Biotechnology & Ag Research I Honors Portfolio

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Feb 20, 2013 (4 years and 8 months ago)

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North Carolina Career
-
Technical Education

Teaching Preparation Portfolio


This form should be completed and additional requested material attached. The form should be
submitted to

appropriate administrators for approval as required by the LEA.



General
Course
Information


Copy from the Standard
Course of Study

and
paste into the gray area
at right.

State course code:

6871

State course title:

Biotechnology and
Agricultural Research I

Recommended maximum
enrollment:


16

Recommended hours of
instruction:


135
-
180

Course Description


Copy course description
from the Standard
Course of S
tudy and
paste into the gray area.
(Area will expand to
needed size.) Insert
explanations of enhanced
course expectations and
locally
-
established
requirements.

This course provides instruction in the technologically advanced
world of agriculture and life sciences. Students are exposed to
the latest techniques and advances in plant and animal
biotechnology with a strong emphasis on hands
-
on activities.
The FFA stu
dent organization and work
-
based learning
experiences are integrated throughout this course to bring the
scientific information to students for real
-
life application.
Agriscience Applications is a recommended prerequisite
.

This
honors course extends the Standard Course of Study to a higher,
more challenging level. Students can expect to complete
extensive written research assignments and develop
presentations of their work to fellow students and local
agribusiness leaders.
To enroll in Biotechnology and
Agriscience Research I
-
Honors, students must be a Sophomore
or higher and obtain teacher
-
approval.

Students within Biotechnology and Agriscience Research I
-
Honors should be active members of their local FFA Chapter.

Course

Goals and
Objectives

Attach enhanced course blueprint.



Concepts

Attach enhanced course outline.





Generalizations

Generalizations

List
g
eneralizations,
then discuss briefly
how they will be
used in the course.



Biotechnology is rooted in sound
laboratory protocols.



Agricultural Biotechnology is based on the application
of scientific principles in plant, animal, and microbial
biotechnology.



Agricultural Biotechnology involves the technologies
that will help our planet cope with the population and

land use
problems we currently face



Biotechnology is
grounded in the pure biological
sciences

of genetics, microbiology, animal cell cultures,
molecular biology, embryology and cell biology.



Describe how generalizations will be used in the course.


These generalizations are core concepts to those who work in
the biotechnology industry. They guide the rationale for all
assignments and curriculum material.


Essential Questions

Essential Questions

List
essential
questions
, then
discuss briefly how
they will be used in
the course.



What leadership qualities are needed in biotechnology
and how are they demonstrated?



What are the major types of speeches and what are the
qualities of an effective speech?



Why and how are
Robert’s Rules of Order

used in a
meeting?



How have historical developments in biotechnology
impacted the agricultural industry?



How are safety procedures utilized in biotechnology and
agriscience research?



How is agricultural biotechnology impacted by
microbiology?



What role do
es Mendelian genetics play in developing
agricultural biotechnologies?



How are DNA technologies such as DNA extraction and
gel electrophoresis utilized in agricultural
biotechnology?





Describe how Essential Questions will be used in the course

These
essential questions reflect information covered within
each unit of the course.

The questions will be utilized
throughout class discussions and integrated into applicable
research topics for students.

Sample biotechnology case studies
will also incorpora
te these questions and assist in expanding
student’s ability to think critically and creatively.



Issues Particular to the
Course


List issues particular to
this course and discuss
how you plan to deal with
them

Students will be engaged in actual and
authentic experimental
research as part of the course which will include an extensive
review of primary and secondary sources. Research ethics,
including plagiarism, will have to be addressed as part of this
research. Additionally due the nature and potent
ial complexity
of the research projects all students will be expected to obtain
parent/guardian approval for their research plan.


Students will also from time to time be engaged in class
discussions on topics, such as cloning, that could be sensitive to
s
ome students. To create a positive classroom climate all
students will be encouraged to develop fact
-
based opinions and
arguments before these classroom discussions.


Expectations of
Performance


Explain how expectations
of performance differ in
the
honors course from
the standard course


In addition to mastering the course objectives listed in the
Biotechnology and Agriscience I course blueprint, the student is
expected to complete a research project in the field of
Agricultural Biotechnology. The pr
oject must be planned,
conducted and presented by students. When completed, this
research should contain a plan that follows the scientific
method, and interpret results that will be presented to the
remainder of the class and members of the
biotechnology
/agribusiness community.


