Flexible Learning A.Y.

2020-2021
DISTANCE EDUCATION COURSE GUIDE USING OBTL DESIGN v1

EDCN101: THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Module 3 : 9 hrs. Physical Development of Children and Adolescents

Course Instructor Patricia P. Escares

FB Messenger Trixie Padilla Escares
Contact Details Email Ad p.escares@usls.edu.ph
Phone No.

Every class schedule

Every class schedule 8:30-9:30 AM (B)
Consultation Hours MW TTH
10:30-11:30 AM (C)
1:30-2:30 PM (A)

INTRODUCTION
This module discusses three areas by which physical development can be understood: the in uence of
gene c outcomes in the prenatal development, the presenta on of changes in the physical
characteris cs fo people from childhood un l adolescent state, and the di erent factors that contribute
in the physical development most especially those that are accounted to environmental factors like
parental a tude, knowledge and prac ces. These are presented in line with the possible implica on to
be er understand learners, nd proper a ribu ons in their behaviors, and use possible course ac ons
that can improve the learning and teaching of students and teachers, respec vely.

Part I: TARGETED COURSE OUTCOMES AND LEARNING OBJECTIVES

Course Outcomes

1. Di eren ate the theories and aspects of human development.

2. Examine the development of the learners in various stages.

Learning Objectives
1. Determined the in uence of gene c processes in the development of children.
2. Inferred learners’ behavior from the biological processes.
3. Established the consequences of parents’ beliefs and prac ces on the physical development of
children.
4. Created a poster illustra ng the important highlights in the physical developmental stages of a child
and adolescents.

Part II: ASSESSMENT/S

Learning Evidence 3: Poster-Making of the Child and Adolescent Physical Development

Create a poster illustra ng the important highlights in the physical developmental stages of a child and
adolescents. Choose one of the stages (pre-natal, infancy, childhood, or adolescents) discussed in this
module.

Rubric/Evaluation Tool (Attached Explain:LE3)

Part III: TEACHING-LEARNING ACTIVITIES (TLA)

Learning Task 1: What am I thinking?

Instruc on:
• Read the ar cle “Life Before Birth” below and share your answers to the following ques ons:
• What are your feelings and reac ons about what you read?

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DISTANCE EDUCATION COURSE GUIDE USING OBTL DESIGN v1

• Do you agree that which is developing in the womb is a mere “blob of ssue” or “uterine contents”
as abor onists claim? Share your explana on.

LEARNING TASK 1: Ar cle: “Life Before Birth”

The development of the unborn child

The development of human life in the womb was once a mystery, but
science and medicine have changed that. Abortion advocates still try to dehumanise the
developing baby in the womb by speaking of the child as “a blob of tissue” or “uterine
contents.” But ultrasound images, prenatal surgery and other advances in obstetrics are
shattering the blob-ob-tissue myth.
Dr. Paul Rockwell, a New York physician, made these profound
observations after his amazing encounter with a tiny unborn baby boy: “Eleven years
ago while I was giving an anaesthetic for a ruptured ectopic pregnancy (at two months
gestation), I was handed what I believe was the smallest living human ever seen. The
embryo sac was intact and transparent. Within the sac was a tiny human male
swimming extremely vigorously in the amniotic fluid, while attached to the wall by the
umbilical cord.”
The tiny human was perfectly developed, with long, tapering fingers,
feet and toes. It was transparent, as regard the skin, and the delicate arteries and veins
were prominent to the ends of the fingers. “The baby was extremely alive and swam
about the sac approximately one time per second, with a natural swimmer’s stroke. This
tiny human did not look at all like the photos and drawings and models of ‘embryos’
which I have seen, nor did it look like a few embryos I have been able to observe since
then, obviously because this one was alive!”
“When the sac was opened, the tiny human immediately lost its life and
took on the appearance of what is accepted as the appearance of an embryo at this
stage (blunt extremities, etc).
“It is my opinion that if the lawmakers and people really that this very
vigorous life is present, it is possible that abortion would be found more objectionable
than euthanasia.”
The point at which Dr. Rockwell witnessed this unborn baby —- eight
week after conception —- is during the period that a majority of abortionists describe as
most desirable for performing an abortion.

