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Index: BIOLOGY 2

PORTFOLIO STAGE 2

Student’s name: Group: This portfolio must include the signed agreement and the following index.

Act

Description

Kind of

evaluation

Competences

Activity Points

Earned

Points

1

Diagnostic

Activity

Self-assessment on

line

4.12

2

Knowledge

Acquisition

Peer-assessment

4.12

3

Application

Activity

Teacher using

rubrics

3.4.12

4

STEM stage 2

Teacher using

rubrics

4.13

20

5

Lab Practice

Individually

4.12

Feedback to the Teacher:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

(2)

S T A G E 2 A G R E E M E N T

I ______________________________________________________ understand that my portfolio

is a collection of my school work and related achievements. The contents exhibit my effort and

progress as these elements relate to the goals represented in my instructional program.

I agree to accept the responsibility for creating and managing my portfolio as I complete each

requirement. I will submit its content for periodic review to my instructor. In doing so, I

understand that the contents of my portfolio, as well as the way in which I have presented the

contents, will be evaluated for the purpose of judging my performance in school.

Student Signature: ________________________________ Date: ______________________

Parent Signature:

I have read and understand the above portfolio agreement and have reviewed my child’s portfolio

requirements.________________________________ Date: ______________________

Generic competences and attributes 3. Choose and practice healthy lifestyles

• Make decisions based on the assessment of the consequences of different consumption habits and risk behaviors.

4. Listen, interpret and emits relevant messages in different contexts through the use of media, codes and appropriate tools.

• Expresses ideas and concepts through linguistic representations, math or graphics. • Identify the key ideas in a text or oral discourse and infer conclusions from them • Manages information technology and communication for information and express ideas.

6. Supports a personal position on topics of concern and relevance, considering other points of view critically and reflectively.

• Choose the most relevant information sources for a specific purpose and discriminates between them according to their relevance and reliability

Basic disciplinary competences

12. Decide on health care from the knowledge of his body, their life processes and the environment to which it belongs.

13. Relate the levels of chemical, biological, physical organization and ecological living systems. 14. Apply safety rules in handling chemicals, tools and equipment in performing daily life activities. Elements of Competence

• Describe the structure and function of the skeletal, muscular and integumentary systems in order to understand the support, movement and protection of the body.

(3)

Stage 2: Skeletal, Muscular and Integumentary System

You MUST answer the Quiz on Nexus platform.

Knowledge Acquisition Activity Learning Method Individually

Kind of Evaluation Peer- Assessment Teaching strategy Note taking

Teaching Resources Biology, Miller and Levine Due Date

Possible Points Requirement

Individually all students MUST answer daily the ¨What to do in Biology.¨ All notes must be in

order, clean and with a title of the session number and the date. Teacher will require your notes

any time during the stage and MUST be ready every class day.

**** IF your work is not complete, in order or clean yourintegrative activity will be affected 50%

of your grade.

Diagnostic Activity Learning Method Individually Kind of Evaluation Self assessment Teaching Strategy ON LINE Quiz Teaching Resources Prior Knowledge Due Date

(4)

Application Activity Learning Method In teams of 5 or 6 Kind of Evaluation By teacher with rubric Teaching strategy Workout video

Teaching Resources Biology, Miller and Levine Due Date

Possible Points 5(included in STEM rubrics)

In teams of 5 or 6 make a workout video.

The topics are going to be assigned by your teacher.

Topics:

-

Abs

-

Arms

-

Legs

-

Complete workout

-

Back

The video MUST include:

-

5 to 8 min of workout including warm up, workout, cool down, and explanation.

-

Music must be used to ambient the video.

-

Credits (team members, group, name of the video, school logos). The name of the video

should be related to the muscles being used.

-

Explain the muscles being used and the frequency needed to be done.

-

5 different exercises that work the area.

(5)

RUBRICS FOR APPLICATION ACTIVITY STAGE 2

Criteria PERFORMANCE LEVELS Fully developed competency 1 Partially developed competency 0.5 Slightly developed competency 0.25 Not Developed 0 Meets Step Requirements This is the number of steps, poses, moves, exercises, etc.

