TED6228

__**Portfolio Project: Environmental Impact Project for Ninth Grade Earth/ Environmental Science Students**__ For my portfolio project I am going to assign a semester-long project that pertains to the environment. Students will be asked to choose from a list of environmental problems (or they may choose their own with teacher approval) that they will research and then form an action plan that will have an impact on solving the problem. Students will document their learning journey in a portfolio (a binder) which will be kept in the classroom. Students will be given class time twice a week to work on their projects and will have access to the computer lab weekly to do their research. For this 18-week project students will be expected to complete two weekly blog entries--one that summarizes their ressearch for that week and one where they record their more subjective observations about how the project is going. Students will meet with the teacher 8 times during the semester (checkpoints) just to check in and be sure adequate progress is being made and address any concerns that the teacher or student have. Students will also be expected to email the teacher and meet with her more often if they get stuck. The student will be expected to locate at least ten reliable souces for her research, one of which should be an interview with an expert (in person, phone, chat or email). Students will use this information to formulate an action plan (this can take the form of writing a petition, designing and implementing a fund raising activity, forming a committee, presenting to members of the community, writing a representative, or whatever else the student dreams up). Students will summarize their projects and will incorporate these into a final paper and presentation to be shared with faculty and parents at a parent night. Portfolio entries will consist of 2 weekly blogs, notes from teacher conferences, notes from the interview, a copy of the learning contract that will go home with students for parents to sign, an outline of the student's action plan, rough and final draft of the paper, and the student's final self-evaluation (rubric to be provided by teacher), and last but not least a table of contents. This project will constitute 50% of the student's grade for the 2nd nine week grading period, broken down as follows: 20% participation/effort 15% portfolio 15% final paper Please see (attached): A) Student handout and checklist  B) Rubric C) Learning Contract (to be signed by parent, student and teacher and kept in portfolio)  D) Handout for conference notes E) Rubric for students' self-assessment

 __**Student Project: Environmental Impact Portfolio**__  As a major part of your grade you will participate in a semester-long project in which you will choose from a list of environmental problems (or you may choose your own with teacher approval) that you will research and then form an action plan that will have an impact on solving the problem. You will document your learning journey in a portfolio (a binder) which will be kept in the classroom. You will be given class time twice a week to work on your project and will have access to the computer lab weekly to do research. For this 18-week project you will complete two weekly blog entries--one that summarizes your research for that week and one where you record observations about how the project is going and what you have learned that week. You will meet with the teacher 8 times during the semester (checkpoints) just to check in and be sure adequate progress is being made. You will also be expected to email the teacher and meet with her more often if you get stuck. You will be expected to locate at least ten reliable souces for your research, one of which must be an interview with an expert (in person, phone, chat or email). You will use this information to formulate an action plan (for example: writing a petition, designing and implementing a fund raising activity, forming a committee, presenting to members of the community, writing a representative). You will summarize your project in a final paper and portfolio presentation to share with faculty and parents at a parent night.  __**Student Checklist--My Finished Portfolio Should Have (at least):**__ __**Conference Notes for Environmental Impact Project**__ **My Topic:** <span style="font-family: Calibri,sans-serif;">**Student Comments: Teacher Feedback:** || || ||  || ||  || ||  || ||  || ||  || ||  || ||  ||
 * 1) <span style="font-family: Calibri,sans-serif;"> Table of contents
 * 2) <span style="font-family: Calibri,sans-serif;"> 2 weekly entries: one should contain a summary of research for the week (including citations) and the other should describe progress for that week
 * 3) <span style="font-family: Calibri,sans-serif;"> Notes from teacher conferences
 * 4) <span style="font-family: Calibri,sans-serif;"> Notes from the interview
 * 5) <span style="font-family: Calibri,sans-serif;"> Learning contract (signed copy)
 * 6) <span style="font-family: Calibri,sans-serif;"> Outline of the student's action plan
 * 7) <span style="font-family: Calibri,sans-serif;"> Rough and final drafts of the summary paper
 * 8) <span style="font-family: Calibri,sans-serif;"> Your self-evaluation (rubric attached)
 * 9) <span style="font-family: Calibri,sans-serif;"> Any other materials that I feel will enhance my understanding of my topic (graphics, tables, etc.) or help in documenting my learning journey

