EDF 4512 Gifted Education
Assignment 2
Differentiated Curriculum Model
Marvellous Microorganisms
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Content
Introduction............................................................................................................................Page 2
Unit objectives........................................................................................................................Page 3
Links with VELS........................................................................................................................Page 3
Contract..................................................................................................................................Page 5
Resources...............................................................................................................................Page 7
Presentation.......................................................................................................................... Page 7
Assessment.............................................................................................................................Page 7
Core activities.........................................................................................................................Page 9
Differentiated activities..........................................................................................................Page 9
Reference ..............................................................................................................................Page 11
Appendix.................................................................................................................................Page 12
Introduction
Marvellous Microorganisms is a unit in which year 9 students will study microorganisms over a
period of 5 weeks. This unit has been designed to highlight both the helpful and harmful nature of
microorganisms and how this impacts on humans as well as focusing on their roles in the
environment. Students undertake a contract of learning to investigate microorganisms and use a
range of resources to complete specific tasks and prepare a portfolio of the topic. A pre topic survey
is given to facilitate negotiations of a learning contract between teacher and student which is
directed by a point system.
Marvellous Microorganisms provides core activities as well as differentiated activities. The purpose
of this differentiation it to accommodate for all learning needs including those of students with prior
knowledge of microorganisms and gifted students. This is based on the Maker Model (1982) which
modifies four aspects: content, process, product and learning environment. Gardner’s multiple
intelligences and Bloom’s taxonomy has also been incorporated into the unit in both core and
differentiated activities.
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Unit objectives

Students will gain a wide range of knowledge about microorganisms and how they can
impact on other living things and the environment.

Students develop an understanding of microorganisms and demonstrate this knowledge
through application, analysis, synthesis and evaluation.

Independent learning and group work skills are developed and students are given the
opportunity to take on a suitable challenging level of tasks.

Tasks require students to find resource and investigate microorganisms so as to assist in the
development of their researching skills

Organisational skills are cultivated through the freedom of the learning contract.

Some tasks require the use of science equipment and this allows the opportunity for safe
science experimenting skills to be developed.

Presentation skills will be developed and students will use a variety of methods to present
activities as a portfolio.
Links with VELS
Marvellous Micro-organisms links with Level 6 of the Victorian Essential Learning Standards and
encompasses all domains except for Civics and Citizenships. This unit allows opportunities for
students to demonstrate achievement against the standards in: Health and Physical Education;
Interpersonal Development; Personal Learning; Science; Communication; Design, Creativity and
Technology; Information and Communications Technology; Thinking Processes
Learning focus statements are addressed from all three strands and includes:

Physical, Personal and Social Learning
o
Health and Physical Education: investigation of major causes of illness and personal
behaviours that can impact on health as well as how government promotes and
protects the health of young people.
o
Interpersonal Learning: with group activities different roles can be taken on by
students.
o
Personal Learning: work independently and are encouraged to become selfregulators, develop time management and organisational skills.

Discipline-based Learning
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o
Science: explain how the action of micro-organisms can be both beneficial and
detrimental to society, formulate hypotheses and plan and conduct investigations in
order to prove or disprove them, demonstrate lab safety skills and develop
investigative science skills.

Interdisciplinary Learning
o
Communication: develop skills in speech and multimedia presentations,
communicate ideas in a variety of ways.
o
Design, Creativity and Technology: develop experimental design and create songs,
board games, construct models and online activities.
o
Information and Communications Technology: use information and communications
technology tools and techniques to develop a portfolio on micro-organisms.
o
Thinking Processes: reflect on activities and link with big ideas, formulate and test
hypotheses.
Marvellous Micro-Organisms can be used to assess a variety of Victorian Essential Learning
Standards. The table below illustrates of how this unit can be used to assess some Level 6 standards.
Strand
Domain
Dimensions
Key elements of Standards
Students:
Health and
Health knowledge and
....analyse the positive and negative
Physical
promotion
health outcomes of a range of
Education
personal behaviours....
Interpersonal
Building social
...behave appropriately when
development
relationships
interacting with others.
Working in teams
...work collaboratively, negotiate
roles and delegate tasks.
