Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Engineering Design Capstone Research Project: Part 1
Performance Objective:
Upon completion of this lesson the student will be able to apply all of the knowledge and skills they have
learned to create and agree to a team contract that meets the criteria given in the Team Contract Rubric; and
begin the design process of brain storming to design a prototype by creating a team’s Engineering Design
Process Mind Map to the satisfaction of the teacher.
Specific Objectives:
Students will be able to:
 select 10 products to research and see if they are patented solutions
 select 3-5 solutions that don’t have patents that you may design a solution for later
 create a Mind Map (as a team) for a problem
 prepare and present results in a professional manner
 create a Team Contract and follow it
 discuss how to work effectively as a team member on a TEAM project
 prepare paperwork to meet industry expectations for a long-term research project
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Engineering Design and Presentation:

130.365(c)(1)(D)(E)(H)(J)
…demonstrate the principles of teamwork related to engineering and technology
…identify and use appropriate work habits
…demonstrate respect for diversity in the workplace
…demonstrate effective oral and written communication skills using a variety of software applications
and media

130.365(c)(2)(A)(B)(C)
…understand and discuss how teams function
…use teamwork to solve problems
…serve as a team leader and a team member and demonstrate appropriate attitudes while
participating in team projects
…use time-management techniques to develop and maintain work schedules and meet
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
130.365(c)(3)(A)(B)(C)
…deadlines
…complete work according to established criteria
…participate in the organization and operation of a real or simulated engineering project

130.365(c)(5)(A)(B)(F)(J)
…sketch single- and multi-view projections
…prepare orthographic and pictorial view
…construct true length of lines and true size of planes by the revolution method
…demonstrate knowledge of effective file structure and management

130.365(c)(6)(B)(C)(D)(E)(F)
…think critically, identify the system constraints, and make fact-based decisions
…use rational thinking to develop or improve a product
…apply decision-making strategies when developing solutions
…use an engineering notebook to record prototypes, corrections, and / or mistakes in the design
process
…use an engineering notebook to record the final design, construction, and manipulation of finished
projects

130.365(c)(8)(B)(C)(E)
…identify areas where quality, reliability, and safety can be designed into a product
…improve a product design to meet a specified need
…describe potential patents and the patenting process
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(E)
…determine the meaning of technical academic English words in multiple content areas (e.g., science,
mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
…use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
…draw conclusions about how the patterns of organization and hierarchic structures support the
understandability of text; and
…evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence
and for the effectiveness of their graphic representations.

110.34(b)(13)(A)(C)(D)(E)
…plan a first draft by selecting the correct genre for conveying the intended meaning to multiple
audiences, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling idea;
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…revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and
logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional
words and phrases;
…edit drafts for grammar, mechanics, and spelling; and
…revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.

110.34(b)(15)(B)
…write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if appropriate);

110.34(b)(17)(A)(B)
…use and understand the function of different types of clauses and phrases (e.g., adjectival, noun,
adverbial clauses and phrases); and
…use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling.

110.34(b)(20)(A)(B)
…brainstorm, consult with others, decide upon a topic, and formulate a major research question to
address the major research topic; and
…formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

110.34(b)(21)(A)(B)(C)
…follow the research plan to gather evidence from experts on the topic and texts written for informed
audiences in the field, distinguishing between reliable and unreliable sources and avoiding overreliance on one source;
…systematically organize relevant and accurate information to support central ideas, concepts, and
themes, outline ideas into conceptual maps/timelines, and separate factual data from complex
inferences; and
…paraphrase, summarize, quote, and accurately cite all researched information according to a
standard format (e.g., author, title, page number), differentiating among primary, secondary, and other
sources.

110.34(b)(26) - Listening and Speaking/Teamwork.
Geometry:
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
111.34(b)(4) - Geometric structure.

