follow the plan to re-create thegame - GAME PLAN. demonstrates excellent technical skills when making the game - TECHNICAL SKILLS. follows their plan to make their game which functions asintended and is presented appropriately. fully justies any changes made to their game plan -- EXPLAINS CHANGES MADE TO PLAN.

3-4

5-6

The student: constructs a logical plan for manufacture, which considers time and resources, resultingin peers being able to follow the plan. demonstrates procient technical skills when making the product/solution. makes the product/solution which functions as intended and is presentedappropriately. describes changes made to the nal design and plan for manufacture when making theproduct/solution.

7-8

The student: constructs a detailed and logical plan for manufacture, which describes the efcientuse of time and resources, resulting in peers being able to follow the plan to create theproduct/ solution. demonstrates excellent technical skills when making the product/solution. follows the plan for manufacture to make the product/ solution which functions asintended and is presented appropriately. fully justies changes made to the nal design and the plan for manufacture whenmaking the product/ solution.

Notes: Changes to your product / solution: In a case where changes have been made to the product/solution students must describe and justify the change. If there are no changes to the plan, there is noneed to describe or justify any changes. This does not advocate a process journal. Technical skills The level of technical skill a student will work can be determined using two factors: a) The complexity of skill demonstrated. b) The level of guidance needed from the teacher to complete the task. The teacher should determine the level of technical skills that the student demonstrates using a "bestt" approach. Minimal technical skills: Basic skills used and much assistance required Adequate technical skills: Competent skills with some assistance required Procient technical skills: Complex skills used and independent work with some guidance Excellent technical skills: A wide range of complex skills used and independent with minimal guidance