The Japanese Garden

Assessment Plan


Students will build a Japanese Garden and fence following specific directions and research providing a hands-on application. The students answer the third column of the Problem-Based Learning Chart (Learning Issues). Next, the students write in the learning logs summarizing the lessons. They also write essays following the building of the garden which will be placed on Web Pages following a rubric. The teacher reads the learning logs and essays to ascertain their understanding of the Japanese Garden.

Rubric for Essay

  4 3 2 1
Answering the Question Stays on topic very well Stays on topic well Writes about topic Does not write about topic
Development of ideas Ideas are well explained Ideas are explained Ideas are out of order Ideas are not explained
Details Uses many details Uses some details Uses few details Does not give details
Mechanics Makes very few grammar, spelling and punctuation errors Some grammar, spelling and punctuation errors

Few grammar, spelling and punctuation errors Many grammar, spelling and punctuation errors


Japanese Garden Display

  3 2 1
Display of garden(Overall Neatness and Quality of Presentation)

Excellent Good Poor
Contains the basic principles of the garden (rocks, water, flowers, soil) Contains all the basic principles Contains some of the basic principles Contains none of the basic principles

Supplementary Questions

1. How do we build and maintain a Japanese Garden?

2. What are the symbolic philosophies behind a Japanese Garden?

3. By building the Japanese Garden, what have you learned about the Japanese culture and philosophies?


Ideas   Facts   Learning Issue   Action Plan

The types of students’ work submitted are:

Student essays and learning logs.

Creation of Web Pages

All essays and learning logs are scored according to the rubric attached.

The scores provide evidence of student performance.