Source: http://www.mccl.org/Document.Doc?id=159

LEARNING TASK 1 WORKSHEET:

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Learning Task 2: Family Tradi ons

Instruc ons:
• What were the beliefs and tradi ons that your grandparents and/or parents imposed when you were
growing up?
• How did these beliefs and tradi ons a ect your growing years?

LEARNING TASK 2 WORKSHEET:

PRENATAL DEVELOPMENT

• The beginning of development happens upon concep on, that is the union of the egg, and the
sperm cell.
• Central in the understanding of prenatal development are the changes brought about by the
biological aspect.
• Gene c structures, hormonal ac vi es, and physical readiness to pregnancy are directly a ec ng the
development of the child both in ht period of pregnancy and a er birth. These are cri cal factors as
they can result to physical deformi es, developmental delays, severe medical illness or condi on,
and even death when li le a en on are provided.
• The prenatal stage is considered to be one of the shortest period of development, beginning from
the concep on un l birth, but can also be the most crucial of all the stages.
• Since the child’s survival depends highly on the mother’s suppor ve behavior and a tude toward
pregnancy, the child’s stable development depends on capacity of the external environment to
provide one’s needs.

The Beginning of Life

• Depending on the menstrual cycle of a woman, a matured egg cell is released once a month by one
of the ovaries that eventually enters in the fallopian tube. This process is called ovula on. This is the
signal of the readiness of a woman of becoming pregnant when a sperm cell has penetrated the
ovulated egg cell.
• The union of egg and sperm cells is called fer liza on and
the new cell becomes the zygote.
• One of the major ac vi es in this period, aside from
traveling to the uterus wall, the zygote form a blastocyst.
Primarily, its purpose if to come the protec ve membrane
to the developing cell.

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• The prenatal stage typically covers 40 weeks or 280 days including the addi onal two weeks to
account for the last menstrual period and ovula on.
• Hence, the average human gesta on is from 37-41 weeks.
• Infants that are born earlier than 37 weeks are considered pre-term while those that are born 42
weeks or more are called post-term. Both cases are threats to child’s survival, although recent
developments in the use of technology in medical science has dras cally increase the rate of
survival.
• The zygote is a combina on of the 23 chromosomes from each parent. These chromosomes contain
genes that speci cally carry characteris cs of an individual.
• The process of natural selec on determines the inherited characteris c of the child such as physical
a ributes (color of the hair, eyes, height, complexion, muscular build), cogni ve func oning
(intelligence), personality characteris cs (disposi onal tendencies), and health condi ons (heritable
illness and diseases)
• These characteris cs are par cularly carried by genes. These set of gene c characteris cs composing
the zygote is called genotype.
• In the natural selec on process, not all gene c characteris cs become observable. Instead, some of
those characteris cs may either come out later in the adulthood development (called matura on) or
are not meant to come out at all. Hence, those characteris cs that become observable are called
phenotype.
• The phenotypic characteris cs are actually a result of an interac on of the individual’s genotype and
one’s environment. Those characteris cs that are not phenotypic remains dormant characteris cs
un l such genera on that will come out.

Stages of Prenatal Development

The development that occurs all throughout the prenatal are divided into three substages of
development. These are the germinal stage (fer liza on to 2 weeks), embryonic stage (2 weeks to 8
weeks), and fetal stage (8 weeks to birth).

A. Germinal
• In approximately 3-4 days, the zygote travels along the fallopian tube and eventually implant itself to
the uterus wall. The mitosis (cell division) permits the development of blastocyst. Aside from the
protec ve func on it serves at this stage, it is also the source int he development of the amnio c
sac, placenta, and umbilical cord.