Assignments


Provide selected
assignments and explain
how they differ in the
honors course and the
standard course


The following are examples of assignments that will be
enhanced and incorporated within the Biotechnology and
Agr
iscience Research I
-

Honors course:



Reflective Current Event Journal

St
udents generate a course
-
long journal of
news/current event issues that they can locate
about Agricultural Biotechnology. There should
be at least two per 9 week period. Students are

to
include a copy of the article and then generate a
summary of the article including how it relates to
a topic covered in the course and discuss the
impacts on the field of Agriscience
Biotechnology.




Ethical Issues Paper/Debate

Students will draft a fir
st draft position paper on
a announced on an announced ethical issued in
biotechnology; they will then be placed in one of
two groups and engage in a formal debate on the
issue. A final draft will be submitted that
includes opinions from both sides.




Agri
science Fair Project

Student groups are to complete a research trial in
the field of Agricultural Biotechnology. The
project must be planned, conducted, and reported
by the group or individual. The students will
complete a research lab paper based on the

completion/results of their study.



Timetables and Deadlines


Attach course syllabus.

Pacing Guide


Attach pacing guide.

Assessments


Explain how students will
be assessed in the course
and attach selected
assessments and rubrics.

Agriscience Fair
Research Project description and rubrics

The Agriscience Fair

research projects
rules, suggestions
and grading rubrics can be found at
http://ffa.org/index.cfm?method=c_programs.Agriscience





System for Grading

Biotechnology and Agricultural Research I
-

Honors






Grading Scale:

SAE/Ag. Fair


10%

Exams



20%

Quizzes



15%

Activities/Participation

20%

Projects



15%

Final Exam


20%


Total



100%




Grade Scale
: A= 100
-
93

B= 92
-
85

C= 84
-
77

D= 76
-
70

F= 69
-




*FINAL
CTE POST
-
ASSESSMENT

IS REQUIRED AND
W
ILL COUNT 25%

OF STUDENT’S FINAL CLASS GRADE


Instructional Materials,
Equipment, and
Biotechnology and Agricultural Research I
-

Honors course must
be equipped with appropriate technology as outlined in the
Technologies


List materials,
equipment, and
technologies needed for
the course.

current edition of the CTE Equipment Guide and the Curriculum
Guide for the course.




Submitted



Teacher signature

Date




Approved



Administrator

signature

Date


Approved



Administrator

signature

Date


Approved



Administrator

signature

Date



Current Event Grading Rubric


One of the goals of this Biotechnology course is to get you familiar with current
research and give you an idea for what the future of agricultural biote
chnology will hold.
Each week you will be responsible for finding a research article, reading it, and
developing a brief 1 page write
-
up that; 1) Summarizes the article 2) Describes the
impact the research will have on society, and 3) Gives your persona
l reaction.


A copy of the article should be included with the write
-
up; both will be
due
THURSDAY

each week. There are several places to look for articles on the web, or you
may clip one from a magazine/newspaper. The article MUST be related to
biotechn
ology

or an
agricultural

issue. A few places to look are:
http://www.sciencedaily.com

;
http://www.scientificamerican.com/biotechnology

;
http://www.agweb.com/news

; the
science/technology section of any online or print newspaper. There are LOTS of places
to find articles so please don’t be restricted to just these.

Section

Points

Descriptors

Summary

20

Accurate information from article is given.

All info from 5W’s

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How the article will impact the science community, the world, or our
local area

• Further action/research needed by science community or citizens.

• Depending on topic:

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• Impact on areas other than science: government (laws), business, etc.

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• Opinion about issues/ views in the article.

• Any personal action that will be taken as a result of reading the article.


How topic of article affects their life

Format

20

Summary, impact, and reaction sections are in paragraphs of at least 3
-
5
senten
ces.

Few spelling and grammar mistakes.

Format for current event is followed.

