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Portfolio Type:
Ownership Portfolio-This collection of student work emphasize student choice, reflection, and self-assessment. The main
purpose of an ownership portfolio is to allow students to display and reflect on their accomplishments.
Unit Overview:
Lessons will occur weekly (on Tuesdays during Science) for 90 minutes, with the exception of Lesson 10 which will occur for 120
minutes to allow for more time during STEM activity. Most assignments can be completed collaboratively, with peer support, but
will be collected and displayed in final portfolio to allow students to display and reflect on their accomplishments in this unit.
Each assignment will come with clear expectations and requirements (rubric) for completion and a summative reflection of the
student understanding from that particular assignment. Students will be seated in teams with individual roles that contribute to
effective group discussions. The roles are: Facilitator, Materials Manager, Recorder/Reporter, and Harmonizer. To support
students in performing their role, there are sentence frames and supports to facilitate group discussions. Students will have been
aware of these roles and have had plenty of practice.
How should we start? What do we need for this task? Does everyone see how we got How should we show that?
Does anyone have another Does everyone have a ______? that? Is there another we could show
method? Lets wait someones still writing. it?
Makes sure group is SET
Make sure everyone in the team UP/CLEANED UP: Keep the group on task: Report out your teams questions
shares ideas: Ill get the art supplies for Lets get back to this problem. and solutions to the whole
What do you think, ________? everyone. Sounds like were stuck. What else class:
Lets listen to _______. Ill recycle all of the scratch paper! can we try? Which one should we ask about?
Do we need anything else for this Which idea should we share?
Help your team build on each project? Make sure behavior norms are
others ideas: Lets pick up anything that fell on followed : Organize team posters and
How can we connect that to the floor Oops! No talking outside our presentations:
______s idea? team. Does this explain how we thought
If we use ______s method, what Be careful with those materials about it?
should our next step be? What part do you want to
say/write?
Assignment Overview:
Evaluation:
Students will be evaluated through an Ownership Portfolio, linked individually into Google Classroom. Each assignment will have been
completed and students given a rubric for completion expectations, students will then reflect on their assignment based on how they
feel they did (through each rubric) and with a narrative reflection of their content understanding. Students will link work, tasks,
worksheets, assignments from this Earth Science Unit into the Portfolio assignment- (at least) 4 pieces required. This type of
evaluation is appropriate for this unit because Portfolios can provide a continuous picture of student progress, rather than a snapshot
of student achievement that single-occasion tests provide (Gomez, p.3). Students will have reflections at the end of each task, and it
will be important to compile a portfolio of this unit because a collection of student reflections will be an accurate depiction of student
growth. Students will all be familiar and comfortable with online learning platforms and Google Classroom/Docs, therefore, the task of
creating of the portfolio will not prevent students from demonstrating achievement.
TOPIC/ Assignment 3 2 1 0
Rock Cycle Content Assignment is complete, Assignment is complete, Assignment is partially Not Included
(At least 1 assignment) correct information is but incorrect information complete
provided/depicted is provided/depicted
Earthquake Content Assignment is complete, Assignment is complete, Assignment is partially Not Included
correct information is but incorrect information complete
(At least 1 assignment) provided/depicted is provided/depicted
Letter to At-Risk Country Letter provided and Letter provided and Letter provided, does Not Included
includes ALL required includes some required not include required
vocabulary/information vocabulary/information vocabulary/information
Structure Design Structure Design Structure Design Structure Design Not Included
provided and includes provided and includes provided- does not
measurements AND measurements or labels include measurements
labels or labels
*The stem activity and success of the group structure will not impact student achievement in this unit.