Physical,
..accept responsibility for their role
personal and
and tasks.
social learning
...contribute ideas to the group
discussions.
Personal
The individual learner
Learning
...monitor their own progress and
complete tasks on time.
Managing personal
.... describe tasks progress and
learning
achievements...
...reflect on their progress and take
responsibility.
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Science
Science knowledge
...explain how micro-organisms can
be harmful or helpful or both.
...work on set tasks in a time frame.
Discipline-
Science at work
based learning
...create their own hypotheses and
methods for experimentation.
...conduct their own experiments in
a safe manner.
Communication
Listening, viewing and
...ask clarifying questions.
responding
...consider alternative views and
respond with insight.
Presenting
...select suitable resources and
technologies to effectively
communicate.
...present activities in a variety
communication forms.
Design,
Investigating and
...create appropriate experimental
creativity, and
designing
designs.
technology
Producing
...demonstrate safe lab skills.
Analysing and
..analyse trends in data and draw
evaluating
conclusions.
ICT for visual thinking
..efficient and effective use of ICT
Interdisciplinary
Learning
Information and
Communications
tools and editing techniques.
Technology
ICT for creating
Thinking
Reasoning, processing
…produce accurate and suitably
formatted products to suit different
purposes and audiences.
...demonstrate problem solving,
processes
and inquiry
analysing and decision making skills.
Creativity
...experiment with innovative
possibilities.
...engage with complex ideas.
Reflection, evaluation
...reflect and evaluate on activities
and metacognition
and link with big ideas.
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Contract
Marvellous Microorganisms is based on core activities (see appendix I) and differentiated activities
which are conducted as a learning contract (see appendix II) allowing students independences and
freedom in learning. After a pre-topic survey (see appendix III) is conducted, student and teacher
negotiate and sign a document that states which activities will be completed and the date of
completion of a final portfolio of the tasks including unit reflections (see appendix IV) and a mind
map (see appendix V). A minimum of 50 points will be achieved by all students.
It may be the case that many students will fit into the types of Gardner’s multiple intelligence and
will be assigned 6 tasks based on Bloom’s taxonomy, one of remembering (green), understanding
(blue), applying (purple), analysing (yellow), evaluating (orange) and creating (red). The first two
categories, remembering and comprehension are worth 5 points while the remaining are all worth
10 points. In almost all cases the method of presentation of core activities are predetermined but
different presentation methods may be negotiated with the teacher. Individual ability and prior
knowledge will assist the teacher in assisting the student to choose suitable activities which may
involve the differentiated activities which are all worth 10 points. If the core activities are not
suitable for a student then a minimum of two core activities of the higher order tasks, orange and
red, are chosen and three other activities are chosen from the differentiated activities. The
differentiated activities are independent tasks that allow for complete freedom of presentation by
the students.
Students are given a progress checklist (see appendix VI) with a list of their activities with a
suggested timeline of completion of each task so to assist with their time management and ensure
all tasks can be completed by the due date. The boxes are to be checked off by the students as they
progress and this is a useful indicator to the teacher to show if the students are on track. After the
portfolios are completed along with the reflection and mind map, students final step is to complete
a self assessment (see appendix VII) to be handed in by the specified due date. The last lesson of
the unit will be an exhibition of students’ portfolios where a peer or community assessment (see
appendix VIII) will take place.
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Resources
A range of resources will be given to students to assist their research and investigation into specific
tasks. Some include: Articles, statistics, media clips, online activities, plasticine, templates, internet
sites, text books, stationary materials and all lab equipment. The teacher may provide guidance by
suggesting where and how to find additional resources however students will be given responsibility
of tracking down further resources.
Presentation/Portfolio
Most core activities specify methods of presentations of the tasks however this can be negotiated
with the teacher. Those activities that are performance related can be filmed or recorded and can be
incorporated into the final portfolio. Differentiated activities will allow complete freedom of choice
in their presentations. These can include power point presentations, essay writing, posters,
brochures, reports, oral presentations, etc. Presentation of the portfolio is to include a reflection as
well as a mind map.