Includes at least 5 but no more than 8 moves and displays a distinct warm up, exercise session, and cool down. The video also meets time requirements (5-7 minutes)

Includes more than 8 moves. Displays a distinct warm-up, exercise session, and cool down. Video meets time requirements

Includes 5-6 moves. Displays a distinct warm-up, exercise session, and cool down. Video does not meet time requirements.

Includes less than 5 moves. No distinct warm-up, exercise session, and cool down. Does not meet time requirements.

Research Use of fitness terminology and identification of muscle groups-does the video demonstrate appropriate research was done?

Video utilizes many fitness terms and concepts and identification of muscles and muscles groups.

Video utilizes some fitness terms and concepts and identification of muscles and muscles groups.

Video utilizes few fitness terms and concepts and identification of muscles and muscles groups.

Video utilizes no fitness terms and concepts and identification of muscles and muscles groups.

Participation Always took the video very seriously and all team members were in all the video.

Usually took the video seriously and almost all team members were in the video.

Sometimes took the video seriously. Some team members made their our workout session.

Did not take the video seriously. Not all of the team members were in the video.

Speaking explanation

Explanation is brief but related to the topic, appropriate language and reliable

information, the student provides an adequate

explanation and supports it properly.

Explanation is brief, appropriate language and reliable

information, the student is not providing an adequate explanation and can´t support it.

Explanation incomplete or out of the topic, or too long, the student is not providing an adequate explanation on the information and can´t support it.

There is no speaking explanation

Images, Music and Props

There is at least apicture, at least 8, they are relevant to the topic.

Proper music is used to ambient the video

Proper costumes and props are used to make believe the workout video.

Some pictures have nothing to do with the topic, they are at least 8. Music is too loud and really distracts from the main idea Some props are used in the video.

Some pictures have nothing to do with the topic or two images are missed.

Music is to dull Only some classmates are using costumes and props

No pictures or more than 5 images missed. No music is applied

(6)

STEM stage 2 Learning Method In teams of 5 or 6 Kind of Evaluation By teacher with rubric Teaching strategy Making of a video

Teaching Resources Biology, Miller and Levine. On line research

Due Date March 1 2017

Possible Points 15

Etapa 2

En la etapa 2 el equipo trabaja en la construcción del modelo teniendo como evidencia un video.

1.

Elaborar una

descripción del contenido

en que se fundamenta el modelo. Incluir

referencias confiables, dos libros y 5 páginas web al menos (4.3) Comunica con claridad los

conceptos disciplinares y ofrece información que va más allá de lo enseñado en clase.

(CDB12) Relaciona los conceptos disciplinares de manera correcta para identificar lo

especificado en el tema asignado. (6.1) 5 páginas web y 2 libros fuentes de información

consultadas son confiables y relevantes. Valora los factores de salud especificados con el

tema asignado en el STEM.

2.

Mostrar

diagrama del prototipo

a construir; describiendo sus partes y funcionamiento.

(4.1) El diseño del modelo es atractivo y motiva al usuario. Todos los materiales son

adecuados al mensaje(s) que se desea(n) transmitir.

3.

Presentar

paso a paso la construcción

de su modelo, identificando los materiales

utilizados y lo que representan en el modelo. Incluir fotografías en un diagrama como

evidencia. (4.1) El diseño del modelo es atractivo y motiva al usuario. Todos los materiales

son adecuados al mensaje(s) que se desea(n) transmitir.

4.

Comentario individual respecto a los

avances y ajustes

en el proyecto; destacando la

participación de cada miembro del equipo. Responsabilidad.

Entregable etapa 2. Video con una duración de 5-8 minutos. El video debe estar en

Youtube y se entregará el link. El equipo hace la presentación formal detallando

aspectos relevantes del video. Cada integrante contribuye con su participación en esta

etapa.

RUBRICA PARA EL ENTREGABLE DE LA ETAPA 2

Semestre: SegundoUnidad de Aprendizaje: Biología 2 y laboratorio

Etapa: 2Actividad: ENTREGABLE ETAPA 2Tipo de evaluación: Heteroevaluación

Competencia Genérica: Atributos:

Competencia

3.- Elige y practica estilos de vida saludables.