B. Embryonic
• The signi cant development in this stage is the forma on of major organs that form the biological
systems, such as respiratory, diges ve, and nervous systems.
• Before the end of the 8th week, limbs can be iden ed already that would appear like an
underdeveloped fetus. This rapid development of organ is also accompanied by more risk of
spontaneous abor on (miscarriage), most especially during the rst trimester ( rst 3 months).
• In the whole period of pregnancy, this is considered as the most crucial. It develops in an
intrauterine cavity through the amnio c sac composing of the amnio c uid. This results to the
development f the umbilical cord and the placenta which supply the nutrients and other hormones
that are necessary during pregnancy.

C. Fetal
• Considered the longest and nal stage of pregnancy las ng un l giving birth.
• Aside from having all organs to be highly developing, senses are becoming more func onal such as
fetus being able to respond to the heartbeat and voice of the mother while sense of olfac on
develops at 14th week.
• Locomo on can be felt also by the mother most especially when the fetus is s mulated.

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• Fetus also manifests certain degrees of memories especially on the voice of the mother.

Factors A ec ng Prenatal Development

A. Threats to Prenatal

1. Miscarriage. This happens when the baby is lost before the 20th week of gesta on. Beyond this, it is
already considered s s llbirth. The most common reason for miscarriage is the chromosomal
abnormali es.
2. Ectopic Pregnancy. While it is expected that the zygote will implant itself in the uterus, there could
be instances where it is implanted along the fallopian tube or elsewhere outside the uterus. Since it
is not designed to grow a zygote, it is rather detrimental to have a successful pregnancy. The
American Pregnancy Associa on has iden ed four possible medical reasons for an ectopic
pregnancy. There are infec on or in amma on of the fallopian tube, scar ssue from the previous
infec on or surgery, previous surgery in the pelvic area, and abnormality in the tube’s shape.
Without prior examina on, this can happen without no cing it.
3. Complica on Associated to Pregnancy. Upon gesta on, hormonal and biological changes are
expected rapidly. This may cause medical-related complica on that can cause loss of pregnancy.
Some of them are gesta on diabetes (sudden imbalance of sugar level), pre-eclampcia (high blood
pressure), and infec ons. When not treated medically, these can cause fatality.
4. Bleeding or Spo ng. This is a blood discharge while on gesta on most especially during the rst
trimester. The danger of bleeding depends on the frequency as well as the amount of bleeding. One
of the primary reasons on the occurrence of bleeding is the implanta on process. When the amount
of bleeding is extraordinarily plenty, this is something that should be reported immediately to the
medical doctor as it may signal irregulari es to the development of the baby.

B. Factors A ec ng Pregnancy
Below are the factors that can contribute to the easiness or di culty of the pregnancy and
child’s development.

1. Maternal Context
• The characteris cs and the readiness of the mother’s biological system can greatly a ect the quality
of development that will take place.
• Since the zygote will collect nutrients from the mother’s body, it is important that the mother is
ready to provide what the zygote needs to achieve stable development.
• Aside from nutri onal concern, it is necessary that the mother is able to provide the needed
vitamins and nutrients, such as folic acid, that will facilitate be er development.
• In addi on to this factor is the age of the mother during pregnancy. Although full sexual maturity is
achieved during adolescence, women’s body is s ll considered premature in terms of pregnancy. The
amount of physical ac vi es the mother may engage in can also a ect the pregnancy.
2. Medical-related Concern
• The kinds of medica on the mother has taken before and during pregnancy can possibly cause
deformi es, delayed development, and fatality.
• Among these medica ons are those described to be an depressants which may cause an
interrup on to the neurobiological ac vity and respiratory failure.
• Possible miscarriage could be the e ect when drugs that are primarily being used to treat cancer and
complica on fo leprosy are taken.
• Common among young parents are the consump on of alcohol which is a common cause of mental
retarda on, birth defects, disorders in central nervous system, and may learning disabili es.
• Equally accessible to many young adults is cigare es which contain nico ne. Like the e ects of
alcohol, nico ne has many nega ve e ects to the child during pregnancy such as increased
probability to reproduc ve problems especially to boys, and other school-related problem like
hyperac vity, learning problems, short a en on span, low IQ score, and among others.
• The current medical procedure and equipment are s ll not su cient to fully account the extent of