Assessment/Evaluation
Teacher observations
20%
Portfolios
40%
Reflections and mind map
20%
Self assessment
10%
Peer or community assessment
10%
Teacher observations of organisation, work ethics, group work, etc will be made throughout the
unit. Portfolios will be assessed on: completion of activity, presentation, quality, research, content,
etc. (See Appendix XI). Reflections and mind maps are assessed by the teacher. Self assessments as
well as peer or community assessments will be conducted after presentations and exhibition of
portfolios. A combination of formative, summative and ongoing assessment, supported by the VELS,
will be used in this unit. A range of assessment criteria developed from relevant standards and
activities can be used to assess student achievement. The table below illustrates a variety of
assessment criteria, tools and strategies that teachers may use to assess students against the
standards.
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Standards
Assessment Criteria
Evidence
(Examples) Ability to:
Health and Physical
....analyse the positive and
Development of campaign raising
Education Health
negative health outcomes of a
awareness.
knowledge and
range of personal behaviours....
Board games, songs, online activities
promotion
aimed to educate younger students about
micro-organisms.
Interpersonal
...work collaboratively,
Teacher observations and records of
development Working in
negotiate roles, delegate tasks.
contributions to discussions and taking on
teams
...contribute ideas to the group
different roles in the team
discussions.
Personal Learning
...monitor their own progress
Teacher observation and students
The individual learner
and complete tasks on time.
progress sheet with target dates.
...describe tasks progress and
achievements...
Science
...explain how micro-organisms
Portfolios, reflection and mind map
Science knowledge
can be harmful or helpful or
(Several yellow, orange, red activities).
both.
Science
...create their own hypotheses
Higher Order thinking Activities (2 and 6
Science at work
and methods for
red).
experimentation.
Communication
...ask clarifying questions.
Teacher observations and records of
Listening, viewing and
...consider alternative views
discussions.
responding
and respond with insight.
Design, creativity, and
..analyse trends in data and
Analysis of statistics and interpretations
technology Analysing and
draw conclusions.
(Core Activity 2-Yellow)
Information and
..efficient and effective use of
Effective presentation of portfolio using a
Communications
ICT tools and editing
variety of techniques.
Technology
techniques.
evaluating
ICT for visual thinking
Thinking processes
...reflect and evaluate on
Reflection, evaluation and
activities and link with big
metacognition
ideas.
Reflections and mind maps.
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Core Activities
There will be 6 core activities which are based on the framework integrating Gardner’s multiple
intelligence and Bloom’s taxonomy (see appendix I ). The first two categories of Bloom’s taxonomy,
remembering (green) and understanding (blue) and worth 5 points each while the remaining are
worth 10 points each. Students completing all core activities must choose one of each colour but
may choose more than one learning style if appropriate. The order of the colours will be the order of
completion of the activities i.e. the green activity must be completed before the blue activity is
started. Every student, including those interested in differentiated activities must complete one
orange and one red activity.
Differentiated Activities
The differentiated activities, worth 10 points each, are based on the Maker Model (1982). Students
can choose the method of presentation and complete a maximum of three differentiated activities
Content Modifications
Abstraction
In what ways are humans like microorganisms?
Complexity
How can helpful microorganisms be harmful? How can harmful organisms be helpful?
Variety
Imagine a day in the life of someone in the 20th century who contracts polio. Write a
(Gardner’s/Bloom’s) story adopting this persona explaining your thoughts and feelings.
Organisation
Collect pictures of microorganisms. Try grouping them based on similar
characteristics. See how many new ways you can group them that is different from
the current classification.
Study of people
Read the article on John Snow on how he came to his conclusions about how cholera
was transmitted. Discuss the importance of his observations.
Methods of enquiry
Read about the work involved with microbiology. Choose a specific field in
microbiology and discuss what is involved in studying organisms of that particular
field?
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Process Modifications
High order thinking skills
Analysis
Analyse the statistics showing the number of cases of measles from 1989 to 2002.
Draw a graph of these statistics and mark when you think a) the MMR was
introduced b) parents read about a health scare about MMR . Explain your
answers.
Synthesis
Create a campaign to raise awareness about the spread of harmful
microorganisms. Include poster, chant, stickers, badges etc.
