Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Portfolio - Part 3
Performance Objective:
Upon completion of this lesson the student will be able to apply all of the knowledge and skills
they have learned about two types of portfolios (traditional print and ePortfolio) and will create
an ePortfolio that meets the criteria given in the rubrics and/or examples given.
Specific Objectives:
 Review the Portfolio Order and Checklist and ePortfolio (Digital Portfolio) Rubric
and make recommendations for changes needed.
 Discuss what they may have any questions about or feel needs to be shared.
 Apply requirements in the Portfolio and Order Checklist and ePortfolio (Digital
Portfolio) Rubric.
 Compile the artifacts into an ePortfolio using one of the free web designers of their
choice.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Engineering Design and Presentation:

130.365(c)(1)(E)
...identify and use appropriate work habits.

130.365(c)(3)(A)(B)
...use time-management techniques to develop and maintain work schedules and
meet deadlines.
...complete work according to established criteria.

130.365(c)(6)(F)
...use an engineering notebook to record the final design, construction, and
manipulation of finished projects.

130.365(c)(7)(D)
...use multiple software applications for concept presentations.

130.365(c)(8)(D)
...produce engineering drawings to industry standards.
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Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(E)
...determine the meaning of technical academic English words in multiple content
areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek,
or other linguistic roots and affixes;
...use general and specialized dictionaries, thesauri, histories of language, books of
quotations, and other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
...draw conclusions about how the patterns of organization and hierarchic structures
support the understandability of text; and
...evaluate the structures of text (e.g., format, headers) for their clarity and
organizational coherence and for the effectiveness of their graphic representations.

110.34(b)(12)(A)(B)(C)(D)
...evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
...evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
print media, images, text, sound in electronic journalism) used in multi-layered media;
...evaluate how one issue or event is represented across various media to understand
the notions of bias, audience, and purpose; and
...evaluate changes in formality and tone across various media for different audiences
and purposes.

110.34(b)(13)(C)(D)(E)
...revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency
of tone, and logical organization by rearranging the words, sentences, and paragraphs
to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement,
rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order,
repetition, reversed structures), and by adding transitional words and phrases;
...edit drafts for grammar, mechanics, and spelling; and
...revise final draft in response to feedback from peers and teacher and publish written
work for appropriate audiences.