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their e ects.
3. Environmental Factors
• The amount of social support provided by the immediate environment can a ect the quality of
pregnancy experienced by the mother. This environmental support that strongly s mulates the
release of hormones responsible for posi ve emo on.
4. Other Factors
• Equally important is the quality of sperm that comes from the father. The gene c make-up that is
shared by the father may result to deteriorated physical and cogni ve func oning of the child.
• Color blindness, for instance, is inherited exclusively from the gene c make-up of the father and is
common among male. This condi on is associated with the Y chromosome.

The Body System:

• There are two main systems that directly a ect the behavior of people. These are the endocrine
system that is in charge in the produc on of di erent hormones in the body and the nervous system
that controls the full func oning of the body systems.
• In the case of endocrine system, the under secre on or over secre on of certain hormone can have
an immediate, long-term and short-term e ect on the person.
• The nervous system on the other hand, a ects a person’s behavior depending on the trajectory of
brain development, the main organ in the said system.

A. Endocrine System
This system is composed of glands that are a ached to the di erent parts of the body . These
glands secrete hormones directly to the bloodstream. Among these glands are the following:

Pituitary gland which is also called as the master gland since it coordinates the ac vi es of the other
glands. This secretes growth hormones that s mulates the growth and development of body cells.
The e ect of this is obviously seen in the height of a person.
Thyroid gland which secretes thyroxine that contributes in the growth and development of the
brain. Hence, de ciency on this hormone can result to mental retarda on and other possible
learning problems.
Adrenal gland supports sexual mo va on. Likewise, it aids in bone and muscular development.
Gonads are located in the sex organs, testes and ovaries, that are directly in charge in the
development of reproduc ve development. The testes are producing testosterone while ovaries
produces estrogen and progesterone. The produc on fo these hormones become more prominent
during adolescent stage.

B. Nervous System
• This system is a coordina ng system of the body.
• Its func on is necessary in synchronizing the internal and external s muli and response structure.
• The nervous system is composed of two di erent major systems, the Central Nervous System (CNS)
and the Peripheral Nervous System (PNS).
• The CNS, composing the brain and the spinal cord, controls major ac vi es and makes the necessary
behavioral and non-behavioral responses.
• The PNS, is composed of channels of connec ons that receive and send signals from and to the CNS
and di erent parts of the body.
• The interconnec on between them is crucial in terms of providing appropriate and immediate
response to any s mulus.
• The brain being the main organ of this system func ons according to its readiness and development.
• A er concep on, it is s ll expected that further developments happen in di erent parts of the brain
such as in the cerebral cortex, the one that controls nigher mental processes.
• Most of the brain developments during this period is the increase in neural connec ons called
synaptogenesis, that will eventually facilitate sensory informa on.
• At around ve years old, the brain development is centered on lateraliza on, specializa on the
hemispheres of the cerebral cortex. It assumes that the le hemispheres become more prominent in
processing language informa on while the right hemisphere controls more the spa al and crea ve
aspect.
• These changes are expected to con nue and to reach the peak of its development during
adolescents. Expectedly, it is at this stage that per-frontal lobe will nally achieve its full
development.
• The pre-frontal lobe is the speci c part of the brain that concerns cri cal and re ec ve mental
processing.
• The next stage that the brain is expected to undergo much changes is during the late adulthood
where signi cant decrease of brain cells takes place. This can not only a ect the mental processing
of sensory informa on but as well as the motor coordina on, recalling, organizing, and maintaining

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memory informa on, and other physiological func oning resul ng to illnesses.
• Brain func oning primarily happens through the di erent neural connec ons. With the help of
neurotransmi ers, neuron’s ac vi es can be inhibited or s mulated.
• The speed of ring responses between neurons relies on the development of myelin sheath. Among
newborn babies, the myelin sheath is developing and due to its development, automa c responses
are observed rather than voluntary and controlled behaviors.