Evaluation
List all the ways of preventing infections. Complete a ranking ladder. Order them
most to least effective. Give reasons for the order.
Open-ended Processing
Paradox
How can helpful microorganisms be harmful? How can harmful microorganisms be
helpful?
Analogy
How is our body’s defence against disease similar to the Defence Force’s that
protect Australia?
Tolerance for
What if microorganisms could only grow in environments ranging from 10 to 20
ambiguity
Degrees Celsius? What could happen if they only flourished in these conditions?
Intuitive expression
Imagine you are a virus. How do you invade the body, where do you go and what
are the things you see and do.
Freedom of choice
Choose one helpful or harmful microorganism and become a ‘specialist’ on this
microorganism so that a panel of peers can ‘pick your brains’.
Group interactions
After thorough investigation of immunisations, have a group discussion on the
consequences of parents refusing to immunise their children.
Product Modifications
Real World problems
Study the problems that microorganisms can create after natural disasters. What
solutions have been developed to overcome these problems? OR Study the
resistance that microorganisms are developing against antibiotics. What can be or
what is being done to prevent this? OR Study the swine flu outbreak that occurred
recently. What did they do to prevent it spreading? What more could have been
done to prevent it from spreading as far as it did? OR Study the risks posed by
microorganisms in domestic and commercial kitchens. What can be done to reduce
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the risk of harmful microorganisms causing food poisoning?
Real audiences
Share your findings with the community OR TAFE students studying hospitality.
Transformations
Create a campaign to raise awareness about the spread of a particular harmful
microorganism (e.g. flu, disease, food poisoning, etc.). Include poster, brochures,
chant, stickers, slogan, badges etc.
Learning Environment
In using a differentiated unit it is important to modify the learning environment. Using a learning
contract encourages independent and/or group work initiated by the students rather than the
teacher. Responsibility for learning then becomes the students. Being able to pick from a range of
activities gives students freedom of choice but as it is negotiated with the teacher it prevent them
from choosing something that is not appropriately challenging. The learning environment for this
unit will be student directed, one with rich learning, supported by the teacher, open to discussion
and group work. Competition will be reduced as students will not be comparing themselves to
others as they will all have individualised contracts.
Reference
Maker, C.J. (1982). Curriculum development for the gifted. Austin: Pro-Ed.
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Appendix I – Bloom/Gardner’s Framework
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Appendix II – Learning Contract
Read the unit booklet and investigating the range of activities on offer. Pick the activities that you
think you can learn the most from and that you are interested in. You must have a total of 50 points
on completion of all activities. Use this list to mark the activities you would like to undertake.
Present this list to the teacher when you negotiate a learning contract.
If you want to complete all core activities you must have one of each colour. You can choose a single
learning style (number) or you can choose from more than one learning style. Everyone, including
students interested in the differentiated activities, must conduct one orange and one red activity. If
you are interested in the differentiated activities you can complete a maximum of three activities.
Core activities
1
2
3
4
5
6
7
8
Green (5p)
Blue (5p)
Purple (10p)
Yellow (10p)
Orange (10p)
Red (10p)
Differentiated activities (10p each)
Content Modifications
Process Modifications
Product Modifications
Abstraction
Analysis
Real World problems( natural
disasters, antibiotics, swine flu or
microorganisms in kitchens)
Complexity
Synthesis
Real audiences (community OR
TAFE students)
Variety
Evaluation
Organisation
Paradox
Study of people
Analogy
Methods of enquiry
Tolerance for ambiguity
Transformations
Intuitive expression
Freedom of choice
Group interactions
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Learning Contract for Microorganism Unit
I ............................................................. have negotiated a learning contract and will complete the
activities by the specified due date to obtain a total of 50 points.
Activities (Include estimated date of completion of each activity)
1/
Points:______ Approx. Date:_______________
2/
Points:______ Approx. Date:_______________
3/
Points:______ Approx. Date:_______________
4/
Points:______ Approx. Date:_______________
5/
Points:______ Approx. Date:_______________
6/
Points:______ Approx. Date:_______________
Total Points:_______
The presentation of the above activities will be using the following methods:
1/
2/
3/
4/
5/
6/
These activities will be conducted over the next 6 weeks and will be presented in a portfolio that is
due on the________________________.
