Science Portfolio

1/2 credit in science--presenting what you've learned in science--binder or online.

Unit Description Sheet--


To receive credit, student will complete the following in a satisfactory manner


Periods in class

Date finished

Grade/points and Teacher’s Initials

  1. Welcome & What I Know About Sharing Results and Portfolio Learning * Start date:





  1. CA Standards & Beginning Vocabulary Portfolio Learning





  1. Portfolio Concepts…









  1. THE Portfolio…



Created while completing units…






  1. Completed Vocabulary, Portfolio Review & Science Learning Rubric












Credit _____ Grade ____ Date _______ CP ____ Teacher’s Initials ____________

Unit score drops 1% per day for work submitted past the DUE DATE.




[   ] _______If you would like a copy of this unit curriculum guide to be sent to your email inbox, send Steve an email: “Subject”—the name and number of the unit; “Message”—send me this unit. You may then click on the links to go to sites; saves time and energy!!!



Assignment Description Sheet --

1—What I Know About Sharing Results, Peer Review and Portfolio Assessment

[   ] _______1-1Using only your thoughts—write Cornell-format notes!


What I Know…

Sharing Results










Peer Review







Portfolio Assessment















1-sentence summary>>>




[   ] _______1-2/brackets & line…in your units, put a check mark between the brackets when you BEGIN a section; put the date and your initials on the line when you finish the section—practice HERE: [   ] __________ When you finish a section, take it to your teacher for review and posting…



Assignment Description Sheet --

2—CA Standards for Integrated Science & Vocabulary


[   ] _______ 2-1/Review these CA Standards—Investigation and Experimentation

BIIE1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four reporting clusters, students should develop their own questions and perform investigations. Students will:

BIIE1. a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

BIIE1. b. Identify and communicate sources of unavoidable experimental error.

BIIE1. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

BIIE1. d. Formulate explanations by using logic and evidence.

BIIE1. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.

BIIE1. f. Distinguish between hypothesis and theory as scientific terms.

BIIE1. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.

BIIE1. h. Read and interpret topographic and geologic maps.

BIIE1. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).

BIIE1. j. Recognize the issues of statistical variability and the need for controlled tests.

BIIE1. k. Recognize the cumulative nature of scientific evidence.

BIIE1. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

BIIE1. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

BIIE1. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).



[   ] _______ 2-2/Using the information about vocabulary and the Marzano template, begin vocabulary pages for the following words:

1.     Science journals

2.     Peer Review

3.     Portfolio Assessment

4.     Student-selected samples

5.     Formative

6.     Summative



Assignment Description Sheet --

3/Portfolio Assessment Concepts


Take Cornell-format notes…



Why portfolio assessment?



















































            Assignment Description Sheet --

4-Creating the Portfolio

Binder * divider tabs * information


Cornell-format notes…



Binder or online/




































Title Page & Table of Contents

Unit Reviews, Science Class Rubric & Final Exam


Project &/or Earth Day


Interactive Notebooks & Resources






Assignment Description Sheet --

5- Completed Vocabulary, Portfolio Review & Science Learning Rubric




[   ] 5-1 _______ All required items in NEW quality binder or posted at an online website.



[   ] 5-2 _______ Portfolio Review—Click & print for Portfolio Evaluation Rubric:




Assignment Description Sheet --

5-Unit Review Pages for My Science Portfolio



[   ] _______6-1/Create a 2-page Interactive Notebook summary about what you learned in each unit studied at Prospect Education Center—one left page and one right page:




Image/fair-use copyright:  



[   ] _______6-2/Evaluate your pages: *** Evaluation score:



 [   ] _______6-3/Put your Review Pages in your Science Portfolio notebook.




Assignment Description Sheet --





4 - Excellent (90)


3 - Good (80)


2 - Satisfactory (70)


1 – Unsatisfactory (60)



Present every class period or did work at home when absent.

Attended all but 1-2 days without working at home.

Attended all but 3 days without working at home.

Missed 4 or more days of class without working at home.


to Class Discussions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of


Classwork is of the highest level.

Work is done well and consistently.

Classwork is occasionally sloppy.

Work is often sloppy, incomplete, or off target.


Routinely uses time well throughout a project to ensure things get done on time.

Usually uses time well throughout the project, but may have been slow on occasion.

Tends to not be focused, but always gets things done by the deadlines.

Rarely gets things done by the deadlines often because of inadequate time management.



Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.


Always has a positive attitude about the class and classmates.

Often has a positive attitude about the class and classmates.

Usually has a positive attitude about the class and classmates.

Often has a negative attitude about the class or classmates.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time. We must sometimes prod, and remind to keep on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member by distracting others.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.


Handwriting is very legible and always done well.

Handwriting is usually legible but occasionally a bit hurried.

Handwriting can be difficult to read.

Handwriting needs work.



Ready grasp of all science concepts.

Fairly sure grip on all science concepts.

Seems to understand most science concepts but occasionally shares misconceptions.

Clearly does not understand the science concepts in this unit.

Science Notebook

Table of Contents has an entry for each and every day.  All pages show good use of color; notebook is neat and shows attention to detail.

Table of contents is fairly well kept. Most pages show good use of color and notebook is neat.

Table of Contents is missing a few dates, activities, or page numbers. Some color is used and most of the notebook is neat.

The Table of Contents need much work.  Many entries are missing along with page numbers and dates. Minimal color used; neatness and/or organization needs improvement.

Adapted from North Cascades and Olympic Science Partnership/Fair-Use Copyright *


Add 5% points BONUS/FEEDBACKParents or Guardians--share your thoughts about your daughter's/son's Interactive notebook and their learning in science this unit; sign your entry.




CS/Science Unit Revision/Feedback

From:  PEC Science Curriculum Committee

To: Home & Hospital and Home Studies Teachers & Students


Standards-Based science curriculum guides are now available. Please help us work the "bugs" out of them. If you find errors, omissions, or lack of clarity, complete this page and attach a copy of the page that needs correcting. Put it in Steve's box @ PEC. Thanks!


* If you have a question that needs a quick answer, talk with one of us--Bev, Sonja, Carla, Chhaya, Michelle, Jim H., Margo, or Steve.



Internet page address:



Name of teacher, parent or student submitting the problem _________________________


Phone ___________________________ Date today ________________


Email ___________________________________________________________________


Brief description of the problem:





 Make a copy of the curriculum guide page with the problem--mark the needed change with colored pen or pencil. We will review the issue and correct it as quickly as possible.


Hands-on science investigation(s) & experimentation-- Check out this site and others for hands-on interactive science experiments:[]=9-12&disciplines[]=SCI&page=1&per_page=20&query=