PHYSICAL DEVELOPMENT ACROSS LIFE STAGES

A. Infancy
• A newborn typically communicates to the environment through re exes. These are unlearned and
automa c responses to a speci c s mulus.
• Primarily, the func on of these re exes is for survival given the limited capacity to do so.
• There are many di erent re exes. Some of the most common re exes that babies have are:
Sucking Re ex: The sucking re ex is ini ated when something touches the roof of an infant’s mouth.
Infants have a strong sucking re ex which helps to ensure they can latch unto a bo le or breast. The
sucking re ex is very strong in some infants and they may need to suck on a paci er for comfort.

Roo ng Re ex: The roo ng re ex is most evident when an infant’s cheek is stroked. The baby
responds by turning his or her head in the direc on of the touch and opening their mouth for
feeding.

Grasping Re ex: Babies will grasp anything that is placed in their palm. The strength of this grip is
strong, and most babies can support they en re weight in their grip.

Curling Re ex: When the inner sole of a baby’s foot is stroked, the infant respond by curling his/her
toes. When the outer sole of a baby’s foot is stroked, the infant will respond by spreading out their
toes.

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Startle/Moro Re ex: Infants will respond to sudden sounds or movements by throwing their arms
and legs out, and throwing their heads back. Most infants will usually cry when startled and proceed
to pull their limbs back into their bodies.

Galant Re ex: The galant re ex is shown when an infant’s middle or lower back is stroked next to
the spinal cord. The baby will respond by curving his/her body toward the side which is being
stroked.

Tonic Neck Re ex: The tonic neck re ex is demonstrated in infants who are placed on their
abdomens. Whichever side the child's head is facing, the limbs on that side with straighten, while
the opposite limbs will curl.

• In terms of motor development, it is expected that much of their locomotor ac vi es are associated
with gross motor. These are movements that require the use of large muscles like walking and
running.
• Eventually, locomotor ac vi es shi to ne motor. This requires the use of smaller muscles, thus
needing the capacity to control it. Wri ng and coloring need the use of smaller muscles and they are
challenging for early graders to do them with much control needed in order to perform them.

B. Childhood
• There are many observable physical changes among coming from infancy. Speci cally, they begin
gaining control over man of their ac vi es such as having a stable capability to balance, hence to
walk and run.
• Their senses are also func oning be er than the previous stage and they begin to realize their
respec ve func on.
• The muscular development allow them to engage to more complex physical ac vi es and games.
This can also be a ributed to the increased propor onality of their head and body having more
adult-like structure on the la er age of childhood.

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C. Adolescence
• It during this period that growth spurt is expected to take place, most especially in the physical
domain.
• They undergo changes that are both physically obvious and otherwise , male and female, however,
commence their development nor at the same me.
• Girls begin the growth spurt at around 10 reaching the peak at 12 , while boys at around 13 and
peaks at 14.
• For girls, it is also the age where menarche is expected to take place, their rst menstrual period
which further accelerates the sexual development of girls.
• Due to sudden increase in the produc on of testosterone for boys and estrogen and progesterone
for girls, several physical changes take place signi cantly. They both develop mature and sexual
organs, gain muscle mass, and increase in their height.
• More than physical, these changes place adolescents to more psychological issues on self-esteem,
body image in rela on to self-expression. Iden ty, and heightened sexual interest.

D. Adulthood
• Adult physical development can be both characterized as the peak of physical matura on and
physical deteriora on.
• The early adulthood stage primarily focused on strengthened physical capabili es, most especially
during the early 20s whole with seemed to decline during the early 60s. This is due to the declining
capacity of the various systems of the body to sustain engagement to physical ac vi es.
Unfortunately, they begin to experience many illnesses related to physical deteriora on.
• Due to the sex-related hormones secreted during adolescence, early adulthood stage become more
sexually ac ve than ever. The quality of sperm and egg cells are also produced in this period of
adulthood. Women, however, on the middle years of adulthood may experience menopause which
ends the menstrual period. This may have some implica ons to hormonal balance that menstrual
period brings in the body of women, such as in controlling one’s emo ons.
• Although men do not experience menopause, their ability to becoming a father may decrease due to
the less ac ve sperm cell.