This contract is agreed on by both student and teacher. Any adjustments to this contract will need to
be discussed with the teacher. To ensure my success in this unit I am responsible for completing all
tasks to the best of my ability and presenting them in the portfolio by the specified due date.
Student name: _________________________________________
Student signature: _________________________________ Date: ____________________
Teacher name: __________________________________________
Teacher signature: _________________________________ Date: ____________________
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Appendix III – Pre-topic survey
This is a survey to see what you already know about microorganisms. This is NOT A TEST so you will
not be graded on this. It will only be used to assist in negotiating an appropriate learning contract.
Do your best to recall any information about microorganisms that you already have learnt but if you
are not sure about an answer to a particular question, guessing the answer is acceptable.
What do you think microorganisms are? Are they dead or alive? Are they mobile or motionless?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What do microorganisms look like and what features do they have (i.e description)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
List as many examples of microorganisms as you can?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Do you know where we can find microorganisms?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Are microorganisms harmful or helpful or both? Can you think of any examples of each or both?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Did you learn anything about microorganisms last year? If so what are the three most important
things you learnt about them?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
On the back of this page construct a mind map about what you already know about
microorganisms (See attached instructions and example). Do not use coloured pens/pencils for
this mind map just use a black or blue pen. You can draw quick and simple pictures if you like but
the main point is to remember to connect as many key words as possible.
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Appendix IV – Unit reflection
Purpose
The purpose of the unit reflection is to encourage you to think about the science you learn through
activities. We know that you learn many things by doing activities and experiments such as how to
work in a team, work independently, how to research and investigate, how to handle equipment and
how to process data. In this task we ask you to think about how the activities help you understand
the science concepts you study.
The reflection is also a revision and summary tool in which you compile the main points from the
unit in point form. For this unit on microorganisms, the reflection will occupy two double (i.e. 4
single) pages in the book only; we will call these your reflection pages (detailed below).
It is recommended that you work on this task during the unit (DON’T leave it until the END of the
unit). After each Science class you should review (re-read/go over) the work that was done, then
enter the appropriate data into pages one and two of your reflection. Your teacher will check every
week to see that you are working on this task. The reflection is due with your portfolio and must be
handed in on the specified due date. Marks will be lost for late work.
The reflection pages – Instructions
Across the top of pages one and two, write the title of the unit and ‘Unit overview’.
Unit overview – Pages one and Two
On page one, write the heading ‘All I Learnt’. Compile in point form a summary of the scientific
concepts you’ve learnt during the unit. In essence, this is a summary of the topic. Next, look carefully
through this list and try to select three main categories that they could fall into, i.e. decide which are
the three most important, powerful or significant ideas of the topic. These are called, ‘The three big
ideas’. At the bottom of page one, clearly write the title ‘The three big ideas’, and then write them.
Now match up (link) the three big ideas with the summary above – you may use fluoro texter to
colour code this, or numbers, etc.
One page two, summarise the activities undertaken during the unit. These activities may include
model building, mind map, observations, role plays, experiments, poster making, song writing or any
other activity.
Now you need to link your activities list to your concept list and three big ideas e.g. draw lines,
colour code, etc.
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Descriptions and Links – Pages three and four
On page three, write the heading ‘Descriptions’. On page four, write the heading ‘Links’. Rule
horizontally across the double page so that you make three sections (one for each big idea).
On page three, write a concise description of each big idea, one per section. Give each big idea a
heading.
On page four, choose one activity for each big idea and explain how it links to the corresponding big
idea. You may like to include a labelled diagram to help with your explanation.
Unit reflection assessment criteria
There are five criteria for the unit reflection assessment:
Page One: All concepts learnt are listed and three correct big ideas are selected.
Page Two: All activities listed and clear links of concepts and activities to the three big ideas.
Page Three: Each big idea is clearly and logically described with scientific accuracy.
Page Four: Links between an activity and the big idea explained accurately and thoroughly.
Presentation: Neat, clear headings, labelled diagrams, correct grammar and spelling.
Each page and the presentation are allocated 5 marks so a total of 25 marks can be achieved.