110.34(b)(15)(B)(D)
...write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential
problems and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate);
...produce a multimedia presentation (e.g., documentary, class newspaper,
docudrama, infomercial, visual or textual parodies, theatrical production) with graphics,
images, and sound that appeals to a specific audience and synthesizes information
from multiple points of view.
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
110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and
Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling.
Occupational Correlation: (reference: O*NET – www.onetonline.org)
Mechanical Engineer 17-2141.00
Similar Job Titles: Design Engineer, Product Engineer, Mechanical Design Engineer
Tasks:
 Read and interpret blueprints, technical drawings, schematics, or computer-generated reports.
 Develop, coordinate, or monitor all aspects of production, including selection of manufacturing
methods, fabrication, or operation of product designs.
 Specify system components or direct modification of products to ensure conformance with
engineering design and performance specifications.
Soft Skills:
Judgment and Decision Making, Critical Thinking, and Problem Solving
Teacher Preparation:
You will need to have a copy of the Portfolio and Order Checklist and ePortfolio (Digital
Portfolio) Rubric handout for each student. Research free web designers from the internet to
recommend your students use. Before they start making their ePortfolio, they will need to
select the free web designers they want to use.
References:
Refer to the Portfolio and Order Checklist, ePortfolio (Digital Portfolio) Rubric, and the
Portfolio – Part 3 PowerPoint presentation given.
Instructional Aids:
1. Internet
2. Portfolio - Part 3 PowerPoint presentation
Materials Needed:
1. Portfolio and Order Checklist handout for each student
2. ePortfolio (Digital Portfolio) Rubric (Option 1 or Option 2) handout for each student
Equipment Needed:
1. Computer with internet access and printer
2. Data projector
Learner Preparation:
All of the artifacts from the previous week traditional print portfolio will be used to transform
and make the ePortfolio.
3
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Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to start making your own ePortfolio.
SHOW: The Portfolio Order and Checklist and ePortfolio (Digital Portfolio) Rubric.
ASK: Is there anything you think we need to add to the checklist or rubric?
SAY: We will make changes if the whole class feels something is missing or wrong with it.
We want student ownership in this capstone unit.
SHOW: Portfolio – Part 3 PowerPoint presentation.
ASK: How should you organize your portfolio? (The questions are all Socratic in design. As
long as the students participate and can explain WHY they feel that way, it is correct.)
ASK: What web design method should you use?
SAY: You get to select which free version you use.
SAY: By the end of class today you need to have decided which method you will use and
show me the account you’ve made so that you can create it.
SAY: Good luck and I will be helping you as you need it over the next 3-5 days as you create
your ePortfolio. Once you have a URL web address for your ePortfolio, email me that URL link
so I can grade it off this site.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
Timeline:
2 to 3 weeks – 5-15 days @ approximately
45 minutes/day.
Week 1: (1-5 days)
Day 1 = Complete the Portfolio Scavenger Hunt
handout.
Days 2-5 = Hand back the Portfolio Scavenger Hunt
handout. Go over the Portfolio - Part 1 PowerPoint
presentation. Begin to gather and select artifacts as
outlined in checklist and rubric.
Week 2: (3-5 days)
Days 6-10 = Create, organize, and compile the
traditional print portfolio (per rubric) and examples the
teacher provides. Give everyone a copy of the checklist
and rubric. Gather the artifacts to be used.
Week 3: (3-5 days)
Days 11-15 = Create, organize, and compile the
ePortfolio (per rubric) and examples the teacher
provides using one of the free web designers.
Week 3 - DAY 1
4
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I. Portfolio Order and Checklist and
ePortfolio (Digital Portfolio) Rubric
A. Discuss checklist and rubric and
make changes if whole class feels
it needs to be done
Give each student a copy of the
Portfolio Order and Checklist
and ePortfolio (Digital Portfolio)
Rubric. Only make changes if
the whole group feels it is
needed.
Go over the Portfolio Order
and Checklist and ePortfolio
(Digital Portfolio) Rubric,
show the Portfolio - Part 3
Power Point presentation,
and discuss what they may
have any questions about or
feel needs to be shared.
Week 3 – Days 2-5
II. Create ePortfolio
A. Show internet web design
examples students may use
B. Students will follow the checklist and rubric
Days 2-5
Show internet web design
examples and discuss with
students. Students will put all
the artifacts into an ePortfolio.
.
III. What to use
A. Students select the web design method they
wish to use
B. Send the URL link to the teacher vie email so
teacher can monitor their progress
Students will use one of the
websites given by the teacher,
or get approval from teacher to
use one they find. Do not
allow social media sites as use, as
these are not considered
professional.
IV. Organization
A. Up to each student
B. Must be some obvious organization used