<span style="font-family: Calibri,sans-serif;">__**Learning Contract for Environmental Impact Project**__ <span style="font-family: Calibri,sans-serif;">A) I am choosing ___________________________________ for my topic. My project will be completed by _____________________(date).  <span style="font-family: Calibri,sans-serif;">B) I understand that I will make 2 "blog" entries per week in my portfolio--one that summarizes my research for that week (with citations) and one entry that documents my progress for that week. <span style="font-family: Calibri,sans-serif;">C) I will meet with Mrs. P at 8 points (checkpoints) during the semester to assess my progress and if I get stuck I agree to email her or seek help in class.  <span style="font-family: Calibri,sans-serif;">D) I understand that part of the project includes conducting an interview (in person, by phone, email, or chat) with an expert (list/links to be provided by Mrs. P). My interview will be completed by ___________(date). <span style="font-family: Calibri,sans-serif;">E) My project will include an "action plan" that will help to mitigate my problem. This may be a letter, grant proposal, presentation, petition, fundraiser or other relevant action. I will include my action plan outline in my portfolio.  <span style="font-family: Calibri,sans-serif;">F) The project will culminate in a family night presentation of portfolio and summary paper. <span style="font-family: Calibri,sans-serif;">G) I understand that this semester-long project will constitute 50% of my grade for the second nine week grading period, broken down as follows (see rubric):  <span style="font-family: Calibri,sans-serif;">15% Participation/effort   <span style="font-family: Calibri,sans-serif;">15% Quality of research   <span style="font-family: Calibri,sans-serif;">10% Portfolio   <span style="font-family: Calibri,sans-serif;">10% Final paper

<span style="font-family: Calibri,sans-serif;">Student signature_____________________________ date_____________ <span style="font-family: Calibri,sans-serif;">Parent signature______________________________ date_____________ <span style="font-family: Calibri,sans-serif;">Teacher signature_____________________________ date_____________ <span style="font-family: Calibri,sans-serif;">__**RUBRIC FOR ENVIRONMENTAL IMPACT PROJECT**__ <span style="font-family: Calibri,sans-serif;">**Little effort evident****-two or more aspects of project delayed or incomplete. Student missed or did not participate in several conferences** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**5-10 points** <span style="font-family: Calibri,sans-serif;">**project completed on time, effort evident, moderate use of time, student participated in most conferences** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**11-15 points** <span style="font-family: Calibri,sans-serif;">**Thorough, earnest and sustained effort was evident, all teacher conferences were held and productive, student used time wisely, project complete and on time** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**Solution** || <span style="font-family: Calibri,sans-serif;">**0-4 points** <span style="font-family: Calibri,sans-serif;">**minimal evidence of critical thinking with respect to sources, little information obtained, solution not feasible and/or executed** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**5-10 points** <span style="font-family: Calibri,sans-serif;">**Some evidence of research and critical thinking with respect to sources, some pertinent information, solution somewhat feasible and executed** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**11-15 points** <span style="font-family: Calibri,sans-serif;">**Project well-researched, critical thinking evident, solution feasible and well-executed** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**Missing half or more of required elements, very little or no organization** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**4-7 points** <span style="font-family: Calibri,sans-serif;">**Missing 2-3 required elements, little organization** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**8-10 points** <span style="font-family: Calibri,sans-serif;">**All required elements included, well organized** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**Not included, or majority incomplete, fewer than 5 sources, many errors** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**4-7 points** <span style="font-family: Calibri,sans-serif;">**complete and well-documented, at least 8 reliable sources. Few errors in spelling, punctuation, grammar** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**8-10** <span style="font-family: Calibri,sans-serif;">**complete and well-documented, at least 10 reliable sources. Very few errors in spelling, punctuation, grammar** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;"> <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;">  <span style="font-family: Calibri,sans-serif;"> <span style="font-family: Calibri,sans-serif;">__**Student Self-assessment for Environmental Impact Project**__ <span style="font-family: Calibri,sans-serif;">**I could have used my time more efficiently. Two or more aspects of my project were delayed or incomplete. I missed or did not participate in several conferences** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**5-10 points** <span style="font-family: Calibri,sans-serif;">**I used my time wisely and stayed on task most of the time. My project was completed on time, I participated in most conferences** <span style="font-family: Calibri,sans-serif;">**score:** ||  <span style="font-family: Calibri,sans-serif;">**11-15 points** <span style="font-family: Calibri,sans-serif;">**I used my time wisely and stayed on task. My project was completed on time and I participated in all conferences and responded constructively to teacher suggestions.** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**Solution** || <span style="font-family: Calibri,sans-serif;">**0-4 points** <span style="font-family: Calibri,sans-serif;">**I used fewer than 6 sources, little information obtained, my solution was not feasible and/or executed** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**5-10 points** <span style="font-family: Calibri,sans-serif;">**I used 6-10 reliable sources, some higher level thinking evident, my solution was somewhat feasible and was executed** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**11-15 points** <span style="font-family: Calibri,sans-serif;">**My project was well-researched, critical thinking evident, solution feasible and well-executed with at least 10 reliable sources** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**My portfolio was missing half or more required elements, very little or no organization** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**4-7 points** <span style="font-family: Calibri,sans-serif;">**My portfolio was missing 2-3 required elements, little organization** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**8-10 points** <span style="font-family: Calibri,sans-serif;">**My portfolio included all required elements and was well organized** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**Not included, or majority incomplete, fewer than 5 sources, many errors** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**4-7 points** <span style="font-family: Calibri,sans-serif;">**complete and well-documented, at least 8 reliable sources. Few errors in spelling, punctuation, grammar** <span style="font-family: Calibri,sans-serif;">**score:** || <span style="font-family: Calibri,sans-serif;">**8-10** <span style="font-family: Calibri,sans-serif;">**complete and well-documented, at least 10 reliable sources. Very few errors in spelling, punctuation, grammar** <span style="font-family: Calibri,sans-serif;">**score:** ||
 * <span style="font-family: Calibri,sans-serif;">**Participation and Effort** || <span style="font-family: Calibri,sans-serif;">**0-4 points**
 * <span style="font-family: Calibri,sans-serif;">**Quality of Research/**
 * <span style="font-family: Calibri,sans-serif;">**Final Portfolio** || <span style="font-family: Calibri,sans-serif;">**0-3 points**
 * <span style="font-family: Calibri,sans-serif;">**Summary Paper** || <span style="font-family: Calibri,sans-serif;">**0-3 points**
 * <span style="font-family: Calibri,sans-serif;">**Participation and Effort** || <span style="font-family: Calibri,sans-serif;">**0-4 points**
 * <span style="font-family: Calibri,sans-serif;">**Quality of Research/**
 * <span style="font-family: Calibri,sans-serif;">**Final Portfolio** || <span style="font-family: Calibri,sans-serif;">**0-3 points**
 * <span style="font-family: Calibri,sans-serif;">**Summary Paper** || <span style="font-family: Calibri,sans-serif;">**0-3 points**