(Letter to Country):
Evaluation Area 3 2 1
Structure Letter includes ALL 5 required Letter includes 3-4 of the Letter includes 2 or fewer of the
parts: required parts: required parts:
Greeting, Salutation,
Introduction, Body, and Greeting, Salutation, Greeting, Salutation,
Conclusion paragraph Introduction, Body, and Introduction, Body, and
Conclusion paragraph Conclusion paragraph
Content Letter includes appropriate use Letter includes appropriate use Letter includes appropriate use
of ALL required vocabulary(10): of 6-9 words from required of 5 or less words from required
vocabulary (10): vocabulary (10):
Rock, rock cycle, earth
process, plate tectonics, plate Rock, rock cycle, earth Rock, rock cycle, earth
boundary, divergent, process, plate tectonics, plate process, plate tectonics, plate
convergent, transform boundary, divergent, boundary, divergent,
convergent, transform convergent, transform
The tasks presented in this unit are appropriate for students that struggle with English proficiency (English
Learners, Special Education students, etc.) because the tasks will be appropriately scaffolded and differentiated to meet
each learner where they are. Some examples of the differentiation techniques provided in this unit are: differentiated
sentence frames, leveled readings, and thoughtful partners. In addition to the tasks being adapted to create equity, the
portfolio assessment is appropriate for diverse student populations because all students, including English language
learners, can be included in assessment portfolios, since this involves collecting samples of student work and scoring
them according to predetermined criteria (Gomez, p.6). I know that this portfolio and the related tasks leading up to it are
appropriate measures of student achievement because the specific learning goals are aligned to standards, and the
evidence included in the portfolio reflects either students progress toward meeting standards or achievement of specific
standards (CDE, p.844). Furthermore, the ELA/ELD Framework provided by the California Department of Education,
mentions that, use of technology that enables students to give immediate responses to teachers (e.g., clickers, mobile
devices) helps teachers with large numbers of students gain an ongoing sense of students understanding during a lesson
(p.831). This is reassuring, as most of the formative assessments and data collection will occur through the interactive
online tools. Some of these tools are: ExitTicket.com, Quizlet.com, teacher created Google Forms, BrainPop.com, etc. I
believe that technology serves as an amazing equalizer for students, as well as a comfort to students that struggle.
Through technology, I push out assignments and tasks in Google Classroom, but I am able to assign particular versions of
assignments to specific students, this means that while all students appear to be completing the same task, some
readings may be provided at various levels, writing assignments delivered with various scaffolds, etc. Students are
engaged in online assignments, and teachers are able to differentiate without singling out students or making it obvious
that their task may be slightly different. Additionally, feedback given through online platforms is private and immediate and
allows students to make changes and improvements instantly. Feedback is also provided on the written reflections
throughout the unit and oral group discussions. Strategies such as recasting or restating are helpful for English Learners,
because it can be framed positively and can correct English structure without impacting student self-efficacy or esteem.
This type of feedback will be provided in discussions, for example, the ELA/ELD Framework suggested recasting and
providing implicit feedback by stating student comments back to them, positively, in proper English. An example of this,
relating to the unit of study presented might beStudent: Rock made from Lava Feedback: Thats absolutely right!
The igneous rock is made from the cooling of lava! The CDE also states teachers should focus first and foremost on
effective communication and meaning making (p.846). In the example I provided, I would be stressing the correctness of
the students statement and reinforcing the concept in English, which encourages the student, their learning, and
academic risk taking. Because assessment portfolios are considered medium or long-cycle assessments, this is
appropriate for this 11 week Earth Science Unit. Students will be able to select assignments they want to highlight in their
Earth Science portfolio and will include the reflections that followed each assignment. Portfolios are said to tell the story
of student growth during a particular time frame (CDE, p.845), and this unit will convey the students knowledge and
understanding of various content standards over 11 weeks.
Resources:
California Department of Education (CDE). English Language Arts, English Language Development Framework for CA Public Schools,
(2014). Retrieved July 18, 2017 from: http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf
Gomez, Emily Lynch. (1999). Assessment Portfolios and English Language Learners: Frequently Asked Questions and a Case Study
of the Brooklyn International High School. Retrieved July 18, 2018 from: https://www.brown.edu/academics/education-
alliance/sites/brown.edu.academics.education-alliance/files/publications/ass_port_ell.pdf
Standards from:
4th Grade Next Generation Science Standards. (n.d.). Retrieved July 18, 2017, from https://www.nextgenscience.org/4th-grade-topics-
model
English Language Arts Standards Writing Grade 4. (n.d.). Retrieved July 18, 2017, from http://www.corestandards.org/ELA-
Literacy/W/4/
Partnership for 21st Centruy Learning (n.d.). Framework for 21st Century Learning. Retrieved July 18, 2017, from
http://www.p21.org/our-work/p21-framework