Students use their own method
to organize it. They must meet
the requirements of the
checklist and grading rubric.
V. Creativity
A. Up to each student
B. Keep it professional
Creativity is up to student, keep it
professional! They must meet
the requirements of the
checklist and grading rubric.
5
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Verbal
Linguistic
Logical
Visual
Mathematical Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Existentialis
Application
Guided Practice (LSI Quadrant III):
The classroom discussion about the Portfolio Order and Checklist handout and ePortfolio (Digital
Portfolio) Rubric.
Independent Practice (LSI Quadrant III):
Creating their own ePortfolio
Summary
Review (LSI Quadrants I and IV):
Question: Why would you want to have an ePortfolio to show in this “day and age”?
Answer: Many colleges now expect students to be able to use multiple delivery
methods and will not even consider enrolling you unless you can show all of the skills
you have.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussion about the checklist and rubric.
Formal Assessment (LSI Quadrant III, IV):
Create an ePortfolio is a major grade.
Extension
Extension/Enrichment (LSI Quadrant IV):
Have students create an ePortfolio for the capstone engineering design project they did in
class as a team. Allow them to work together as a team on this if they so wish.
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Portfolio Order and Checklist
_____ Clearly Label Your Binder/Portfolio
Front and Spine have your name and contact information
_____ Table of Contents and labeled dividers
_____ Letter of Intent and Interest
_____ College Essays
_____ Letters of Recommendation
_____ Résumé
_____ Awards and/or certificates you have earned
_____ Examples of your work; sort them by subject. Ex: Engineering Design, Art 3, Physics, TSA, etc.
_____ Hand drawings (advise you scan them in for digital records and in case you lose the original)
_____ Print outs of your computer work
_____ Photos of all work that cannot be printed (3D animations, sculpture, prototypes, etc.)
_____ Work should show progression: start with your 1st to the last being your best work at the end
_____ Submit ONLY your work! Do NOT use other people’s original work. ONLY include projects that you actually
helped create or modify!
_____ Plan out the organization and design of your portfolio
_____ Try to keep the orientation all going in the same direction (nobody likes having to turn the pages so they can
see them)
_____ Be creative in your design and composition of your portfolio, it should be used to help spark dialogue
between you and your interviewer
_____ Be consistent with font style and size. Avoid fancy word art and color combinations
_____ Adapt and modify it as you go
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Copyright © Texas Education Agency, 2012. All rights reserved.
Name: _____________________________________
Teacher: ___________________________________
Class/P#:_________________________
Date: ____________________________
ePortfolio (Digital Portfolio) Rubric (option 1)
CATEGORY
Exemplary (90-100)
Selection of Artifacts
All artifacts and work samples are
clearly and directly related to the
purpose of the ePortfolio.
Proficient (75-89)
Developing (60-74)
Unsatisfactory (50-73) Score
Most artifacts and work samples
are related to the purpose of the
ePortfolio.
Some of the artifacts and work
samples are related to the
purpose of the ePortfolio.
None of the artifacts and work
samples is related to the
purpose of the ePortfolio.
A wide variety of artifacts are
included.
Reflections
All reflections clearly describe
growth, achievement and
accomplishments, and include
goals for continued learning (long
and short term).
Most of the reflections describe
growth and include goals for
continued learning.
A few of the reflections describe
growth and include goals for
continued learning.
None of the reflections describes
growth and does not include
goals for continued learning.
Use of Multimedia
All of the photographs, concept
maps, spreadsheets, graphics,
audio and/or video files enhance
understanding of concepts, ideas
and relationships, create interest,
and are appropriate for the
chosen purpose.
Accessibility requirements using
alternate text for graphics are
included in web-based portfolios.
Most of the graphic elements and
multimedia contribute to
understanding concepts, ideas and
relationships, enhance the written
material and create interest.
Some of the graphic elements
and multimedia do not contribute
to understanding concepts, ideas
and relationships.
None of the graphic elements or
multimedia contributes to
understanding concepts, ideas
and relationships. The
inappropriate use of multimedia
detracts from the content.
Documentation and
Copyright
All images, media and text follow
copyright guidelines with accurate
citations. All content throughout
the ePortfolio displays the
appropriate copyright
permissions.
Most images/media or text
elements created by others are
cited with accurate, properly
formatted citations.
Some of the images, media or
texts created by others are not
cited with accurate, properly
formatted citations.
No images, media or text
created by others are cited with
accurate, properly formatted
citations.
Ease of Navigation
The navigation links are intuitive.
The various parts of the portfolio
are labeled, clearly organized and
