Boat Safety and Water Sports Portfolio
Final Unit Project:
Students must compile a portfolio in which they
plan a weekend trip full of boating, water skiing, and wake boarding. They
are to have the following items in the portfolio:
Assignments:
1. Safe Loading Capacities Worksheet ~ Go to
Lesson One
2. Inventory First Aid Supply List ~ Go to Lesson
Three
3. Water Skiing Laws ~ Go to Lesson Five
4. Strength Workout ~ Go to Lesson Nine
At least five of the following items -- students
need to pick out five items in the list below ( you can have more than
five if they wish ~ students must understand that this portfolio is for
their own success and enjoyment in water sports:
1. Water Ski Checklist -- what will be on the
list ( equipment, coolers, life jackets, etc........)
2. Student diary that describes how she/he feels
when water skiing and wake boarding ( must be 1 page in length)
3. Identify equipment that you will be using
and tell why you will be using it (performance, regulations, etc...)
4. An outline of basic teaching cues/progressions
learned in water skiing and wake boarding.
5. Build a model boat and label all the parts
of the boat ( include their purpose)
6. Pictures
7. Identify five knots every boater should know
and make a instructional sheet to teach others from.
8. Identify what types of life jackets will be
used and why also include how you will fit life jackets for those on your
trip.
9. Identify sea creatures you expect to encounter
on the trip then reflect back on the ones you actually saw-- were you correct?
With the creatures you saw: name them, state if they are harmful and if
so what is the treatment if you should come in contact with them?
10. Your own ideas ( must be approved by teacher
for credit).
Grading Criteria:
An Outstanding Portfolio:
An outstanding portfolio is a coherent story
of the student as a reflective learner where all the parts of the portfolio
bear a clear relationship to each other and to a central purpose. There
is an awareness of the perspectives and other stake holders, and the student's
self assessment has been enhanced by this knowledge. A reviewer can look
at the portfolio and easily understand how the judgments about the learner
came to be made and the degree to which stake holders would agree. When
reviewing the portfolio outsiders get the feeling that they really know
the person whose achievement is depicted here, and have of fair understanding
of how the learner came about.
An On-Track Portfolio:
An on-track portfolio is in the process of becoming
a story of the student as an independent learner. There are relationships
between one part of the portfolio and another. There is evidence of student
ownership. The learner has a personal investment in selecting and explaining
the content. It is possible to distinguishing other stake holders goals
from the student's or to recognize instances when they overlap. The portfolio
may be created for others to assess, but there is an evidence of self assessment.
The student's voice is always audible.
An Emerging Portfolio:
In an emerging portfolio there is a sense of
intentionally controlling some of the student's choices. Students may not
be able to verbalize the reasons, even as they reflect on their choices,
but the reviewer may be able to recognize a relationship between some exhibits
or infer the reasons. Or, there may be evidence that the student had some
insight into the teacher's purposes. While evidence of self reelection
adds information to the presentation, at this point in the development
of the portfolio there is insufficient information or organization to characterize
the portfolio as either a story of learning or a portrait of the learner.
An Off-Track Portfolio:
An off-track portfolio is simply a container
of student work or assessments, without an attempt on the part of the learner
to provide organization. There is no attempt by the learner to make a coherent
statement about what learning has taken place. The student's understanding
of the task is minimal, the portfolio is about collecting what the teacher
asks for. For the student portfolio was built by following instructions.
Self reflective statements, if present, add little to clarify organization
or explaining learning.