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Appendix V – Mind Mapping
This tool allows you to represent related ideas which radiate out from the one central idea. Mind mapping is a useful
tool to share prior knowledge, to establish connections between ideas and to list ideas quickly without judgement. It
supports your capacity to remember the facts that you list.
Key elements to think about...
Just use key words,
symbols and images (where ever possible),
as this allows a lot more information to be put on a page
and supports your memory capacity.
Make the centre a clear and strong visual image that
depicts the general theme of the map, ideally using the
colours you use for each branch.
(I.E. 3 branches = 3 colours, 4 branches = 4 colours etc.)
Each branch should be of a different colour where any
writing or drawing on that branch is completed using the
same colour.
Put key words on lines.
Print rather than write in script.
Example:
Microorganism Mind Map
Use the above instruction and example to construct your own mind map about what you have learnt
about microorganisms during this unit.
Criteria: Keywords 10 points , links 10 points and symbols/images 5 points. Total of 25 points.
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Appendix VI – Student Progress Checklist
This checklist is to show your progress through the activities you will be conducting and the
assessment pieces you need to submit. As you complete each task tick the box and write down the
date of completion. Note: Your reflection is an ongoing process that you should be completing as
you work on your activities. Once your activities and reflection are complete your final steps are to
complete the mind map and self assessment to be submitted with the portfolio. Keep your checklist
with you as your teacher may ask to see how you are progressing.
Activities
Tick when complete
1/
Date:______________
2/
Date:______________
3/
Date:______________
4/
Date:______________
5/
Date:______________
6/
Date:______________
Reflection (ONGOING)
Date:______________
Mind map
Date:______________
Self assessment
Date:______________
Complete portfolio
Date:______________
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Appendix VII – Self assessment
This is an opportunity for you to say how well you think you went in this unit and how you think you
could have improved. Place a cross on the bar to show if agree or disagree with the statements
below.
I think my presentation was really good.
Agree -------------------------------------------------Maybe-----------------------------------------------------Disagree
I got lots done and worked very well.
Agree -------------------------------------------------Maybe-----------------------------------------------------Disagree
I learnt new things during this unit.
Agree -------------------------------------------------Maybe-----------------------------------------------------Disagree
I really liked this unit.
Agree -------------------------------------------------Maybe-----------------------------------------------------Disagree
Please comment on your favourite and least favourite activities. Also make a list of improvements
you could have made during this unit in general (presentation, diligence, quality of work etc) and
also with specific tasks (board games, songs, posters, speeches, drawings, essays, research, etc).
My favourite activity was ______________________________________________________ _
This was my favourite activity because _________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My least favourite activity was__________________________________________________ _
This was my least favourite activity because_____________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Make a list of things that you could have improved on in general AND with specific tasks.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Appendix VIII – Peer or community assessment
After close examination of a students or fellow classmates portfolio please place a cross on the bar
to show how well you though different aspects of the portfolio were completed.
Use of researching skills (thorough, appropriate, etc)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Presentation of work (neat, clear, etc)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Use of different presentation skills (range of methods in displaying portfolio)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Quality of information (knowledgeable, organised, etc)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Quality of reflections on unit (insightful, thoughtfulness, etc)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Quality of mind map (appropriate links, clear connections, etc)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
As a general indicator show how well you think the student/classmate achieve.
Overall effort (combined work of portfolio, reflections and mind map)
Poor ------------------------------------------------ Good------------------------------------------------ Excellent
Please comment on ways that the work presented by the student could have been improved.
Areas of improvement could be ______________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Appendix IX Teacher Assessment
Teacher Observations (20%)
Performance and effort (10 marks each) – full marks will be awarded to hard working students that
demonstrate a high level of team work, independent work, focus and effort. Marks will be deducted
for repeated off task and distractive behaviour.
Portfolio Assessment (40%)
This could be developed as a class or the following could be used:
Addressing all activity (7 marks)
Grammar and spelling (5 marks)
The following will be applied to 4 activities chosen by the student:
Scientific content (8 marks)
Understanding of concepts (8 marks)
Presentation (7 marks)
Creativity (5 marks)
Students will be given this outline and a detailed rubric at the beginning of the topic.
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