learning actvity

Traneka Wilson

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13.02.2024
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LearningActivityStudentPortfolioAssignmentInstructions.docx

LearningActivityStudentPortfolioExample.docx

LearningActivityStudentPortfolioAssignmentInstructions.docx

EDLC 606

Learning Activity: Student Portfolio Assignment Instructions

Overview

Portfolios can supplement grades and show supporting evidence of a learner’s achievement and growth. For this assignment, you will create a portfolio, establish rubric(s), and create a rating form. The portfolio must be created for a particular group of students in an authentic context.

Ideas for topics may include the following: math problem-solving ability, geography map skills, science problem-solving ability, writing proficiency, etc.

Instructions

Use the Learning Activity: Student Portfolio Template to complete this assignment. The Learning Activity: Student Portfolio Example has been provided for your reference. Review the Learning Activity: Student Portfolio Gradin g Rubric for further explanations of each section. Refer to your textbook (Chapters 9-10) for additional information about portfolios. Be sure to include a title page and references in current APA format.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

LiveText Submission Exceptions: See the Course Syllabus and review the LiveText statement in the Course Resources section to determine if you are required to submit this assignment in LiveText in addition to submitting it in the course.

LearningActivityStudentPortfolioExample.docx

STUDENT PORTFOLIO 8

Learning Activity: Student Portfolio Assignment

First M. LastName

School of Education, Liberty University

Author Note

First M. LastName

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to First M. LastName.

Email: fmlastname@liberty.edu

Learning Activity: Student Portfolio Assignment

Grade level and subject:

Grade/Subject: 10th – Biology

Unit: Genetics

Unit Length: 4 weeks

Educational purpose of portfolio:

The purpose of this portfolio is to showcase the student’s acquisition of basic knowledge and understanding of cellular structure and function and its relationship to the behavior of DNA, genotype probability, and genetic mutations. The portfolio will show the student’s understanding of advances in genetic technology and their positions on genetic debates such as genetic engineering, cloning, and nature vs. nurture. The student’s writing skills will be demonstrated using the essay, report, and article review format given at the beginning of the unit. Writing formats were done in collaboration with the English faculty.

Written directions provided for your students:

At the end of each week for this unit, you will select a piece of work that will be included in your portfolio by following the content list below. Each week’s assignments are designed to show your progression of knowledge of the material, critical thinking, and writing skills. Each submission must contain a cover sheet stating the objective (reason for assignment) in a couple of sentences and a personal reflection (a statement explaining what you learned and an assessment of your work) in a couple of paragraphs.

Categories and specific items students are to include in their portfolio:

Week One: Cell Structure and Function

Choose one item from #1 and one item from #2.

1) Model/drawing of a plant cell or animal cell

2) Extended response essay on the article “Voyage Inside the Cell” or “A Cell is Like a City”

Week Two: Genetic Pioneers, Structure of DNA, Cell Meiosis

Choose one item from #1 and one item from #2.

1) Report on Gregor Mendel or James Watson

2) Printed PowerPoint presentation on the structure of DNA or Meiosis

Week Three: Heredity

Choose one from the following:

1) Punnett Square design of a cross between two hybrid parents

2) Pedigree flow chart

Week Four: Genetic Engineering and Mutations

Choose a piece of work not already included in the portfolio. Be sure to state on your cover page why you wanted this work to be included. You must include your article summary on the topic of genetic engineering or genetic mutations.

Rubric for assessing portfolio:

CATAGORY	Excellent- 5	Good- 4	Average- 3	Poor- 1 to 2
Model/Drawing	All 10 organelles are properly reflected and labeled.	8 of 10 organelles are properly reflected and labeled.	6 of 10 organelles are properly reflected and labeled.	Less than six organelles are properly reflected and labeled.
Extended Response Essay	Response is accurate and addresses all elements of support. Demonstrates a thorough understanding of the subject matter.	Response is accurate and addresses 4 of 5 elements of support. Demonstrates an understanding of the subject matter.	Response is correct but too general. 3 of 5 elements of support are addressed. Demonstrates a partial understanding of the subject matter.	Response is incomplete or inaccurate. Two or fewer elements of support are addressed. Very limited or no understanding of the subject matter.
Report on Genetic Pioneers	Significant life events and contributions addressed. Free from grammatical errors. Complete introduction and conclusion.	Life events and contributions addressed. Some grammatical errors. Good introduction and conclusion.	Life events and contributions are included but incomplete. Several grammatical errors. Introduction and /or conclusion are incomplete.	Life events, contributions, introduction, and conclusion are incomplete or unacceptable. Numerous grammatical errors.
PowerPoint on DNA/Meiosis	Major points and information are presented in a logical, interesting sequence. All questions answered clearly and completely. Slide layout is visually pleasing.	Most major points and information are presented in a logical sequence. Most questions are answered. Slide layout uses most space appropriately.	Some major points are presented. Information is somewhat scattered. Few questions are answered. Layout shows some structure.	No major points presented with no sequence of information. Questions are unanswered and slide layout is cluttered and confusing.
Punnett Square	All alleles are correctly identified. All the dominate and recessive genes are correctly placed. Punnett square design is excellent.	Most alleles are correctly identified. Most of the dominate and recessive genes are correctly placed. Punnett square design is good.	Some alleles are correctly identified. Some of the dominate and recessive genes are correctly placed. Punnett square design is fair.	None of the alleles are correctly identified. None of the dominate or recessive genes are correctly placed. Punnett square design is sloppy or incorrect.
Pedigree Flow Chart	Four generations are displayed. All individuals are correctly labeled with phenotype and genotype. Chart is organized with all symbols used correctly.	Three generations are displayed. Fewer than 3 individuals are incorrectly labeled with phenotype and genotype. Chart is organized with most symbols used correctly.	Two generations are displayed. 4 to 5 individuals are incorrectly labeled with phenotype and genotype. Cbled 5used correctly.duals are incorrectly labled with phenotype and geneotype.hart is messy with most symbols used incorrectly.	One generation is displayed. More than 5 individuals are incorrectly labeled with phenotype and genotype. Chart is organized incorrectly and/or symbols are used incorrectly.
Article Summary	The article summary is clear and to the point. Arguments for or against key points are clearly stated. Paper is free from grammatical errors.	The article is summarized, but some minor topics are included. Arguments for or against most of the key ideas are addressed. Paper has a few grammatical errors.	The article summary is lengthy with a lot of minor points. Arguments for or against are addressed on just a few key ideas. Paper has several grammatical errors.	The article summary is unclear and too detailed. No personal opinions were addressed. Paper has major grammatical errors.
Submission Cover Sheet	Objective is correctly stated. Reflection clearly states what was learned as well as assessment of work.	Objective is stated, but not completely. Reflection lacked detail in what was learned and/or assessment of work.	Objective is vague or incorrect. Reflection did not address what was learned and/or assessment of work.	Objective and/or personal reflection was not included with submission.

Rating form:

Genetics Unit Portfolio Rating Form

Content Categories:

Model/Drawing______

Written Work_______

Power Point_______

Diagram/Flow Chart______

1. Organization

Rating Description

5 All items are in the correct order described in the content list.

4 One item is out of place.

3 Two items are out of place.

2 Three items are out of place.

1 More than three items are out of place.

2. Appearance

Rating Description

5 Presentation is well thought out. Additional illustrations are used.

4 Presentation good but no extra effort for creativity.

3 Presentation is general in appearance. No personal touches are included.

2 Minimum requirements fulfilled.

1 Presentation shows lack of effort. No apparent pride in work.

3. Completeness

Rating Description

5 All required items are included with cover sheet.

4 One item is missing. Remaining items contain cover sheets.

3 Two items are missing. At least two items lack a cover sheet.

2 Three items are missing. Several items are incomplete or contain errors.

1 More than three items are missing. Appearance shows little or no effort.

Sum of rating:______

Average of rating:______

Genetics Unit Cumulative Rating Form

(attach to each submission)

