ࡱ> Z\Y[ gbjbj 4Jΐΐg0///////1j4H///.//,.MA-//00Y-\4d40..4G/d//0j04 : SCI 3103 Rubric for Prior Learning Assessment Submissions Course description: Science 3103 is lab course built around a survey primarily of the biota of south Georgia and associated biological processes. Using the biota of southern Georgia as a model, students will study basic ecological principles, population structure and dynamics, life history patterns, and reproductive strategies and behaviors common to living systems. Special topics covered in the course include the biology of rare and endangered species and the importance of biological resources to human society. Candidates must score at the minimum level of able in each element of the rubric. ITEMMasterfulAbleDevelopingSOURCES OF LEARNING (EXPERIENCES)Documentation and description of experiences as a basis for PLA.Sources of Learning section succinctly narrates and describes the significance of the candidates relevant learning experiences and establishes the candidate as qualified to write on the subject. Prior experience must include at least 50 hours of prior experience in an appropriate laboratory, field, or other hands-on setting. Completed in PLA 2000EVIDENCE OF LEARNING (COMPETENCIES)Evidence (overall)Candidate provides evidence of learning from experience. Evidence aligned with specific learning outcomesCandidate provides adequate and appropriate evidence of each learning outcome listed in the course syllabus. Note: learning objectives should include process skills (possible suggestions below) as well as content topics. Demonstrate understanding of state and national standards for middle-grades science teachers. Provide connections among the various topics in the course, connections with other disciplines, and connections to everyday applications. Conduct scientific investigations and apply science process skills Use scientific instruments to observe and measure Use basic data analysis (mathematical and graphing) to interpret and present data Communicate effectivelyEvidence aligned with specific content topicsCandidate provides adequate and appropriate evidence of the following topics listed in the course syllabus. Survey of the Flora of South Georgia Survey of the Fauna of South Georgia Ecological Processes Biogeochemical cycles Herbivory and predation Food webs Environmental control of populations Competition Habitat requirements and utilization Population Structure and Dynamics Factors controlling growth and decline of populations Population size and resources, reproduction, etc. Dispersal Reproduction and Life History Patterns/Strategies Modes and strategies of reproduction in plants and animals Reproductive seasons Environmental factors influencing reproduction Fecundity, age, and frequency Longevity Rare and Endangered Species Survey of rare and endangered species in South Georgia What makes a species rare or endangered? What value are such species and what should humans do to preserve them? Societal Issues Involving Environmental and Biological Resources in South GeorgiaEvidence aligned with personal experienceFrom the candidates discussion of personal examples, it is clear that the learning arose from the candidates experience and/or experience represents the candidates understanding of the topic. This element reduces temptation to cut and paste information from reference materials.Evidence aligned with academic theoryAppropriate amount and use of academic theory is integrated within the submission, so that the candidates learning is grounded in the academic frameworks of the topic. QUALITY OF PRESENTATION OF SUBMISSIONBreadth / Depth of SubmissionThere is an appropriate depth and breadth of discussion related to requested credits (upper vs. lower division, and amount).Introduction / ConclusionIntroduction effectively introduces the topic in general and the contents of the essay specifically. Conclusion effectively summarizes main points and states significance of the essay topic.Citation of Source MaterialIn-text and end-of-text citations of all sourced materials are correct and complete.DocumentationDocumentation is effective evidence of experience; documentation is effectively referred to within submission, and its significance and relevance is clear.Sentence Structure, Mechanics, and Overall PresentationPLA submission is well-organized, uses adequate subheadings clearly aligned with competencies, and progresses in logical, convincing order. Each sentence structured effectively; rich, well-chosen variety of sentence styles and length. Virtually free of punctuation, spelling, capitalization errors; appropriate format and presentation for assignment. Exceptional vocabulary range, accuracy, and correct and effective word usage. PLA submission is professionally presented, complete, and clear. The documentation must include a description of the activity leading to the prior learning, an explanation of how the activity relates to the topic, and a discussion of how the topic fits into the general scope of the course. Note: this is included in sections already in the rubric. Note: information in red was provided by Jim Nienow. 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