In uences on Physical Development and Pedagogical Implica ons

1. Parental Contribu on
• Since parents are the immediate environment of the developing child, their impact is considered
unmeasurable, most especially during the early stage of life.
• The paren ng beliefs are usually translated into prac ce and may a ect the range of opportuni es
provided to the child.
• It is important to point out that parental a tude, knowledge, and apprecia on play central role in
maximizing the physical development.
• Focusing on the caregiving behaviors, awareness and familiarity about how they can engage on this
behavior depend on the degree of their prepara on to taking the role as parents, most especially for
rst me parents.
• The child rearing beliefs, knowledge, and prac ces cannot only be a ributed to the parent
themselves but also as a product of one’s cultural embeddedness.
• The manner by which children are approached is a re ec on of a collec ve belief about people in

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general.
• The di erence in the physical ac vi es that male and female may be exposed to is anchored to
collec ve gender belief system of a speci c culture.

2. Psychosocial Opportuni es
• Social interac on, whether of the same age or not, can actually provide assistance in increasing
opportuni es for physical development. Among these opportuni es are the amount of play
engagement children are provided.
• Aside from the social bene ts of play, it is also a venue that allows to exercise muscles and have
direct impact in the weight of children. Plays that consistently involve the use of muscles like the
gross and ne muscles.
• Those that require running will make use of the gross muscles while those that require dealing with
small toys or ac vi es can lead to developing the ne motors.
• During adolescents, social connec ons are venues of learning how to deal with physical changes that
are taking place.
• Parental e orts to teach their female o spring deal with pregnancies that can lead an easier
outcome.
• Among adults, most especially among older people, group ac vi es encourage not only keeping
one’s social life ac ve but also keeping one’ bones and muscles ac ve. In this way, it may delay the
muscular weakening.
• Across all stages, the quality of social interac on with other people can contribute to the degree of
one’s engagement, voluntary or not, in the physically-enhancing ac vi es.

3. Physical Environment
• Physical environment refers to the non-social aspects of the one’s environment, such as but not
limited to, the place where one lives and the accompanying materials within it.
• Space, for instance, is signi cantly important for one to have more opportuni es for movements.
• Another concern is the availability of digital gadgets like tablets that lessen physical engagement.
Long number of hours of engagement to such does not only have impact to social connec on but
can also delay physical development.
• Across all stages, lesser physical ac vi es can possible lead to weight issues.
• In addi on to space available is the issue of air pollu on and garbage which signi cantly contribute
in the health condi on of people regardless of age.

4. Nutri onal Knowledge and Prac ces

• Knowledge and prac ces about the nutri onal components of what one is ea ng can have short and
long-term e ect.
• Considering the era of commercialism, food has not only been lled with preserva ves as well as
regarded as a lifestyle. However, some may have a belief that this healthy kind of lifestyle is rather
expensive.
• Interes ngly, the quality of food one eats is also rela ve to where people live. Those who resides in
agricultural places or those who have opportuni es for plan ng have higher tendency to eat natural
and healthy food compared to those who have access to canned and instant food.
• The suscep bility to acquire or unfold gene cally inherited disease or illness also depend on the
quality of food being taken.
• The huge amount of available sugar- lled food, not necessarily desserts, in the market has
signi cantly increasing the number of diabetes cases.
• The issue on providing wide variety of food in the market as well as scarcity of resources put many
manufacturers on the use of unnatural materials and ingredients in order to address these issues.

Sources: Rungduin, T. and Rungduin, D. (2019). Child and Adolescent Learners and Learning Principles. Quezon City: Adriana
Publishing Co., Inc.

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Unauthorized copying and / or editing is prohibited.



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 Flexible Learning A.Y. 2020-2021

DISTANCE EDUCATION COURSE GUIDE USING OBTL DESIGN v1

Learning Task 3: Let us Examine!