<span style="font-family: Calibri,sans-serif;">__**Research Basis/Sources**__ <span style="font-family: Calibri,sans-serif;">"What would a rubric look like that not only helped teachers judge the quality of students' responses to a performance test.....? ....such a rubric would contain 3-5 evaluative criteria." --Popham, What's Right and What's Wrong with Rubrics, p. 75 <span style="font-family: Calibri,sans-serif;">"Portfolios have been endorsed because they offer viable alternatives, or at least meaningful supplements, to traditional testing and because portfolios can foster self-regulated learning in ways that testing cannot." <span style="font-family: Calibri,sans-serif;">--Paris and Ayres, Using Portfolios to Enhance Self-Assessment, p. 62 <span style="font-family: Calibri,sans-serif;">"Portfolios offer a concrete way for students to learn to value their own work. When students are responsible for deciding what to include in a portfolio, they are forced to evaluate their work from new perspectives." <span style="font-family: Calibri,sans-serif;">--Paris and Ayres, p.67 <span style="font-family: Calibri,sans-serif;">The use of summary sheets (in my case the student-teacher conference note sheet) helps students to focus and can "serve as a guide for discussion and goal-setting". --Paris and Ayres, p. 73 <span style="font-family: Calibri,sans-serif;">"New forms of assessment should involve students so that they respect the test purposes, content, and format. Assessment should elicit productive strategies and positive motivation so that students can maximize their performance. These positive features of assessment might be attained through performance testing or portfolios..." --Paris and Ayres, Goal 2 / Understanding Learner-centered Principles of Assessment, p. 48. <span style="font-family: Calibri,sans-serif;">"Assessments should be based on authentic and meaningful tasks that are consistent with the regular curriculum and instruction provided in the classroom". <span style="font-family: Calibri,sans-serif;">"Assessments should include exhibits,portfolios and performances to demonstrate a wide range of performance and accomplishments". <span style="font-family: Calibri,sans-serif;">--Paris and Ayres, goal 2, p. 50