3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas de riesgo.

(7)

Genérica: Atributos: Competencia Genérica: Atributos: Competencia Disciplinar Básicade Ciencias Experimentales:

4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.

6.- Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva.

6.1 Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuerdo a su relevancia y confiabilidad.

12. Decide sobre el cuidado de su salud a partir del conocimiento de su cuerpo, sus procesos vitales y el entorno al que pertenece.

Evidencia de Aprendizaje:

Video con una duración de 5-8 minutos. El video debe estar en Youtube y se entregará el link. El equipo hace la presentación formal detallando aspectos relevantes del video. Cada integrante contribuye con su participación en esta etapa.

Ponderación: 10%

Tipo de Saberes

Criterios Nivel de Desempeño Total

Evidencia Completa

Evidencia Suficiente

Evidencia Débil Sin Evidencia

C

onoce

r

C

onoci

m

ient

o

ACG 4.3 Utiliza los conceptos disciplinar es. Comunica con claridad los conceptos disciplinares y ofrece información que va más allá de lo enseñado en

clase (3 puntos)

Comunica con claridad la mayoría de los

conceptos disciplinares y

solo ofrece información relacionada a lo

enseñado en clase (2 puntos)

No comunica con claridad los

conceptos disciplinares y/o hace mal uso de la información

manejada en clase (1 punto)

No cumple con el criterio o no

entregó evidencia. (0 puntos) CDB 12 Relaciona los conceptos disciplinar

es con el tema asignado en el STEM

Relaciona los conceptos disciplinares de manera correcta para identificar lo especificado en el tema asignado.

( 3 Puntos )

Algunos conceptos disciplinares no

los relaciona correctamente

con las especificaciones

asignadas ( 2 Puntos )

No relaciona los conceptos disciplinares con

las especificaciones

asignadas en su tema ( 1 Punto )

No cumple con el criterio o no

(8)

H

ac

er

H

abi

li

dad

es

ACG 4.1 Diseño del modelo.

El diseño del modelo es atractivo y motiva

al usuario. Todos los materiales son

adecuados al mensaje(s) que se

desea(n) transmitir. (3 puntos)

El diseño del modelo es poco

atractivo y no motiva al usuario.

Algunos materiales son

adecuados al mensaje(s) que se

desea(n) transmitir. (2 puntos)

El diseño del modelo no es

atractivo ni motivante para el

usuario. No hay suficientes materiales adecuados. (1 punto)

No cumple con el criterio o no

entregó evidencia. (0 puntos) ACG 6.1 Elige fuentes de informació n relevantes.

5 y 2 fuentes de información consultadas son

confiables y relevantes (3 puntos)

3 y 1 fuente de información consultada es

confiable y relevante. (2 puntos)

Ninguna de las fuentes de información consultada es confiable y relevante. (1 punto)

No cumple con el criterio o no

entregó evidencia. (0 puntos)

Ser

A

ct

it

ude

s/

V

al

o

res

Valora los factores de saludespec ificados con el tema asignado en el STEM

Asume una postura personal sobre los factores

de salud especificados en el tema asignado.

( 3 Puntos )

Asume una postura personal sobre los factores

de salud especificados en el tema asignado pero algunas de

sus ideas son poco claras y/o

coherentes. ( 2 Puntos )

No asume una postura personal sobre los factores

de salud, especificados en el tema asignado.

Sus ideas son copia de una campaña conocida o ya

publicada. ( 1 Punto )

No cumple con el criterio o no

entregó evidencia. ( 0 Puntos )

Responsab ilidad

La actividad:

- Cumple con todos los

criterios indicados

- Se entregó en tiempo y

forma. (5 puntos)

La actividad:

- Cumple

con todos los criterios pero lo entrego fuera de

tiempo y forma o

- Cumple con 4 o 5 de los criterios indicados. Se entregó en tiempo y forma. (3 puntos)

La actividad de aplicación:

- Cumple con 3 o menos de los criterios indicados.

- No se entregó en tiempo y

forma. (1 punto)

No cumple con el criterio o no

Referencias

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