PORTFOLIO 4 CHECKLIST
STUDENT NAME:Your portfolio must include, the student agreement (signed) and the portfolio checklist
Act / Description / Activity Points / Earned Points1 / Diagnostic Activity / 0
2 / Knowledge Acquisition / 10
3 / Organization Activity / 10
4 / Application Activity / 25
5 / Metacognition / 20
6 / Integrative Activity 1 / 30
7 / Lab. / 5
Total
STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:
Presentation/Content/Activities
______
______
______
Feedback to Teacher:______
Students’ Signature______Date:______
INTRODUCTION TO PORTFOLIOS
Every student must complete portfolio requirements each semester in order to be promoted to the next semester.
Four (4) portfolios will be completed throughout this course. Detailed portfolio 1 requirements are listed on pages 5 and 6 in this handbook*, as well as an agreement that most be signed to ensure the understanding of the requirements for the present portfolio.
The portfolio will be considered as a part of each student’s semiannual evaluation representing 40 % of its final grade (10% of each portfolio).
For this course (), students will be using three (3) ring binders* to present paper portfolios.
For this course the student may develop electronic activities for any of the portfolios using NEXUS.
Rubrics and guides for portfolio contents are included in this handbook and should be used to ensure a high quality portfolio.
BIOLOGY COMPETENCES
General skills and attributes4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools.
• Expresses ideas and concepts through linguistic representations, mathematics or graphics.
• Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for.
• Identify the key ideas in a text or oral speech and infer conclusions from them.
• Manages information technology and communication to obtain information and express ideas.
6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically and reflectively.
• Choose information resources for a specific prototype and discriminates between them by relevance and reliability.
• Evaluates arguments and opinions and identifies prejudices and fallacies.
• Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge.
• Structures ideas and argument in a clear, coherent and synthetic.
8. Participates and collaborates effectively in diverse teams.
• Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.
• Provides its point of view with an open mind and consider what others think in a reflexive manner.
• Assumes a building activity with knowledge and abilities that can take upon different teams.
Disciplinary competencies
6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence.
7- Explains the concepts underlying scientific notion that support the processes to solve everyday problems.
12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their daily life activities.
Elements of competence:
· Defines the concepts of calories, cellular respiration, aerobic, anaerobic, mitochondria, glycolsis and fermentation to relate them to the process of photo cellular respiration.
· Relates the mitochondria with the process of cellular respiration and identifies the importance of glucose in the process of cellular respiration.
· Identifies the principal events of cellular respiration that occur in the cytoplasm and mitochondria.
· Values the importance of industrial fermentation.
P H A S E 4 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: ______
Stage 4: Cellular Respiration
Diagnostic ActivityLearning Method / Individually
Kind of Evaluation / Self assessment
Teaching Strategy / Questionnaire
Teaching Resources / Prior Knowledge
Due Date
Possible Points / 0
A. Answer the following questions.
1- Do you know how energy is taken out of the food?
______
2- How do you explain this: Do you breathe through your nose or through your cells?
______
3- Can you recognize the difference between cellular respiration and pulmonary respiration?
______
B- Comment with your classmates.
Knowledge Acquisition ActivityLearning Method / Individually
Kind of Evaluation / Peer- Assessment
Teaching strategy / Questionnaire
Teaching Resources / Biology, Miller and Levine
Due Date
Possible Points / 10
Answer the following questions.
1. a. Review Why do all organisms need food?
______
b. Relate Cause and Effect Why do macromolecules differ in the amount of energy they contain?
______
2. a. Review Write the overall reaction for cellular respiration.
______
b. Apply Concepts How does the process of cellular respiration maintain homeostasis at the cellular level?
______
3. a. Review In what ways are cellular respiration and photosynthesis considered opposite processes?
______
b. Use Analogies How is the chemical energy in glucose similar to money in a savings account?
______
4. a. Review What are the products of glycolysis?
______
b. Compare and Contrast How is the function of NAD+ similar to that of NADP+?
______
5. a. Review What happens to pyruvic acid in the Krebs cycle?
______
b. Interpret Visuals Look at Figure 9–5 and list the products of the Krebs cycle. What happens to each of these products?
______
6. a. Review How does the electron transport chain use the high energy electrons from glycolysis and the Krebs cycle?
______
b. Relate Cause and Effect How does the cell use the charge differences that build up across the inner mitochondrial membrane during cellular respiration?
______
7. a. Review How many molecules of ATP are produced in the entire breakdown of glucose?
______
b. Use Analogies How is the cell like a furnace?
______
8. a. Review Name the two main types of fermentation.
______
b. Compare and Contrast How are alcoholic fermentation and lactic acid fermentation similar? How are they different?
______
9. a. Review Why do runners breathe heavily after a sprint race?
______
b. Sequence List the body’s sources of energy in the order in which they are used during a long-distance race.
______
10. You have opened a bakery, selling bread made according to your family’s secret recipe. Unfortunately, most customers find the bread too heavy. Review what you have learned about chemical reactions in Chapter 2 and make a list of factors such as temperature that might affect the enzyme-catalyzed fermentation reaction involved in baking bread. Predict how each factor will affect the rate of fermentation and propose a solution for making the bread lighter by adding more bubbles to your family bread recipe.
______
RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 4
Criteria / 0FAIR / 2.5
GOOD / 5
EXCELLENT
Answers / 4 questions unanswered or incorrect / 3 questions (or less) unanswered or incorrect / All questions answered and correct
Organization Activity
Learning Method / Individually
Kind of Evaluation / By teacher with rubric
Teaching strategy / Foldable
Teaching Resources / Biology, Miller and Levine
Due Date
Possible Points / 10
1. - Make a foldable on the stages of photosynthesis and cellular respiration.
