An Online Environment Requires the Active Participation
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
An Online Environment Requires the Active Participation
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Background
Angiosperms (flowering plants) are the largest Phylum in the plant kingdom Plantae. (Note that the Phylum Angiospermophyta may also be called Anthophyta or Magnoliophyta in different classification systems.)
These plants have true roots, stems, leaves, and flowers. The roots grow into the soil to anchor the plant in place and take up water and nutrients. The leaves are above ground and act as the main organs for photosynthesis. Stems provide above ground support for the plant and operate as conduits to move nutrients and water throughout the plant. Flowers contain the male and female reproductive organs of the plant.
Assignment Details
Part 1
Plants develop specialized roots, stems, leaves, and flowers to make them better adapted to their environment. People exploit many of these modifications as vegetables. An example of this is the taproot of carrots. The carrot plant stores sugars in the taproot to supply energy for the formation of flowers in later development. People dig up and eat the taproots while the sugar content is still high. Complete the following:
- Describe the anatomy (structure) and physiology (function) of a plant. Is the structure of your plant a modification from the standard root, stem, leaf, or flower?
- Explain how this structure differs from the standard root, stem, leaf, or flower.
- Compare the plant that you have chosen, its structure, and its function with 1 or more of your classmates’ choices.
Part 2
Animals are important for humans in ways other than providing food. Medicines, clothing, beauty, fuel, air quality, building materials, and industrial products are a few of the ways in which humans exploit animals. Complete the following:
- Choose 1 product or benefit that people get from animals (besides food), describe it, and explain how people benefit.
- Which do you think is the most important benefit of animals? Select 1 benefit and explain.
- List 3 adaptations that animals have that plants do not have.
Provide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment.
In your own words, please post a response to the Discussion Board. Be sure to compare and contrast your choice to other plants presented by at least two other students by responding to their posts, using “Reply to Message.” You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following.
External Web links:
- Unit 5: Plantae
- Unit 5: Angiosperms: Flowering Plants
Grading Rubric 45% Purpose of Assignment/Content Development Demonstrates use of appropriate, relevant, and compelling content expressing topic, main idea, and purpose to fully answer all questions. 20% Critical Thinking Demonstrates ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Demonstrates ability to use creativity and originality in problem-solving. Applies critical thought to the main topic and to student responses sharing ideas and experiences as they relate to course content and the DB questions. 30% Effective communication Organization, Grammar, Presentation: Communicates ideas and content relevant to the assignment through clear and effective language and organization. Presentation and delivery are confident and persuasive.
Audience, style, tone and perspective are consistent and appropriate to discussion.
Correct grammar, spelling, and sentence structure.
5% Information Literacy, Research Student selects and uses high quality, credible references relevant to the assignment questions. Sources are correctly cited using APA style. An Online Environment Requires the Active Participation
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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