111.34(b)(6)(A)(B)(C)
…describe and draw the intersection of a given plane with various three-dimensional geometric figures;
…use nets to represent and construct three-dimensional geometric figures; and
…use orthographic and isometric views of three-dimensional geometric figures to represent and
construct three-dimensional geometric figures and solve problems.

111.34(b)(7)(A)
…use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments,
and figures

111.34(b)(8)(F)
…use conversions between measurement systems to solve problems in real-world situations

111.34(b)(10)(A)
…use congruence transformations to make conjectures and justify properties of geometric figures
including figures represented on a coordinate plane
Physics:

112.39(c)(1)(A)(B)
…demonstrate safe practices during laboratory and field investigations; and
…demonstrate an understanding of the use and conservation of resources and the proper disposal or
recycling of materials.

112.39(c)(2)(A)(B)(C)(D)(E)
…know the definition of science and understand that it has limitations, as specified in subsection (b)(2)
of this section;
…know that scientific hypotheses are tentative and testable statements that must be capable of being
supported or not supported by observational evidence. Hypotheses of durable explanatory power which
have been tested over a wide variety of conditions are incorporated into theories;
…know that scientific theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established
and highly-reliable explanations, but may be subject to change as new areas of science and new
technologies are developed;
…distinguish between scientific hypotheses and scientific theories;
…design and implement investigative procedures, including making observations, asking well-defined
questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and
technology, and evaluating numerical answers for reasonableness

112.39(c)(3)(A)(B)
…in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides
of scientific evidence of those scientific explanations, so as to encourage critical thinking by the
student;
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…communicate and apply scientific information extracted from various sources such as current events,
news reports, published journal articles, and marketing materials;
Teacher Preparation:
You will need 1 copy (physical or electronic) of the handouts listed under materials needed, per student: Have
pencil, eraser, and map pencils available for students who don’t have any. You may want to show parts of the
Ideation and the Engineering Design Process PPT to refresh the students’ memory in preparation for this
lesson. See www.cte.unt.edu (STEM, Engineering Design and Presentation course).
References:
1. Engineering Design Capstone Research Project: Part 1 PowerPoint presentation
2. Team Contracts: We Can Work Together PowerPoint presentation
Instructional Aids:
1. Word, PowerPoint (or equivalent software)
2. Engineering Design Capstone Research Project: Part 1 PowerPoint presentation
3. Team Contracts: We Can Work Together PowerPoint presentation
4. Ideation and the Engineering Design Process PowerPoint presentation (as a refresher from a previous
lesson)
Materials Needed:
1. 1 copy (physical or electronic) of the handouts per student
2. Guidelines for Writing Team Contract handout
3. Team Contract Rubric handout
4. My Top 10 Products that Just “Bug” Me handout
5. My Top 5 Products that Just “Bug” Me handout
6. Engineering Design Process Mind Map handout
7. Team Contract handout (one per team)
8. Writing utensil for students who don’t have any
Equipment Needed:
1. Computer with internet access
2. Printer
3. Data projector for PowerPoint
Learner Preparation:
It is recommended that students have completed the lesson called Ideation and the Engineering Design
Process found at www.cte.unt.edu (STEM, Engineering Design and Presentation course).
Introduction
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Introduction (LSI Quadrant I):
NOTE: The class discussion is meant to Socratic in nature and not true/false, or this is the only correct
answer. Encourage your students to explain WHY they think the way they do! There is NO wrong answer if
they can explain the WHY!
Days 1-4:
SAY: We will be starting the capstone Engineering Design Research Project.
SHOW: Engineering Design Capstone Research Project: Part 1 PPT presentation that explains the unit and
Week 1 objectives.
ASK: Have any of you had a bad experience working on a team project?
ASK: Have you ever worked on a Team Project and 1 or 2 people did nothing but got the same grade?
ASK: How did that make you feel?
ASK: Can you share what happened and where you think it all went wrong?
ASK: Do you think a contract you all wrote and agreed to might have helped?
SHOW: Team Agreements PPT presentation and the Guidelines for Writing Team Contract handout, Team
Contract handout, and Team Contract Rubric.
SAY/EXPLAIN: Ok now I need you to divide into your teams and come up with your Teams Contract based
off the information given and rubric.
NOTE: Sometimes it’s fun to let them play a class game and the ones with the highest scores get to pick who
they want to be on a team with. Believe it or not Apples and Oranges is great for this. Other times it’s easier to
draw names out of a hat and assign them that way.
Days 4-5:
ASK: Can anyone remind me about what all is involved in the Ideation and Engineering Design Process
lesson we covered earlier this year?
HINT: Thumbnail, Engineering Process, Paper Plane Prototype unit we did prior to this lesson.
SHOW: The Ideation and the Engineering Design Process PPT to help remind them as needed.
SAY/EXPLAIN: Everyone needs to complete the two “What Bugs Me” handouts.
ASK: Can anyone tell me what a Mind Map is?
ASK: Have you created a Mind Map before say in History class?
SHOW: Show definition and examples in the PPT.
SAY/EXPLAIN: You need to Mind Map your favorite what bugs me, so that next week your team can pick one
and begin the design process.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
See the following outline for Part 1:

Week 1 = Explanations, team assignments,
begin the design process
This lesson is Part 1 (of 4 parts),
Scope and Sequence Unit 6: Design
Development and Application:
culminating project that
demonstrates the students’
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
Day 1 = Introduce the unit, go over everything
they will be doing for this end of the course
capstone project, and then randomly assign
them to their teams of three.

Day 2-4 = Show the Team Contract PPT and
have teams create their contract per the
guidelines and rubric given.

I.
II.
Day 4-5 = What Bugs Me and Mind Maps
handouts
understanding of course
competencies such as: team
dynamics, documentation,
sketching, technical drawing, and
prototyping.
Week 1: Brainstorming, Engineering
Design Process and Teamwork
Weeks 2 and 3: Research,
“BLOG”ineering, and Technical
Drawings
Weeks 4 and 5: Construct the
prototype and create all of the media
for presenting their product
Week 6: Presentations and prepare
for final exam
Introduce Engineering Design Capstone
Research Project: Part 1, 2, 3, and 4
A. Next 5-6 weeks
B. Unit timeline
C. Grades
D. Lesson (Part 1) Timeline
E. Team Contracts
F. Handouts
a. Top 10 What “Bugs” Me
b. Top 5 What “Bugs” Me
c. Mind Maps
Day 1:
Begin the Engineering Design
Capstone Research Project: Part 1
PowerPoint presentation.
(Slides 1-12)
Preparation for working as a team member on
a team project
A. Have any of you had a bad experience
working on a team project?
B. Have you ever worked on a Team Project
and 1 or 2 people did nothing but got the
same grade?
C. How did that make you feel?
D. Can you share what happened and where
you think it all went wrong?
E. Do you think a contract you all wrote and
agreed to might have helped?
F. Divide into teams
Allow students to discuss what it
means to them.
This lesson is Part 1 of 4 lessons in
Unit 6 of the Scope and Sequence
and covers 6 weeks of instruction.
Go over everything they will be doing
for this end of the course capstone
project.
NOTE: Sometimes it’s fun to let
them play a class game and the
ones with the highest scores get to
pick who they want to be on a team
with. Believe it or not, Apples and
Oranges is great for this. Other times
it’s easier to draw names out of a hat
and assign them that way.
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III. Team Contracts
A. Power Point presentation
B. Guidelines for Writing Team Contracts:
We Can Work Together
C. Team Contract
D. Team Contract (to be completed one per
team)
E. Team Contract Rubric
Days 2, 3, 4:
Show the Team Contracts: We Can
Work Together Power Point
presentation and answer any
questions.
Distribute the Guidelines for Writing
Team Contract handout, Team
Contract handout, and Team
Contract Rubric.
(Slides 1-23)
IV. Divide into teams and come up with your
teams’ contract based off information given
and criteria in the rubric
Allow at least 2 to a maximum of 3
days to come up with their Teams’
Contract.
V. Can anyone remind me about what all is
involved in the Ideation and Engineering
Design Process?
A. HINT: Thumbnail, Engineering
Process, Paper Plane Prototype (from
previous lesson)
The teacher may want to show the
Ideation and the Engineering Design
Process PPT presentation, or part of
it, as a refresher and discuss what it
is. (See teacher preparation)
VI. Each student needs to research products and
complete the following two What “Bugs” Me
handouts:
A. My Top 10 Products that Just “Bug” Me
handout
B. My Top 5 Products that Just “Bug” Me
handout
Days 4, 5:
Distribute the two handouts and with
the My Top 10 Products that Just
“Bug” Me handout, students will
research their top 10 products to see
if there are any patented solutions,
then select 3-5 that don’ have a
patent, then complete the Top 5
Products that Just “Bug” Me
handout. Each student must
complete their own handouts (2), but
they can help each other.
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VII. Engineering Design Process: Mind Map
A. Can anyone tell me what a Mind Map is?
B. Have you created a Mind Map before, say
in History class?
C. You need to Mind Map your favorite what
bugs me, so that next week your team can
pick one begin the design process.
Refer to definition and examples in
the Engineering Design Capstone
Research Project: Part 1 PowerPoint
presentation.
(Slides 13-26)
Distribute the Engineering Design
Process: Mind Map handout for each
student to create their own. They
can help each other but everyone on
