Your chosen project
Name the project and roughly how many plants you will include.
Before you name your project, remember the constraint.
1. How many plants should your annotated schedule include?
What the schedule has to do
Assessment criteria
| Criterion | What it means | Weight |
|---|---|---|
| Justification chain | Want → constraint → choice, stated for every plant | 35% |
| Comparatives | At least two real comparisons between plants on the list | 20% |
| Prediction | Will/may used honestly, matched to real certainty | 20% |
| Grammar | Than/that and plural agreement correct throughout | 25% |
Match each criterion to what it actually means.
Plan the schedule
For each plant, before writing: the client want it serves, the site constraint that shaped it, and one honest prediction about its mature size. If any plant has no real want or constraint behind it, that is worth noticing now — a schedule where every choice is justified is stronger than a longer one where some rows are just filler.
Put these three planning steps in the order you will work through them for each plant.
Write and defend the schedule
One check before you start.
1. How will your teacher choose which three plants you defend aloud?
Portfolio piece 4 of 10
Your own project · five to eight plants · written and spoken
Write the annotated schedule, then defend three of your choices aloud, unprepared.
- Written: plant name, want, constraint, choice — one line each, for every plant.
- Spoken: your teacher picks three plants at random. Defend each choice live.
- At least one comparison and one prediction, written and spoken.
Lesson 1, revisited
Compare today’s schedule to your Lesson 1 baseline and answer:
- Did Lesson 1 state all three links, or only the choice?
- Did it include any comparison or prediction at all?
- Would today’s version survive a client asking "why?" on every single plant?
A final check on the unit. Each sentence has one error.
1. Podocarpus is taller that Pittosporum.
2. These shrub is drought-tolerant.
3. Liquidambar is more thirsty than Podocarpus.
Unit 4 complete
You can now: read a plant schedule by column type, compare plants accurately using comparatives and superlatives, predict mature size with honest certainty, and redirect a client toward a plant that actually works without simply refusing their request. That is the B1 can-do statement for this unit, and it is signed off.
Next unit: scope, time and money — writing a scope of work, discussing schedule and cost, and handling a change request.
Homework before Unit 5. Find a scope-of-work statement on any of your own sets — the block that lists what the project actually covers. Bring it, or a rough memory of one.
Last check of the unit.
1. What should you bring for Unit 5?