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Science Education Portfolio - SCI 213
Henry Ford Community College

Each student is required to document his/her acquisition of the science content and methods necessary to effectively teach science to elementary and middle school students. For student transferring to UM-D, this work will become part of your electronic portfolio. Be sure to keep electronic copies of all three portfolio components.

You must read this entire document. Failure to follow these instructions will result in a loss of points. Papers not turned in on time will lose points, no exceptions! Remember that printers always run out of ink at the worst time, so purchase an extra ink cartridge today.

General Guidelines

1. All files for the SEP must be saved as either a Microsoft Word document (.doc file) or as a Rich Text Document (.rtf file).
Microsoft Works IS NOT THE SAME PROGRAM as Microsoft Word.

DO NOT save your file as a .wps file.
It is your responsibility to save the file in the correct format.

There are two kinds of people- those who have lost data and those who will. Save all work done on a computer in three separate places.
If you are working on your own computer always save files to the hard drive.
Save your work as a Microsoft Word document (.doc file) or as a Rich Text Document (.rtf file).
Double check that you have saved the file with the correct file name.
Never turn in your one and only file. Make a backup.
Always check floppy disks for bad sectors before saving to them.
Always scan floppy disks for viruses.
Always run spell check.
All documents must be in 12-point font.
Use double line spacing.
Do not indent at the beginning of a paragraph.

How to check a floppy disk for bad sectors.

Use windows scan disk program.
1.       Click on the “start” button.
2.       Click on “programs”
3.       Click on “Accessories”
4.       Click on “system tools”
5.       Click on “scan disk”
6.       Select the drive you want to check for errors – choose the 3½ floppy (A:)
7.       Type of test- choose Thorough
8.       Check the box in front of “automatically fix errors”
9.       Click “start”

1. Science Standards Component

For this component of your science portfolio you are to demonstrate that you can make connections among three elements:

¨ Science concepts taught in the life science content class – SCI 213 at HFCC and NATSCI 233 at UM-D.

¨ Michigan Science Curriculum Framework (MCF-Science).

¨ Activities which can be used to teach concepts to elementary or middle school students.

A. Description.

1) Read the handout “Michigan Curriculum Framework Updated Science Benchmarks”. It may be found on the web at
www.michigan.gov/documents/Updated_Science_Benchmarks_27030_7.pdf

2) Choose a standard from “Strand III. Using Life Science Knowledge”.

3) Create or adapt an activity that will teach one of the concepts described in the Standard.

a) You may adapt (not cut and paste) a published activity as long as you provide a complete MLA bibliographic citation.

b) See the Online Writing Lab at Purdue University web page for information about the MLA bibliographic formats.
http://owl.english.purdue.edu/handouts/research/r_mla.html

4) Your document must include:

a) The Michigan Science Standards from the Michigan Curriculum Framework Science Benchmarks with its associated alphanumeric code.

i) The standard must be from Strand III. Using Life Science Knowledge.

ii) Give the complete standard - the key concepts, tools (if any) and the real-world context – with its standard number.

b) You must use at least three references. A complete citation (MLA) bibliographic citation must be provided for all references used. See the Online Writing Lab at Purdue University web page for information about these bibliographic formats. http://owl.english.purdue.edu/handouts/research/r_mla.html

c) Describe the activity clearly and completely.

d) Be sure to include

i) materials needed

ii) grade level(s) the activity is most appropriate for

iii) a college level description of specific science concept(s) being taught (in your own words).

e) You will be handing in a paper copy. But for future use, I highly recommend that you save your document as a Microsoft Word document or a Rich Text document.

f) File name - username_lifeact.doc.

B. Format for science standards component

Activity Related to Science Standards

This lesson titled, "__________" relates to both the material covered in SCI 213, and to the Michigan Curriculum Framework Updated Science Benchmarks issued by the Michigan Department of Education. The strand and standard that this lesson relates to is:
Strand III: "Using Life Science Knowledge: Scientifically literate students and adults can use their

knowledge to understand the world around them and to guide their actions. Important types of activities that use scientific knowledge include description and explanation of real-world objects, systems, or events; prediction of future events or observations; and the design of systems or courses of action that enable people to adapt to and modify the world around them. In the life sciences, real-world contexts in which scientifically literate people use knowledge are often described in terms of systems and subsystems, such as cells, organisms, and ecosystems.’