the team must complete one.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher will guide the students through the three (3) PowerPoint presentations provided with this lesson.
The teacher will assign teams and explain the assignments.
Independent Practice (LSI Quadrant III):
Each student will complete the following handouts:
1. My Top 10 Products that Just “Bug” Me (each student will research 10 products)
2. My Top 5 Products that Just “Bug” Me (each student will select 5 from the 10)
3. Engineering Design Process Mind Map
Each team will complete One Team Contract handout together.
Summary
Review (LSI Quadrants I and IV):
Now that you have completed a Team Contract and worked on a Mind Map team project,
1. How was your experience working as a team on the Mind Map project?
2. Did each team member contribute equally to the project?
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3. Did any problems occur when you were working as a team?
4. If so, can you share what happened, where it went wrong, and what you could do different to make things
work more smoothly?
5. Do you think having a contract that your team wrote and agreed on helped you work better? Explain if yes,
or no.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will make sure each team comes up with a Team Contract to follow when creating their team Mind
Map. And, will make sure each student completes the 10 Bugs Me, 5 Bugs Me, and Mind Map handouts
individually.
Formal Assessment (LSI Quadrant III, IV):
1. One Team Contract based on the criteria in the Team Contract Rubric for the whole Team = “Major
grade”
2. My Top 10 Products that Just “Bug” Me handout = “Daily grade”
3. My Top 5 Products that Just “Bug” Me handout = “Daily grade”
4. Engineering Design Process Mind Map handout = “Daily grade”
Extension/Enrichment (LSI Quadrant IV):
Students who need a challenge can come up with their own way of explaining and presenting what a Team
Contract or Mind Map is.
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# Ex 1 Ex 2 1 2 3 4 5 Name: _______________________________________ Date: _________________________________________ Class: _________________________________________ My Top 10
Teacher: _______________________________________ Products that just
“BUG” me!
The product that “BUGS” me and why it “BUGS” me What I wish it did Having to check roll on students every A way that when they walk into my room it gets day. recorded automatically that they are present or not and when. Electric can openers that never open the I’d like one that works every time. I use a hand held now can right. because it works faster than the “automatic” ones. Copyright © Texas Education Agency, 2012. All rights reserved.
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6 7 8 9 10 Copyright © Texas Education Agency, 2012. All rights reserved.
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My Top 5 Products
that just “BUG” me!
Name: _______________________________________________ Date: _______________________________________________ Class: _______________________________________________ Teacher: _______________________________________________ Research your top 10 and see if there are any patented solutions to it already. Find or pick three (3) to five (5) that don’t have a patent and that you think you’d like to design a solution for it. Remember it must be something that isn’t too complicated and is something you could actually do. # The “BUGS Me” product & what I want it to do Research website links, where I found good info Does someone have a product and/or patent for this “BUGS Me” problem already. If so link to that & explain how yours would be different 1 2 3 4 5 Copyright © Texas Education Agency, 2012. All rights reserved.
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Team Members Names: ___________________________________________________ Date: ______________________________________________ Class: ______________________________________________ Teacher: ___________________________________________ Engineering Design Process: Mind Map
Pick one of the ”BUGS Me” idea for each team member,
create a mind map for that problem. This is a team project
so you will work on the mind maps together. Yes you can
draw things or just use words; your choice.
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Guidelines for Writing Team Contract
To prepare you for the teamwork in the business world, you will be assigned a team for
varying projects throughout this class. Your team will work together to complete the
collaborative projects as they are required by your teacher.
Rationale