Article is included with write up and is less than 1 month old
(either a
printed copy or clipped from the newspaper)


Total Points ________/100


Name:________________

Date:_____
____________



Classroom Debate



Introduction


The classroom debates are exercises designed to allow you to strengthen your skills in the
areas of leadership, interpersonal influence, teambuilding, group problem solving, and
oral presentation. All group members are expected to participate in the resea
rch,
development, and presentation of your debate position.



Debate Format


6 minute Position Presentation
-

Pro

6 minute Position Presentation
-

Con


5 minute Work Period


4 minute Rebuttal
-

Pro

4 minute Rebuttal
-

Con


3 minute Work Period


2 minute
Response
-

Pro

2 minute Response
-

Con


1 minute Work Period


2 minute Position Summary
-

Pro or Con

2 minute Position Summary
-

Pro or Con


5 minute Tallying of Ballots/Announcement of Winner





Debate ______________________________________________
Class _____________





1


2


3


4


5


Poor Fair Average Good Excellent




PRO CON


6 Minute Position Presentation


Rating = ____
Comments:







Rating = ____ Comments:







*****
5 Minute Work Period

*****



4 Minute Rebuttal


Rating = ____ Comments:







Rating = ____ Comments:








Continued on Reverse
----------
>

*****
3 Minute Work Period
*****











2 Minute Response


Rating = ____ Comments:







Rating = ____ Comments:









*****
1 Minute Work Period
*****



2 Minute Position Summary


Rating = ____ Comments:







Rating = ____ Comments:








[ ] Total Points [ ] Total Points


Circle Winner Below:


PRO CON


General Comments:
















Team Presentation Evaluation
1




Team Name ____________________________________________ Grade _______



Case _________________________________ Date___________ Duration _______



Content


1 2 3 4 5
Overview

(Review/posting of agenda; Summary of case)


1 2 3 4 5
Diagnosis/Analysis
(Review of chapter content; Issues/Problems in case)



1 2 3 4 5
Quality of Recommendations/Explanations
(
Reccs

for what should be/


have been done differently,
OR
,
Expls

for why current situation successful)



1 2 3 4 5
Summary/Conclusion
(Review
of major points; Statement of relevance to


practice of management)


Process



1 2 3 4 5
Verbal Behavior
(clarity/choice of words/voice level)


1 2 3 4 5
Nonverbal Behavior
(posture; gestures/movem
ent; eye contact; presence;


use of notes/reading)


1 2 3 4 5
Variety in Style
(lecture; discussion; game; activity; skit; role play; quiz)


1 2 3 4 5
Audiovisual Support


1 2 3 4 5
Timing
(Within limit; coordination; use of time)


1 2 3 4 5
General Coherence
(Ability to follow points; quality of transitions)


1 2 3 4 5
Creativity/Psychological Impact







Current Event Journal Rubric

The purpose of this
assignment is for you to become aware of the world around you and how
Biotechnology has an impact in our world daily:


You are to keep a journal of news articles that relate to the topics or subjects that we have/will
discuss in this class. The article sh
ould be from the current month of school and can be from a
newspaper, magazine, or internet source. You are to make a copy of the article to include in your
journal. This journal should be kept in a book
-
like manner in a 3 ring notebook or a pocket folde
r
that has brads in the middle.


With each news article you are to complete roughly a one page typed summary of the article with
includes the following items:



Summary of the news article



How this relates back to a topic/unit we covered in class



Impact on t
he field of Agricultural Biotechnology


The journal will be collected at the end of each grading period and evaluated.


Grading Rubric:


Section/

Component

Does not meet
Expectations

Meets Expectations

Exceeds
Expectations

Points
Possible

Articles
Selected

The articles do not relate
to the field of agricultural
biotechnology



0
-
20 points

More than half the articles
relate to the field of
agricultural biotechnology
but not all articles are
relevant


20
-
40 points

All articles are related
to the fiel
d of
agricultural
biotechnology



40
-
60 points

60

Summary of
Article

Body contains an non
adequate summary of the
articles that were selected


0
-
40 points

Body contains adequate
summary of the articles
but facts are not well
thought our and relevant


40
-
70 points

Body contains superior
summary of the articles
but facts are well
thought our and
relevant


70
-
100 points

100

Relationship
to Course

Relationship to course is
extremely weak or
missing


0
-
10 points


Relationship to course is
covered but not
elaborated or much
thought is given to
relationship