Instruc on:
Examine news ar cles concerning na onal and interna onal health concerns and provide
implica on to teaching and learning.

LEARNING TASK 3 WORKSHEET:

News Article Health Issue/s Implication to Teaching and

(Title/Name of Article; date of Learning
publication)
Article 1 (National)

Article 2 (International)

LEARNING EVIDENCE 3: Poster-Making of the Child and Adolescent Physical Development

Instruc ons:
• Create a poster illustra ng the important highlights in the physical developmental stages of a child
and adolescents. Choose one of the stages (pre-natal, infancy, childhood, or adolescents) discussed
in this module.

This document is a property of the University of St. La Salle Module 3 Page 11

Unauthorized copying and / or editing is prohibited.

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 Flexible Learning A.Y. 2020-2021

DISTANCE EDUCATION COURSE GUIDE USING OBTL DESIGN v1

Assessment Rubric:
Criteria Excellent Very Good Good Sa sfactory Below Standard
10 8 6 4 2

Content Content is Content is accurate Content is accurate Content is either Content is

accurate and all but some required but some required ques onable or inaccurate.
P o s t e r required informa on is informa on is incomplete. Informa on is
contains informa on is missing and/or not missing and/or not Informa on is not incomplete,
appropriate presented in a presented in a presented in a presented in a inaccurate, or not
items and logical order. logical order, but is logical order, logical order, presented in a
informa on. s ll generally easy making it di cult making it di cult to logical order,
to follow. to follow. follow. making it di cult to
follow.

Presenta on
Presenta on is Presenta on is Presenta on ows Presenta on is Presenta on has no
Presenta on clean, neat, well mostly neat and well. Some tools are unorganized. Tools ow. Insu cient
is clean, neat, organized and clean. Informa on used to show are not used in a informa on.
and presented in a organized in a acceptable relevant manner.
crea ve.The crea ve way. logical manner and understanding.
informa on is Presenta on is shows some degree
well colorful and of crea vity. The
organized, crea ve. overall presenta on
interes ng, Informa on is is interes ng.
accurate, and interes ng and
re ects an accurate.
understanding
of the topic.

Pictures and
Images, pictures, Images, pictures and Most images and/or Images are No images or
Artwork
and drawn drawn artwork are artwork are colorful inappropriate and artwork included.
Images, artwork are mostly colorful and and appropriate. artwork shows li le,
pictures, and colorful and appropriate. Layout The layout shows if any, crea vity. The
drawn appropriate to may show some li le crea vity and/ layout is messy,
artwork are the topic. Layout degree of crea vity, or is not organized disorganized or
colourful and ows well, but is not organized logically or clu ered.
appropriate to shows crea vity, logically and/or is clu ered.
the assigned and is pleasing clu ered.
topic. to the eye.

Mechanics No spelling, A few (2-3) errors in No more than 5 No more than 7 More than 7
grammar, or spelling, grammar or spelling, grammar spelling, grammar, spelling, grammar,
punctua on punctua on. or punctua on or punctua on or punctua on
Spelling,
errors. errors. errors. errors.
grammar and
punctua on in
any text on
the poster is
accurate.

Source (MODIFIED): https://www.google.com/search?sxsrf=ALeKk00LH6L9h_UY2F8qr51MvEw6dZe3qw%3A1599123435015&ei=669QX81JicuYBdOrj-

AN&q=rubric+for+poster+making&oq=rubric+for+poste&gs_lcp=CgZwc3ktYWIQARgAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgI
IADoICAAQsQMQgwE6BAguEEM6BQgAELEDOgUIABCRAjoECAAQQzoCCC46BQguELEDOgsIABCxAxCDARCRAjoGCAAQChBDOggILhCxAxCDATo
KCAAQsQMQgwEQQ1CCKlieQGCUT2gBcAB4AIABuAGIAYURkgEEMC4xNpgBAKABAaoBB2d3cy13aXqwAQDAAQE&sclient=psy-ab

This document is a property of the University of St. La Salle Module 3 Page 12

Unauthorized copying and / or editing is prohibited.
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