According to concepts from Organizational Behavior, there are five stages of team
development: forming, storming, norming, performing, and adjourning. During the
forming stage, teams tend to communicate in indirect polite ways rather than more
directly. The storming stage, characterized by conflict, can be often be productive, but
may consume excessive amounts of time and energy. In this stage it is important to
listen well for differing expectations. Next, during the norming stage, teams formulate
roles and standards, increasing trust and communication. This norming stage is
characterized by agreement on procedures, reduction in role ambiguity, and increased
“we-ness” or unity. These developments generally are precursors to the performing
stage, during which teams achieve their goals, are highly task oriented, and focus on
performance and production. When the task has been completed, the team adjourns.
To accelerate a team’s development, a team contract is generated to establish
procedures and roles in order to move the team more quickly into the performing stage.
This process of generating a team contract can actually help jump-start a group's
collaborative efforts by immediately focusing the team members on a definite task. The
group members must communicate and negotiate in order to identify the quality of work
they all wish to achieve, and the level of group participation and individual accountability
they all feel comfortable with.
Successful team performance depends on personal individual accountability. In a team
environment, individuals are usually effectively motivated to maximize their own rewards
and minimize their own costs. However, conflicts can arise when individualistic motives
or behaviors disrupt team-oriented goals. For example, conflict can stem from an
unequal division of resources. When team members believe they are receiving too little
for what they are giving, they sometimes reduce their effort and turn in work of lower
quality. Such "free riding" occurs most frequently when individual contributions are
combined into a single product or performance, and individual effort is perceived as
unequal.
At this point, some individual team members may take on extra
responsibilities while other team members may reduce their own efforts or withdraw
from the team completely. These behaviors may engender anger, frustration, or
isolation—resulting in a dysfunctional team and poor quality of work. However, with a
well-formulated team contract, such obstacles can usually be avoided.
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Team Contract Assignment
Your team contract template is divided into three major sections:
1. Establish team procedures
2. Identify expectations
3. Specify the consequences for failing to follow these procedures and fulfill these
expectations
4. Assign task/jobs
a. Facilitator – makes sure all members have an opportunity to participate
b. Mediator – keeps the discussion directed
c. Recorder – makes written records
NOTE = these roles may rotate.
Since the basic purpose of this team contract is to accelerate your team's development,
to increase individual accountability for team tasks, and to reduce the possibility for
team conflict, make your contract as specific as possible: (a) specify each task as
detailed as possible, (b) specify each step in a procedure or process as detailed as
possible, (c) specify the exact person(s) responsible for each specific task, and (d)
specify the exact time and exact place for completion or submission of each task. The
more specifically you describe your team expectations, roles, and procedures, the
greater chance you have for a successful team experience.
Use the Team Contract template to discuss and finalize your team roles, procedures,
and standards. Complete, sign, and submit a copy of your finalized contract to your
teacher so it can witnessed by him/her.
Once your team contract has been developed, your team is ready to begin work on
assignment. However, you may soon find that your team is not working as well as you
had hoped. This is normal but needs to be attended to immediately. Perhaps your
team is simply not following the established contract procedures or roles as strictly as
you should be, or perhaps you need to change some of the procedures or roles as
outlined in your contract. Call a team meeting immediately to discuss and resolve the
challenges your team is facing; do not delay. Seek guidance from other teams or your
instructor, to resolve any conflicts so that you will have the most positive team
experience possible.
