Lindsay Blank

= ; &n= bsp; = ; Writing Portfolio Assignment

Core Content:

SC-HS-3.5.1- Students will predict the impact on species of change to 1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination = of genes, (3) a finite supply of the resources required for life, or (4) natur= al selection

SC-HS-3.5.2- Students will predict the success of patterns of adaptive behaviors based on evidence/data; justify explanations= of organism survival based on scientific understandings of behavior.

SC-HS-4.7- Students will evaluate proposed solut= ions from multiple perspectives to environmental problems caused by human interaction; justify positions using evidence/data.

SC-HS-4.7.4- Students will understand that evide= nce for one-celled forms of life, the bacteria, extends back more than 3.5 bill= ion years. The changes in life ov= er time caused dramatic changes in the composition of the Earth’s atmosphere, which did not originally contain oxygen.

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***Assignment Below***

Culminating Activity- Writing Portfolio Assignment

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“Dousing everything we touch with antibacteri= al soaps and taking antibiotic medications at the first sign of a cold can ups= et the natural balance of microorganisms in and around us, leaving behind only= the ‘superbugs’.”

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-= Dr. Levy; International Conference on Emerging Infectious Diseases; Atlanta<= span style=3D'font-family:"Franklin Gothic Medium"'>, Georgia; July 2002

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<= span style=3D'mso-tab-count:1'> &= nbsp; The negative effects of antibacterial soap have been a hot topic on today’= ;s health front. Based on what you have learned about bacteria, do you think antibacterial soaps kill bacteria or promote the development of resistant bacteria? Pick one of the for= ms below to send to the local board of health concerning the use of antibacter= ial soaps. Make sure your piece h= as a purpose and includes details supporting your purpose. For example, you might create a br= ochure explaining the negative aspects of using antibacterial soaps or you might create an informational article about the creation of antibacterial soaps a= nd its affect on humans. You may= write this piece in any of the below forms:

· Brochure

· Editorial/Letter to the Editor

· Feature/informational article (with references)

· Proposal

&= nbsp; * See the rubric attached fo= r how your writing will be assessed. Attach this rubric to your final piece.

Portfolio Piece

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Student Name:

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CATEGORY=

4- Excellent

3- Good<= /b>

2-Satisfactory<= /span>

1- Needs Improving

Score

Purpose/

Content

- Has a clear and focused purpose.

- Appropriate to audience.

- Establishes relevant background information and content learned in class for the presentation of ideas.

- Clear and focused purpose.

- Appropriate to audience.

- Establishes relevant background information and content.

- Has a clear purpose.

- Establishes relevant background information and content.

- May have some deviations from the topic.

- Topic may be unclear.

-Focus is unclear.

- May wander off topic.<= /span>

Organization

- Has a strong opening, convincing body, and strong conclusion.

- Arrange reasons, and/or evidence = effectively.

- Uses effective transitions in log= ical sequence.

Overall coherence and unity. <= /o:p>

- Has a fairly strong opening, body, and conclusion.

-Reasons, and/or evidence are arran= ged fairly effectively.

- For the most part uses effective transitions in logical sequence. &n= bsp;

- Lacks effective beginning and end= ing.

- Arranges ideas in simple ways, listing without relating them to each other.

- Weak transitions.

- Introduction and/or conclusion are weak.

- May possess simple, straightforwa-rd organizatio= n.

- Lacks transitions.

- Weak coherence.

Voice/Tone

- Writer shows confidence, conviction and enthusia= sm.

- Language does not display convict= ion and confidence.

- Uses precise language effectively= and purposefully.

- Appropriate to audience.

- Sentence structure is varied.

- Uses appropriate language, but lacks precision.<= /p>

-Usually conveys a sense of convict= ion.

- Language is predictable and general rather than precise.

- Lacks conviction.

- Little sentence variety.

Details/=

Elaboration

- Presents perceptive reasons with richly elaborat= ed supporting details.

- Embeds prior knowledge within the piece.

- Relevant facts and examples are used to elaborat= e on the purpose

-Appropriate reasons.

- Provides some supporting evidence for reasons.

- Assumes the reader will find the ideas credible.=

- Reasons are thinly developed.

- Presents some information, but lacks elaboration= .

- May contain irrelevant or inappropriate details = or examples.