FOOD & FIBRES PRESENTATION TASK SHEET

Student Name:
Subject Area: Design & Technologies

Year Level: 3/4

ASSESSMENT TASK: In pairs/groups/individual create a flow chart of the production of a

food or fibre and present this to your class.
PART A PLAN
In pairs/groups/individual you are to investigate a food or fibre and
produce a presentation/poster telling your class the steps on how
your food or fibre processed, like a flow chart.

Your plan will include:

All processes involved from planting to plate or finished product

The technologies used in each step
A bibliography including research from at least two (2) different sites (books, websites etc).

PART B ORAL PRESENTATION

In your pairs/groups/individual you are to present to the class your plan on your
chosen food or fibre.
You will need to:
Show students your PowerPoint/poster
Explain to the class how your food or fibre is produced
Answer any questions the class has of your presentation.

You will be assessed on:

Content in your plan including processes and technologies used

Presentation of your plan including order of processes and pictures to support text
Oral presentation of your plan to the class
Bibliography

Conditions:

You are to use PowerPoint/poster to create your sequenced plan.

Computer lab time will be given to research your food or fibre and class time will be given to
create your presentation, some homework will be needed.
Rough drafts of your plan will be collected.

Rough Draft of Part A: Plan

Due Date:

Remember to proof read your assignment before handing it in

Food & Fibres Presentation Rubric

Year: 3/4

Student Name:

Subject: Design & Technologies

Date:

Plan

Content

Presentation

Oral Presentation

Bibliography

Organisation

Delivery

Teacher Feedback:

Applying

Making Connections

Plan is clearly and logically

organised and includes all steps in
the food/fibre production and
identifies the technologies used in
each step.

Plan is logically organised and

includes all steps in the
food/fibre production and
identifies most technologies
used.

Plan presents a sequence of

steps in the food/fibre
production and identifies
some technologies used.

Working With

With some guidance plan

attempts to include a
series of steps in the
food/fibre production.

Exploring

With explicit guidance plan

includes a limited series of
steps in the food/fibre
production. It does not
identify technologies used.

Becoming Aware

Plan is carefully presented, is clear

to read and understand. Processes
are in correct sequence and
effectively use images to assist
text.
More than two (2) sites are listed
and are in alphabetical order.

Plan is presented neatly, is

easy to read and understand.
Processes are in correct
sequence and use images to
assist text.
Two (2) sites are listed and
are in alphabetical order.

Plan is presented neatly and is

mostly easy to read and
understand. Processes are in
correct sequence and use
images.
Two (2) sites listed.

Plan is mostly easy to read

and understand and is in
sequence. Some images
are used.

Plan is not easy to read or

understand. Limited images
are used.

One (1) site is listed.

No bibliography given.

Worked as a valued team member

and was thoroughly prepared for
their presentation.

Worked well as a team

member and was prepared
for their presentation.

Worked with team and was

prepared for their
presentation.

Did not work well with

team and was not
prepared for presentation.

Holds attention of class with the

use of direct eye contact, rarely
looking at notes.
Speaks clearly with variation in
volume and tone.

Consistent use of direct eye

contact with class, but still
returns to notes.
Speaks with a variation of
volume and tone.

Uses direct eye contact with

class but reliant on notes.
Speaks with good volume.

Displays minimal eye

contact with class, while
reading mostly from
slides/poster.
Speaks in uneven volume
and tone.

No effort was made to work

with team and there was no
effort made in preparing for
presentation.
Holds no eye contact with
audience and reads from
slides/poster.
Speaks in low volume and/
or monotonous tone.