10
-
20 points

Excellent summary of
relationship to course
that includes in
-
depth
thought and summary


20
-
40 points

40

Appearance
of Journal

Articles and summaries
are included in a journal
but less than
50 percent
are not typed and very
poorly arranged


0
-
15 points

Articles and summaries
are included in a journal
but between 50% and 100
percent are not typed and
poorly arranged



15
-
30 points

Articles and summaries
are included in a journal
100% are typed

and
very neatly arranged


30
-
50 points

50











Total: ____________

Comments:



Position Paper
RUBRIC

6

5

4

3

2

1

Total

Thesis Statement

Developed a strong thesis and
included it in the appropriate
place in the paper. The thesis
was the
focal point of the
paper and was both strongly
and thoroughly supported
throughout the paper.

Developed a strong
thesis and included it
in the appropriate
place in the paper. The
thesis was the focal
point of the paper and
supported throughout
the paper.

D
eveloped a strong
thesis and included it
in the appropriate
place in the paper.
Most of the
information supported
the thesis statement.

Developed a thesis
statement and included
it in the paper. Some
of the information
supported the thesis
statement.

Thesis Statement
needs to be
developed further or
is not included in the
paper. The thesis is
not fully supported in
the paper.

A clear position is not
present throughout
the paper.











Strong Reasons

Position is supported with
well developed and th
ought
out reasons (minimum of
three). Reasons show strong
analysis and conclusions
based on the information.

Position is supported
with well developed
and thought out
reasons (minimum of
three). Reasons are
well developed, but
analysis and
conclusions need

to be
strengthened.

Position is supported
with a minimum of
three distinct reasons.
Reasons are
developed, but more
analysis and
conclusions are
needed.

Position is supported
with a minimum of
three distinct reasons.
Reasons are
developed, but are
more
general and need
to be developed
further.

Reasons are weak
and/or repetitive.
They need to be
developed and
explained further.

Reasons are not
developed or are
repetitive. Ideas can
be difficult to
understand.











Depth and Variety of
Evidence

Position is supported in depth
with a variety of sources.
Substantial valid and accurate
information in the form of
expert opinion, statistics,
research studies, etc. has been
used throughout the paper.
Information is relevant and
supports the writer’s ide
a献

mo獩tion is 獵pported
with a variety of
獯urce献sAdequate
valid and accurate
infor浡mion ha猠been
u獥d throughout the
paper. fnfor浡mion i猠
relevant and 獵pport猠
the writer’s ideas.

mo獩tion is 獵pported
with a variety of
獯urce献ssalid and
accurate
infor浡tion
ha猠been u獥d
throughout the paper.
jo獴 of the
infor浡mion i猠牥levant
and support猠the
writer’s ideas. A mix
of general and specific
infor浡mion i猠u獥d.

mo獩tion need猠to be
獵pported with 浯re
valid and accurate
infor浡mion. po浥 of
the inf
or浡mion 浡m
not be relevant andLor
doe猠sot support the
the獩献

maper lack猠salid and
accurate infor浡tion.
po浥 of the
infor浡mion i猠not
relevant and doe猠sot
獵pport the po獩tion.

iittle to no 獵pport
fro洠牥searched
infor浡mion i猠pre獥nt
in the paper
.











Organization and
Mechanics

Ideas are well organized and
free of mechanical errors.

Most ideas are well
organized and free of
mechanical errors.

Organization of the
paper needs to be
strengthened.
Mechanical errors are
present throughout the
paper.

Paper has some
organization but some
diversions or abrupt
shifts in purpose are
present. Many
mechanical errors are
present as well.
Sentence structure
needs to be
strengthened.

Paper has little
organization and
many diversions,
often shifting in
pu
rpose. Many
mechanical errors are
present and
transitions are not
utilized.

Paper lacks
organization and
there are numerous
mechanical errors
which make
comprehension
difficult.











Transitions

Transitional words and
phrases are used to connect
ideas and maintain coherence
between paragraphs.

Some transitional
words and phrases are
used to connect ideas
and maintain
coherence between
paragraphs.

Too few transitions
used, or used correctly.

Too few transitions
used.

Attempts made to use
appropriat
e
transitions.

Lack of transitions.







Position Paper Score:





/30