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TEAM CONTRACT
Team # ______
Team Members:
1) _______________________________
2) _______________________________
3) _______________________________
4) _______________________________
5) _______________________________
Team Procedures
1. Day, time, and place for regular team meetings:
2. Preferred method of communication (e.g., e-mail, cell phone, wired phone, Blackboard Discussion
Board, face-to-face, in a certain class) in order to inform each other of team meetings, announcement,
updates, reminders, problems:
3. Decision-making policy (by consensus? by majority vote?):
4. Method for setting and following meeting agendas (Who will set each agenda? When? How will team
members be notified/reminded? Who will be responsible for the team following the agenda during a team
meeting? What will be done to keep the team on track during a meeting?):
5. Method of record keeping (Who will be responsible for recording and disseminating minutes? How and
when will the minutes be disseminated? Where will all agendas and minutes be kept?):
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Team Expectations
Work Quality
1. Project standards (What is a realistic level of quality for team presentations, collaborative writing, individual
research, preparation of drafts, peer reviews, etc.?):
2. Strategies to fulfill these standards:
Team Participation
1. Strategies to ensure cooperation and equal distribution of tasks:
2. Strategies for encouraging/including ideas from all team members (team maintenance):
3. Strategies for keeping on task (task maintenance):
4. Preferences for leadership (informal, formal, individual, shared):
Personal Accountability
1. Expected individual attendance, punctuality, and participation at all team meetings:
2. Expected level of responsibility for fulfilling team assignments, timelines, and deadlines:
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3. Expected level of communication with other team members:
4. Expected level of commitment to team decisions and tasks.
Consequences for Failing to Follow Procedures and Fulfill Expectations
1. Describe, as a team, how you would handle infractions of any of the obligations of this team contract:
2. Describe what your team will do if the infractions continue:
***************************************************************************
a) I participated in formulating the standards, roles, and procedures as stated in this contract.
b) I understand that I am obligated to abide by these terms and conditions.
c) I understand that if I do not abide by these terms and conditions, I will suffer the consequences
as stated in this contract.
1) _________________________________________________________Date__________________
2) _________________________________________________________Date__________________
3) _________________________________________________________Date__________________
4) _________________________________________________________Date__________________
5) _________________________________________________________Date__________________
Witnessed by:
___________________________________________________________Date__________________
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Team Members Names: __________________________________________________________ Date: _________________________________________ Class: _________________________________________ Teacher: _______________________________________ Team Contract Rubric EXPECTATION / CRITERIA MEETS EXPECTATIONS 7‐4 PTS EXCEEDS EXPECTATIONS
10‐7 PTS BELOW EXPECTATIONS
3‐1 PTS Organization and Structure of the Contract Has Title of the Project and all Team Members Names Purpose or mission statement for the team Each team member’s role(s) and responsibilities Ground rules you all agree to follow Meeting guidelines and/or procedures Consequences for misconduct Grammar: Document has no misspellings or grammatical errors. Also Sentence structure flows and is well organized and/or complete sentences. Readiness: Finished format turned in on time and has a signature page with all members’ signatures Timely: Is the document 2‐3 pages in length meeting all the requirements as given in the handout Points Earned Clarity: Are the guidelines/rules clear and appropriate? TOTAL Score out of 100 (Comments continued on next page) Copyright © Texas Education Agency, 2012. All rights reserved.
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Student Comments: Teacher Comments:`
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