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| Portfolio Section | Week Introduced | Skill(s) | Assignment | Assessment |
Ant Journal Writing
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Week 6 Recitation |
Generate sequential ant journal entries with descriptive, detailed, and creative writing and drawing.
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An ant colony is set up in the hall window of 129 Weniger. Make two different journal entries of these ants, one this week (week 7) and one next week (week 8). For each journal entry, include a combination of drawings and writings that describe the ant habitats and the ants themselves. For each of the two journal entries, include generalized information (loose sketches and general impressions), detailed information (detailed drawings and written descriptions), and a creative interpretation (creative art or creative writing). |
This assignment is worth 5.0 points. Each journal entry is worth 2.5 points each: 1.0 pt. for general information (0.5 pt for a loose sketch, and 0.5 pt for generalized impression); 1.0 pt for detailed information (0.5 pt for detailed drawing and 0.5 points for detailed written description), and 0.5 point for creative interpretation (you can do creative writing for one day’s journal entry, and a creative drawing for the other). |
Pond Life Organisms and Food Web
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Week 6 Laboratory |
Identify pond organisms and create a food web that includes information on trophic levels, energy flow, and nutrient cycling. |
This assignment includes two parts: the microscope observations/identification sheet you complete and get stamped in lab today and a food web that you will draw on a separate sheet of paper. For the food web: (1) Include the nine organisms that you have observed and identified. Organize the organisms by their different trophic levels (producer, consumer, decomposer). For example, all producers will be grouped together and labeled as producers. If necessary, add organisms you did not see under the microscope to complete the trophic levels (such as decomposers) (2) Draw arrows between the three trophic levels to Illustrate energy flow (including arrows for sunlight, energy movement through trophic levels, and energy loss as heat) and nutrient cycling. |
This assignment is worth 4.0 points: 1.0 point for the completed and stamped observation/identification sheet, and 3.0 points for the food web (1.5 points for nine organisms in three trophic levels and 1.5 points for correct energy and nutrient arrows between the trophic levels). |
Anthropogenic Biome Map
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Week 7 Recitation
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Locate and map the major patterns of human global land use.
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“Anthropogenic” biomes (also called “anthromes” or “human biomes”) describe patterns on Earth created through human activity. Using the handout provided in class and the map on the next page, fill in the six major anthropogenic biome zones on the map: urban/dense settlements, villages, croplands, rangelands, forested areas, and wildlands. Include a key that indicates the different types of biomes.
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This assignment is worth 3.0 points, 0.5 point for each major anthropogenic biome group.
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Climate Figure Analysis
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Week 7 Laboratory
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Analyze climate data in a figure and explain how and why climates differ between Newport and Burns Oregon. |
Using the data in the figure on the next page, (1) graph the Newport data, and (2) write a paragraph explaining how the climate of the Oregon coast (“Newport”) differs from the climate East of the Cascade Mountains (“Burns”), and (3) write a paragraph explaining why the two climates are different, including what impacts temperature and precipitation at both locations. |
This assignment is worth 4.0 points (1.0 point for completing the figure, 1.5 points for paragraph describing the climates of Burns and Newport, and 1.5 points for explaining why the climates of Newport and Burns are different).
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Desert Internet Research
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Week 8 Recitation
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Collect and synthesize information to take a reader on a virtual field trip of a desert ecosystem. |
Select a desert (other than the Chihuahuan or Spiny deserts) and find information on-line from at least three websites. Write a story of a walk through the desert which takes the reader on a “virtual field trip” with descriptions of (1) the desert’s location (country/countries, latitude, rainshadow, etc.), (2) the climate characteristics (temperature, precipitation), (3) characteristics of the desert sand/soil, and (4) characteristics of representative organisms (at least two plants and one animal). Include citations in your story as well as a bibliography with website information (complete web address and title of page). Note that this assignment is worth five points: be thorough and creative. It can be helpful to engage the senses in your written description (colors, smells, textures, sounds, etc.).
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This assignment is worth 5.0 points: 1.0 point for the desert’s location (country/countries, latitude, rainshadow, etc.), 1.0 point for the climate characteristics (temperature, precipitation), 0.5 point for the characteristics of the desert sand/soil, and 1.5 points for characteristics of representative organisms (1.0 point for plants and 0.5 point for animal), and 1.0 point for the citations and bibliography.
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Biological Literacy Reflection
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Week 8 Laboratory
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Reflect on your personal views of biological literacy |
This assignment is an opportunity to think about what you believe is important to know and be able to do. Answer both questions on the Biological Literacy Reflection Sheet (last page of this activity, both sides) and include it in the portfolio. There is also a digital version of this sheet at the course website if you prefer to type in the responses and print out a copy for the portfolio. This will be graded based on questions being answered thoughtfully and thoroughly, there are no right or wrong answers to these questions.
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This assignment project is worth 4.0 points (2.0 points for completing each of the two questions). |