Standard III.?: Give the number of the standard and its exact wording. Include the key concepts, tools (if any) and real-world context.

Lesson plan:

Title of lesson plan

Grade Level(s):

Materials:
a detailed list of all materials required

Procedure:

1. Step one

2. Step two

3. and so on, giving as many steps as needed to perform the procedure.

Content of Lesson:

This lesson focuses on the key concepts of ……..

References: Use the format for the Modern Language Association -

http://owl.english.purdue.edu/handouts/research/r_mla.html

An article on a web site - It is necessary to list your date of access because web postings are often updated, and information available at one date may no longer be available later. Be sure to include the complete address for the site. Also, note the use of angled brackets around the electronic address; MLA requires them for clarity.

Author(s)."Article Title." Name of web site. Date of posting/revision. Name of institution/organization affiliated with site. Date of access <electronic address>.

An article in an online journal or magazine - Some electronic journals and magazines provide paragraph or page numbers; include them if available. This format is also appropriate to online magazines; as with a print version, you should provide a complete publication date rather than volume and issue number.

Author(s). "Title of Article." Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of Access <electronic address>.

2. Science/Technology/Society Components

Defend a position regarding a current science controversy

A. Description

1) For this component you will use the science concepts used in this class to defend a current scientific controversy (this can be an issue or example of an incorrect science).

2) You may use additional resources in addition to the course text, CD-ROM and web pages.

3) Your document must include:

a) A statement of the controversial topic. That is, why is this topic controversial?

b) Clearly explain all sides of the controversy.

c) Clearly indicate which side you are defending.

d) Explain why your side is more valid (or why the other side is invalid) using science concepts learned in this class.

i) Back up your defense with facts, not opinion or conjecture. Provide supporting evidence.

ii) You must have 3 references. A complete MLA bibliographic citation for all references used.

iii) See the Online Writing Lab at Purdue University web page for information about these bibliographic formats.
http://owl.english.purdue.edu/handouts/research/r_mla.html

e) In addition your component will be evaluated upon:

i) the quality of writing

ii) whether the minimum length requirements were met

iii) the accuracy of the science you present as valid science

iv) the clarity of your discussion.

f) You will be handing in a paper copy. But for future use, I highly recommend that you save your document as a Microsoft word document or a Rich Text document.

g) File name username_scicontr.doc

B. Format for component #3 – Science Controversy.

This component is essentially a persuasive essay defending a current scientific controversy. Please read the following information on essays completely. It has been adapted from the University of Victoria’s Writer’s Guide http://web.uvic.ca/wguide/Pages/EssaysToc.html

The essay

The essay is a method to communicate information, opinion, or feeling, and usually it presents an argument about a topic. In the university context, an essay is an exercise that gives the student an opportunity to explore and clarify thoughts about a subject. In the larger world the essay appears in newspapers as opinion articles, editorials, reviews, and the more thorough commentary on news.

The persuasive essay

In the persuasive essay, you must defend your side of an argument. You are not merely explaining, you are convincing the reader. The persuasive essay must choose a side, make a case for it, consider and refute alternative arguments, and prove to the undecided reader that the opinion it presents is the best one. You must be aware of other sides and be fair to them; dismissing them completely will weaken your own argument.

It is always best to take a side that you believe in, preferably with the most supporting evidence. It can often be educational to adopt a different position from what you might normally choose (debating requires this kind of flexibility).

Steps in writing the persuasive essay (refer to the diagram on page 8)

1. Select a topic.

The topic is the subject of the essay.

2. Develop a thesis.

The thesis defines your position on that topic. Your essay will take a position and will provide convincing evidence to support that view. It is important to develop a working thesis early because it will help direct your thoughts and research; of course your thesis may change as your reading and writing progresses and you begin to incorporate new information.

One way to develop a thesis is to ask yourself questions about the topic and to focus on a central issue or problem which the topic raises. Your answer to this question will be your thesis.

3. Collect evidence

Evidence consists of specific examples which support and illustrate your thesis. Try to give several examples rather than just one. You want to make sure that there is sufficient evidence for you to make a strong point; the evidence must also be relevant, reliable, and representative. Evidence comes from either primary or secondary sources. The primary source is the text on which you are commenting, or documents that deal directly with your topic. Secondary sources are opinions or interpretation of others on the topic.