Take 2 pieces of paper (the example bellow uses 3 pieces of paper) and arrange them with 5 cm of difference. Fold the papers in half making sure all of the front pieces are like a stair. Staple at the top. Cut through the top three layers, at the middle of the book
.
2- The top layer gets a title. One for photosynthesis and the other for cellular respiration. Every layer gets a specific name as the following example.
3- Fill in every layer with the following information: Functions, Location, Reactants, Products, Equation and Importance. Include a colored drawing for photosynthesis and cellular respiration.
RUBRIC FOR ORGANIZATION ACTIVITY STAGE 4
Criteria / 0FAIR / 1
GOOD / 2
EXCELLENT
Foldable / Is not organized or unclean, pages of the same color / **** / Made using different color pages its clean and organized
Labels
All parts of each process must be labeled / Little or no labels. Numerous errors in labeling. / Missing steps or labels are incorrect. More than two spelling errors in labels. / All steps are labeled accurately with correct spellings in labels steps.
Process Understanding
Student must show an understanding of photosynthesis and cellular respiration / Lack of understanding of the two processes. Not able to describe each process and its purpose.
Missing three or more components or mentioned incorrectly
Cycles not mentioned or are totally wrong. / Missing one of these requirements or not enough description.
Missing one component or used incorrectly
Parts of one cycle are incorrect. / Excellent understanding of both processes. Able to describe each process and its purpose, in depth, and using appropriate vocabulary.
The three reactants and two products are included correctly.
Brief explanations are given of both cycles, including where they take place and reactants and products of both.
Images / Images were not complete. / There is an image per stage but colors are not used. / There is an image per stage and colors were used for every molecule.
Neatness
Make sure there are no smudges. All organelles are neatly done. / Very messy. Numerous smudges on project. Labels are messy and difficult to read. / Somewhat neat. Some effort in presentation and labels, but still some areas that are smudged. Labels are fairly neatly written. / Extremely neat and labeled. Much effort and pride in presentation. Above and beyond expectations.
Application Activity
Learning Method / In teams
Kind of Evaluation / By teacher with rubrics
Teaching strategy / Presentation
Teaching Resources / Online information
Due Date
Possible Points / 20
1- In teams on 5 make the following research.
2- Topics will be assign by teacher:
a. Yogurt
b. Beer
c. Wine
d. Bread
e. Cottage cheese
f. Sauerkraut
3- Make a PPT presentation that includes the following:
a. Front page with the names of all team members (1 slide)
b. Introduction. What is fermentation?(1 slide)
c. How is this product produced in the industry? (4 or more slides)
d. Diagram of the process. (1 slide)
e. Find the chemical formula of this product. (1 slide)
f. Are there different methods or products from the same fermentation? (2 or more slides)
g. Distinguish between the different products for example: In bread: white bread, oat bread, black bread; in wine: red, white, pink, etc. (2 or more slides)
h. Conclusion (1 slide)
i. Bibliography. At least use 1 book from the library and at least 5 different internet pages. Please quote them correctly APA. (1 slide)
4- Present different pictures and process in the presentations.
5- You must explain NO READING PLEASE!!!!
6- It will be presented in plenary.
RUBRIC FOR APPLICATION ACTIVITY STAGE 3
CRITERIA / 0FAIR / 2.5
GOOD / 5
EXCELLENT
SUBJECT KNOWLEDGE / Student does not have grasp of information; student cannot answer questions about subject. / Student is at ease with expected answers to all questions, without elaboration. / Student demonstrates full knowledge by answering all class questions with explanations and elaboration
ORGANIZATION / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation because student jumps around / Student presents information in logical, interesting sequence which audience can follow.
TEACHERS QUESTION / A student from the team answers the questions. / A random student answers incompletely. / A random student from the team answers the questions from the teacher.
Source Selection / • Little or no background information is used.
• Information is copied from the source / • At least 2 sources of information were used. Citation of source are poorly written.
• Information somewhat related to the topic and written in the student’s own words. / • Information comes from at least 3 different sources (Internet, books, journals)
• Information is cited properly and written in the student’s own words.
Metacognition Activity
Learning Method / In teams of 5
Kind of Evaluation / Peer- Evaluation
Teaching strategy / Questionnaire
Teaching Resources / Biology, Miller and Levine. On line research
Due Date
Possible Points / 20
Answer correctly all of the Chapter 9 Assessment.
9.1
Understand Key Concepts
1. Cells use the energy available in food to make a final energy-rich compound called
a. water. c. ATP.
b. glucose. d. ADP.
2. Each gram of glucose contains approximately how much energy?
a. 1 calorie c. 4 calories
b. 1 Calorie d. 4 Calories
3. The process that releases energy from food in the presence of oxygen is
a. synthesis. c. ATP synthase.
b. cellular respiration. d. photosynthesis.
4. The first step in releasing the energy of glucose in the cell is known as
a. fermentation. c. the Krebs cycle.
b. glycolysis. d. electron transport.
5. Which of the following organisms perform cellular respiration?
a. only C c. only B and D
b. only A and C d. all of the above
6. What is a calorie? Briefly explain how cells use a high-calorie molecule such as glucose.
______
7. Write a chemical equation for cellular respiration. Label the molecules involved.
______
8. What percentage of the energy contained in a molecule of glucose is captured in the bonds of ATP at the end of glycolysis?