Student______________________

Model/Drawing Written Work PowerPoint Diagram/Flow Chart

Criteria Rating Rating Rating Rating

Organization

Appearance

Completeness

Average

Teacher: Comments on critical thinking and writing skills:____________________________

___________________________________________________________________________

Student: Comments on critical thinking and writing skills:_____________________________

___________________________________________________________________________

Parent: Comments on critical thinking and writing skills:______________________________

___________________________________________________________________________

Grading Scheme

Scores from each category will be totaled and then averaged. A weighted average of 80% will be assigned to the category score and a weighted average of 20% will be given to the portfolio as a whole. Average rating will be from a maximum score of 5 to a minimum score of 1.

Average Rating Grade

5.0 - 4.5 A

4.4 - 4.0 B+

3.9 - 3.6 B-

3.5 - 3.0 C+

2.9 - 2.6 C-

2.5 - 2.3 D+

2.2 - 2.0 D-

1.9 - 1.0 F

References

Virginia Department of Education. (2011). Virginia standards of learning assessments: Test blueprint: Biology. 2010 science standards of learning. https://www.doe.virginia.gov/testing/sol/blueprints/science_blueprints/2010/2010_blueprint_biology.pdf

LearningActivityStudentPortfolioAssignmentInstructions.docx

EDLC 606

Learning Activity: Student Portfolio Assignment Instructions

Overview

Ideas for topics may include the following: math problem-solving ability, geography map skills, science problem-solving ability, writing proficiency, etc.

Instructions

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

LearningActivityStudentPortfolioExample.docx

STUDENT PORTFOLIO 8

Learning Activity: Student Portfolio Assignment

First M. LastName

School of Education, Liberty University

Author Note

First M. LastName

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to First M. LastName.

Email: fmlastname@liberty.edu

Learning Activity: Student Portfolio Assignment

Grade level and subject:

Grade/Subject: 10th – Biology

Unit: Genetics

Unit Length: 4 weeks

Educational purpose of portfolio:

Written directions provided for your students:

Categories and specific items students are to include in their portfolio:

Week One: Cell Structure and Function

Choose one item from #1 and one item from #2.

1) Model/drawing of a plant cell or animal cell

2) Extended response essay on the article “Voyage Inside the Cell” or “A Cell is Like a City”

Week Two: Genetic Pioneers, Structure of DNA, Cell Meiosis

Choose one item from #1 and one item from #2.

1) Report on Gregor Mendel or James Watson

2) Printed PowerPoint presentation on the structure of DNA or Meiosis

Week Three: Heredity

Choose one from the following:

1) Punnett Square design of a cross between two hybrid parents

2) Pedigree flow chart

Week Four: Genetic Engineering and Mutations

Rubric for assessing portfolio:

CATAGORY	Excellent- 5	Good- 4	Average- 3	Poor- 1 to 2
Model/Drawing	All 10 organelles are properly reflected and labeled.	8 of 10 organelles are properly reflected and labeled.	6 of 10 organelles are properly reflected and labeled.	Less than six organelles are properly reflected and labeled.
Extended Response Essay	Response is accurate and addresses all elements of support. Demonstrates a thorough understanding of the subject matter.	Response is accurate and addresses 4 of 5 elements of support. Demonstrates an understanding of the subject matter.	Response is correct but too general. 3 of 5 elements of support are addressed. Demonstrates a partial understanding of the subject matter.	Response is incomplete or inaccurate. Two or fewer elements of support are addressed. Very limited or no understanding of the subject matter.
Report on Genetic Pioneers	Significant life events and contributions addressed. Free from grammatical errors. Complete introduction and conclusion.	Life events and contributions addressed. Some grammatical errors. Good introduction and conclusion.	Life events and contributions are included but incomplete. Several grammatical errors. Introduction and /or conclusion are incomplete.	Life events, contributions, introduction, and conclusion are incomplete or unacceptable. Numerous grammatical errors.
PowerPoint on DNA/Meiosis	Major points and information are presented in a logical, interesting sequence. All questions answered clearly and completely. Slide layout is visually pleasing.	Most major points and information are presented in a logical sequence. Most questions are answered. Slide layout uses most space appropriately.	Some major points are presented. Information is somewhat scattered. Few questions are answered. Layout shows some structure.	No major points presented with no sequence of information. Questions are unanswered and slide layout is cluttered and confusing.
Punnett Square	All alleles are correctly identified. All the dominate and recessive genes are correctly placed. Punnett square design is excellent.	Most alleles are correctly identified. Most of the dominate and recessive genes are correctly placed. Punnett square design is good.	Some alleles are correctly identified. Some of the dominate and recessive genes are correctly placed. Punnett square design is fair.	None of the alleles are correctly identified. None of the dominate or recessive genes are correctly placed. Punnett square design is sloppy or incorrect.
Pedigree Flow Chart	Four generations are displayed. All individuals are correctly labeled with phenotype and genotype. Chart is organized with all symbols used correctly.	Three generations are displayed. Fewer than 3 individuals are incorrectly labeled with phenotype and genotype. Chart is organized with most symbols used correctly.	Two generations are displayed. 4 to 5 individuals are incorrectly labeled with phenotype and genotype. Cbled 5used correctly.duals are incorrectly labled with phenotype and geneotype.hart is messy with most symbols used incorrectly.	One generation is displayed. More than 5 individuals are incorrectly labeled with phenotype and genotype. Chart is organized incorrectly and/or symbols are used incorrectly.
Article Summary	The article summary is clear and to the point. Arguments for or against key points are clearly stated. Paper is free from grammatical errors.	The article is summarized, but some minor topics are included. Arguments for or against most of the key ideas are addressed. Paper has a few grammatical errors.	The article summary is lengthy with a lot of minor points. Arguments for or against are addressed on just a few key ideas. Paper has several grammatical errors.	The article summary is unclear and too detailed. No personal opinions were addressed. Paper has major grammatical errors.
Submission Cover Sheet	Objective is correctly stated. Reflection clearly states what was learned as well as assessment of work.	Objective is stated, but not completely. Reflection lacked detail in what was learned and/or assessment of work.	Objective is vague or incorrect. Reflection did not address what was learned and/or assessment of work.	Objective and/or personal reflection was not included with submission.

Rating form:

Genetics Unit Portfolio Rating Form

Content Categories:

Model/Drawing______

Written Work_______

Power Point_______

Diagram/Flow Chart______

1. Organization

Rating Description

5 All items are in the correct order described in the content list.

4 One item is out of place.

3 Two items are out of place.

2 Three items are out of place.

1 More than three items are out of place.

2. Appearance

Rating Description

5 Presentation is well thought out. Additional illustrations are used.

4 Presentation good but no extra effort for creativity.

3 Presentation is general in appearance. No personal touches are included.

2 Minimum requirements fulfilled.

1 Presentation shows lack of effort. No apparent pride in work.

3. Completeness

Rating Description

5 All required items are included with cover sheet.

4 One item is missing. Remaining items contain cover sheets.

3 Two items are missing. At least two items lack a cover sheet.

2 Three items are missing. Several items are incomplete or contain errors.

1 More than three items are missing. Appearance shows little or no effort.

Sum of rating:______

Average of rating:______

Genetics Unit Cumulative Rating Form

(attach to each submission)

Student______________________

Model/Drawing Written Work PowerPoint Diagram/Flow Chart

Criteria Rating Rating Rating Rating

Organization

Appearance

Completeness

Average

Teacher: Comments on critical thinking and writing skills:____________________________

___________________________________________________________________________

Student: Comments on critical thinking and writing skills:_____________________________

___________________________________________________________________________

Parent: Comments on critical thinking and writing skills:______________________________

___________________________________________________________________________

Grading Scheme

Average Rating Grade

5.0 - 4.5 A

4.4 - 4.0 B+

3.9 - 3.6 B-

3.5 - 3.0 C+

2.9 - 2.6 C-

2.5 - 2.3 D+

2.2 - 2.0 D-

1.9 - 1.0 F

References

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