Be sure not to confuse opinion with facts. Opinion is another word for idea and ideas differ widely in quality. In keeping with the idea of free speech, every idea should be subjected to challenge and vigorous debate. Also the sense of attachment and loyalty we feel toward our opinions proves that they are familiar, not that they are correct.

4. Put together a working outline of your essay

This outline can range from a brief sketch of main points to a detailed point-by-point outline complete with paragraphs and topic sentences. The idea is to provide yourself with a rough map of where the essay will go, making a diagram of your thoughts to sharpen and define your purpose. At this point you can also give your essay a working title. The outline shows where to begin and breaks the assignment into manageable parts.

5. Write a first draft.

Once you have done your research and planned your outline, the best way to think about your essay is to write it. Seeing your thoughts written down allows you to regard them critically and objectively, and putting one sentence down will inspire another one. There is no need to feel disappointed with a messy, even incoherent first draft. The purpose of the initial draft is to produce raw material, not to dazzle the critics with your finely shaped prose. Having something on paper gives you something to work with.

6. Revise the first draft. Check for clarity, coherence and unity.

Clarity.

¨ Vary sentence structure.

¨ Use the active voice.

¨ Do not try to be wordy in the mistaken belief that it will make your essay sound more "serious."

Coherence.

¨ Ask yourself why one thought follows another, or if it might be more effective somewhere else in the paragraph.

¨ Every sentence in your essay must follow from the previous one, and the paragraphs must work toward the goal of developing and exploring your thesis.

¨ Examine the material you have put together in your rough draft and experiment with different sequences

Unity

¨ Check everything you have written to make sure that it contributes to the essay. The strength of your argument will be diluted by irrelevant digressions or redundancies.

¨ Determine whether or not you need a given sentence to advance your argument. If you are only spinning your wheels, then that sentence must go.

¨ Everything in your essay must be there for a reason.

7. Writing a conclusion

What you say in your conclusion should match what you said when you introduced the essay. It should be a restatement (but not a mere repetition) of your thesis, ideally in a way that shows more fully and clearly what you have been arguing. If the process of writing the essay has changed what you are arguing--and this is surprisingly often the case--you may have to reword your thesis in the introduction Otherwise, the essay will suffer from schizophrenia.

8. Citations

You must use at least three references. Provide a complete MLA bibliographic citation for all references used. See the Online Writing Lab at Purdue University web page for information about these bibliographic formats.
http://owl.english.purdue.edu/handouts/research/r_mla.html

9. Proofreading

Once you are satisfied with the content of your essay, be sure that it is visually satisfactory: look for careless mistakes. Proofreading is an essential task that many writers do not take seriously. Reread the essay, out loud if possible, to make sure that it flows well and that it makes sense as a whole.

3. Scientific Literacy Component

Show growth and improvement of personal science knowledge in life science (SCI 213)

A. Description:

1) This portfolio component will ask you to reflect upon your learning in this class.

2) Think of a biology concept that was covered in the course and describe your previous lack of understanding (or perhaps lack of any knowledge) of the concept and how you now have a correct understanding of the concept.

3) Your document must include:

a) A statement of the specific concept.

b) A clear statement of misconception or lack of knowledge.

c) A description of your current, scientifically correct knowledge or understanding.

d) You must use at least three references. A complete citation (MLA) bibliographic citation must be provided for all references used. See the Online Writing Lab at Purdue University web page for information about these bibliographic formats. http://owl.english.purdue.edu/handouts/research/r_mla.html

4) You may use additional resources in addition to the course text, CD-ROM and web pages.

5) In addition your component will be evaluated upon the quality of writing, whether the minimum length requirements were met and relevancy of concept to course (i.e. misconceptions must be related to the course content)

6) You will be handing in a paper copy. But for future use, I highly recommend that you save your document as a Microsoft word document or a Rich Text document.

7) File name: username_persgr.doc

8) See the following rubric for detailed information on grading.

B. Format for Science Literacy component

This component is essentially an expository essay. Essentially the purpose of an expository essay is to explain, or to acquaint your reader with a body of knowledge. By explaining a topic to the reader, you are demonstrating your own knowledge.

Refer to the information about the persuasive essay in the section of this handout on the format for the Science Controversy. See the diagram on page 8 to help you structure your essay.

For more information on writing essays refer to the University of Victoria’s Writer Guide at http://web.uvic.ca/wguide/Pages/EssaysToc.html

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