Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Portfolio - Part 2
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
a traditional print portfolio that meets the criteria given in the rubrics and/or examples given.
Specific Objectives:
 Review the Portfolio Order and Checklist and Traditional Print 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 Order and Checklist and Traditional Print Portfolio
Rubric.
 Express their creativity when compiling the portfolio.
 Organize artifacts into a three ring binder or a “scrapbook” binder to create a
traditional print portfolio.
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)
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...produce engineering drawings to industry standards.
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
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(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.

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:
Have a copy of the Portfolio Order and Checklist and the Traditional Print Portfolio Rubric for
each student. Before they start making it, they need to bring their own 3 ring binder or “scrap
book.” For students who cannot or do not do this, have uniform 1” 3 ring binders available for
them to use. If they do not bring their own and use yours, they become the teacher’s property
to show the next year as examples. (Names of students are NOT to be shared.) Show
portfolios that were graded A, B, C, D, F, so they have something to refer to in preparing their
portfolio.
References:
Refer to the Portfolio Order and Checklist, Traditional Print Portfolio Rubric, and the Portfolio
Part - 2 PowerPoint presentation.
Instructional Aids:
1. Internet
2. Portfolio - Part 2 PowerPoint presentation
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Materials Needed:
1. Portfolio Order and Checklist handout for each student
2. Traditional Print Portfolio Rubric handout for each student
3. 1” 3 ring binders (all the same color, style, etc.) for students to use if they do not bring their own.
These should become teacher’s property.
4. Writing utensil for students who do not have any
Equipment Needed:
1. Computer with internet access and printer
2. Data projector
Learner Preparation:
Portfolio Scavenger Hunt and gathering of the artifacts from the previous week.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to start making your own traditional print portfolios.
SHOW: The Portfolio Order and Checklist and Traditional Print Portfolio Rubric handouts.
ASK: Is there anything you think we need to add to the check list or rubric?
SAY: We will make changes if the whole class feels something is missing or wrong with
either of these. We want student ownership in this capstone unit.
SHOW: Portfolio – Part 2 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 should yours be stored in?
SAY: Yes, a 3 ring binder or a scrap notebook.
SAY: If you do not have your own, you will have to use mine and it becomes my property at
the end of the unit to show as examples if I so choose. If I do not decide to use them, then
the artifacts in my notebooks will be recycled at the end of the year.
SAY: Good luck and I will be helping you as you need it over the next 2-5 days as you create
your portfolio.
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)
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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 check list 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 2 - DAY 1
I. Portfolio Order and Checklist and
Traditional Print Portfolio Rubric
A. Discuss checklist and
rubric and make changes if
whole class feels it needs
to be done
Give students each
a copy of the Portfolio
Order and Checklist and
the Traditional Print
Portfolio Rubric handouts. Only
make changes if the whole
group feels it is needed.
Go over the Portfolio Order
and Checklist and Traditional
Print Portfolio Rubric. Show
the Portfolio – Part 2
PowerPoint presentation, the
portfolio example, and discuss
what they may have any
questions about or feel needs
to be shared. Only make
changes to the checklist and
rubric if the whole group feels
it is needed.
.
Week 2 - Day 2-5
II. Create traditional print portfolios
A. Show the example of a traditional
print portfolio
B. Students will follow the checklist and
rubric
Show examples of a traditional
print portfolio and discuss it.
Students will put all the
artifacts they have gathered
into a traditional print portfolio.
Students can use three ring
binder or a “scrap book”
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binder. They will follow the
checklist and the rubric.
Verbal
Linguistic
III. What to use
A. Either a 3 ring binder or scrap book
B. If teacher provides 1” 3 ring binder for
students who need it, it becomes
teacher’s property at the end.
Have students bring in their own 3 ring
binder or “scrap book”.
Provide simple 1” 3 ring
binders for those who cannot
get one.
IV. Organization
A. Up to each student to decide
B. Must be some obvious organization
used
Allow students to 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 the student,
but they need to keep it
professional! They must meet
the requirements of the
checklist and grading rubric.
Logical
Visual
Mathematical Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher guides classroom discussion about the Portfolio Order and Checklist and
Traditional Print Portfolio Rubric.
Independent Practice (LSI Quadrant III):
Students work on creating their own traditional print portfolio.
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Summary
Review (LSI Quadrants I and IV):
Question: Why would you want to have a traditional print portfolio to show?
Answer: Some colleges will only look at this method because the interviewers are
intimidated by an ePortfolio. Also, many say they do not look at portfolios but you can
bring this in with you when you interview and it can be an interviewing tool.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussion about the Portfolio Order and Checklist and Traditional Print Portfolio
Rubric.
Formal Assessment (LSI Quadrant III, IV):
Creating a traditional print portfolio is a major grade.
Extension
Extension/Enrichment (LSI Quadrant IV):
Have students make their own ePortfolio with a website portfolio builder of their choice.
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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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Name: ________________________________________ Class/P#:__________________________
Teacher: ______________________________________ Date: _____________________________
Traditional Print Portfolio Rubric
Points
Required items
Concepts
Reflection/Critique
Overall Presentation
Exemplary
(90-100)
All required items are
included, with a
significant number of
additions.
Items clearly demonstrate that
the desired learning outcomes
for the term have been
achieved. The student has
gained a significant
understanding of the concepts
and applications.
Reflections illustrate the
ability to effectively critique
work, and to suggest
constructive practical
alternatives.
Items are clearly introduced,
well organized, and
creatively displayed,
showing connection between
items.
Proficient
(75-89)
All required items are
included, with a few
additions.
Items clearly demonstrate
most of the desired learning
outcomes for the term. The
student has gained a general
understanding of the concepts
and applications.
Reflections illustrate the
ability to critique work, and
to suggest constructive
practical alternatives.
Items are introduced and
well organized, showing
connection between items.
Developing
(60-74)
All required items are
included.
Items demonstrate some of
the desired learning outcomes
for the term. The student has
gained some understanding of
the concepts and attempts to
apply them.
Reflections illustrate an
attempt to critique work,
and to suggest alternatives.
Items are introduced and
somewhat organized,
showing some connection
between items.
A significant number of
required items are
missing.
Items do not demonstrate
basic learning outcomes for
the term. The student has
limited understanding of the
concepts.
Reflections illustrate a
minimal ability to critique
work.
Items are not introduced and
lack organization.
Unsatisfactory
(50-73)
0
Score
No work submitted
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Comments:
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