allow the reader to easily locate
an artifact and move to related
pages or a different section. All
pages connect to the Table of
Contents, and all external links
connect to the appropriate
website or file.
The navigation links generally
function well, but it is not always
clear how to locate an artifact or
move to related pages or different
section. Most of the pages connect
to the Table of Contents. Most of
the external links connect to the
appropriate website or file.
The navigation links are
somewhat confusing, and it is
often unclear how to locate an
artifact or move to related pages
or a different section. Some of
the pages connect to the Table
of Contents, but in other places
the links do not connect to
preceding pages or to the Table
of Contents. Some of the
The navigation links are
confusing, and it is difficult to
locate artifacts and move to
related pages or a different
section. There are significant
problems with pages connecting
to preceding pages or the Table
of Contents. Many of the
external links do not connect to
the appropriate website or file.
Most of the graphics include
alternate text in web-based
portfolios.
None of the graphics include
alternate text in web-based
portfolios.
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external links do not connect to
the appropriate website or file.
Layout and Text
Elements
Writing Mechanics
0
The ePortfolio is easy to read.
Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
consistent and improves
readability.
The ePortfolio is generally easy to
read. Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
generally consistent.
The ePortfolio is often difficult to
read due to inappropriate use of
fonts and type size for headings,
sub-headings and text or
inconsistent use of font styles
(italic, bold, underline). Some
formatting tools are under or
over-utilized and decrease the
readers' accessibility to the
The ePortfolio is difficult to read
due to inappropriate use of fonts,
type size for headings, subheadings and text and font styles
(italic, bold, underline). Many
formatting tools are under or
over-utilized and decrease the
readers' accessibility to the
content.
Color of background, fonts, and
links enhance the readability and
aesthetic quality, and are used
consistently throughout the
ePortfolio.
Color of background, fonts, and
links generally enhance the
readability of the text, and are
generally used consistently
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of
the text, are distracting and used
inconsistently in some places
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of
the text, are distracting and used
inconsistently throughout the
ePortfolio.
There are no errors in grammar,
capitalization, punctuation, and
spelling.
There are a few errors in grammar,
capitalization, punctuation, and
spelling. These require minor
editing and revision.
There are four or more errors in
grammar, capitalization,
punctuation, and spelling
requiring editing and revision.
There are more than six errors in
grammar, capitalization,
punctuation, and spelling
requiring major editing and
revision.
No work submitted
Comments:
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Copyright © Texas Education Agency, 2012. All rights reserved.
Name: ______________________________________
Teacher: ___________________________________
Class/P#:________________________
Date: ________________________________
ePortfolio (Digital Portfolio) Rubric (option 2)
CRITERIA
POOR
(1)
TECHNICAL Hard to navigate; many links
do not work; all text docs with
few images; audio/or video not
included; documents have
many grammatical errors
DESIGN Not organized or presented
well; lacks personalization; not
visual; poor use of design,
audio, text elements
REFLECTIONS Reflections not related to
artifacts; many reflections
missing and/or need
substantial improvement and
revisions; reflections overall
are of poor quality
ARTIFACTS Artifacts are not related to
reflections; many artifacts
missing; little variety of
artifacts included; poor quality
digital and/or video images
and sound
GOOD
(2)
EXCELLENT
(3)
Navigation is clear; some links
do not work; content includes
audio/video, digital images,
slide show, and/or PDF docs;
few grammar errors in
documents
Clear navigation; links work; content
includes audio/video, digital images,
slide show, and/or PDF docs;
documents are error-free; portfolio has
been converted to CD or posted to a
web site.
Organized; some evidence of
personalization; is
visual; good use of design,
audio, and text elements
Well organized; unique/imaginative
approach to design; highly visual;
excellent use of design, audio, and text
elements
Reflections are related to
artifacts; some reflections
missing/and or need of
improvement and revisions;
reflections overall are of good
quality
Reflections are clearly related to
artifacts; reflections demonstrate
growth over time; reflections are well
written and reveal depth and breadth
of experiences; reflections overall are
of excellent quality
Artifacts related to reflections;
some artifacts missing; has a
variety of artifacts included;
good quality digital and/or
video images and sound
Artifacts are related to reflections; no
artifacts missing; categories are
complete; good variety of artifacts
included; excellent quality digital
and/or video images and sound
Comments:
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