Transdisciplinary Theme: WHO WE ARE

1st ASSESSMENT
Name / Class:
Objective: To locate the body organs and identify the functions
Criteria
No.

1.

The student

Locate the body parts

accurately

2.

Name the major body

organs

3.

Explain the functions of

the major body organs

4.

Paraphrase information
from various resources

M
Below expectation

D
Moving towards
expectation

E
Expected level

I
Above
expectation

Transdisciplinary Theme: WHO WE ARE

2nd ASSESSMENT
Objective: To describe how a specific body system works
Criteria
The student is able to

Name the body organs related

with the chosen body system
Describe the functions of the
chosen body system
Describe how the chosen body
system works

Below
Expectation

Moving Towards
Expectation

Expected Level

Above
Expectation

Transdisciplinary Theme: WHO WE ARE

3rd ASSESSMENT
Objectives: To explain the factors that affect a certain body system and identify actions needed to maintain and/or enhance their health

Criteria
The student is able
to

Identify some factors

that affect the chosen
body system
Identify the causes of
some common
diseases which affect
the chosen body
system

Identify the effects of

the diseases

Identify some actions

needed to be taken to
maintain and/or
enhance health

Below Expectation

Moving Towards
Expectation

Expected Level

Above Expectation

Transdisciplinary Theme: WHO WE ARE

SUMMATIVE ASSESSMENT
Task:

In pair, students present Dr.OZ Indonesia talk show to discuss about :

1. How a certain body system relate other systems
2. One common disease related with the chosen body system
3. How the common disease affects the body systems
4. How to maintain health in order to avoid the disease

Criteria

M
Below expectation

D
Moving towards
expectation

E
Expected level

I
Above expectation

The student

Build connection

Relationships among body Relationships among body Relationships among body

systems are not clearly
systems are illustrated.
systems are illustrated
illustrated.
Some of the linking is
relatively clear.
confusing.

Relationships among body

systems are illustrated
very well with very clear
linking and patterns.

Gather Information

Inaccurate
Little facts
hardly any detail

Some facts are accurate,

some detail

Accurate
Substantial amount of
facts
good amount of detail

Clear and accurate

Exceptional amount of
facts
vivid descriptions

Presentation skills

The slides are not orderly

The slides are orderly but

need to be more
organized

The slides are orderly and

effective

The slides are orderly,

effective and visually
appealing

Audience cannot
understand the
presentation because
there is no sequence of
information

Audience have difficulty

following presentation
because student jump
around

Present information in
logical sequence which
audience can follow

Present information in
logical, interesting
sequence which audience
can follow

Self-management skills:
healthy lifestyle,
organization, time
management

Needs guidance in the

area of time management

Beginning to make
effective use of time

Consistently make
effective use of time

Consistently and
independently make
effective use of time

Criteria

M
Below expectation

D
Moving towards
expectation

E
Expected level

I
Above expectation

The student

Build connection

Gather Information

Presentation skills

Linkages do not make

sense and are not
explained.

Logical linkages.
Explanation of the links
unclear.

Logical linkages.
Explanation of the links is
relatively clear.

Logical linkages.
Clear and thorough
explanation of linkages

Relationships among body Relationships among body Relationships among body

systems are not clearly
systems are illustrated.
systems are illustrated
illustrated.
Some of the linking is
relatively clear.
confusing.

Relationships among body

systems are illustrated
very well with very clear
linking and patterns.

Inaccurate
Little facts
hardly any detail

Some facts are accurate,

some detail

Accurate
Substantial amount of
facts
good amount of detail

Clear and accurate

Exceptional amount of
facts
vivid descriptions

Insufficient supporting
materials make reference
to information or analysis
that minimally supports
the presentation

Limited materials make

reference to information
or analysis that supports
the presentation

Supporting materials
make appropriate
reference to information
or analysis that supports
the presentation

The slides are not orderly

The slides are orderly but

need to be more
organized

The slides are orderly and

effective

A variety of supporting
materials make
appropriate reference to
information or analysis
that significantly
supports the
presentation
The slides are orderly,
effective and visually
appealing

The use of PPT minimally

contributes to the clarity
of the presentation

The use of PPT somewhat

contributes to the clarity
of the presentation

The use of PPT detracts

the presentation

The effective use of PPT

contributes to the clarity
of the presentation

Audience cannot
understand the
presentation because
there is no sequence of
information

Self-management skills:
healthy lifestyle,
organization, time
management

Present information in
logical, interesting
sequence which audience
can follow

Audience have difficulty

following presentation
because student jump
around

Present information in
logical sequence which
audience can follow

Needs guidance in the

area of time management

Beginning to make
effective use of time

Consistently make
effective use of time

Consistently and
independently make
effective use of time

Unable to apply
knowledge to create
strategies for making a
healthy life choice

With some assistance,

using knowledge to
create strategies for
making a healthy life
choice

With a few assistance,

using knowledge to
create appropriate
strategies for making a
healthy life choice

Independently using
knowledge to create
appropriate and practical
strategies for making a
healthy life choice