Kristen Roberts

Junkyard Ramp Activity

The Junkyard Ramp activity showed students how to work productively in groups. In this
activity we had to build a ramp out of boxes and other sorts of garbage in twenty minutes that
could support a melon with a group of six people. I don't think that there was enough boxes the
build the ramps high enough to make the melon go far and the gym was very crowded and hard
to move around in.
I learned that working in groups will help you with many things. The Junkyard Ramp
activity was a very fun and interesting activity. This activity showed me how to work in teams.
This activity pushed us all to participate and work together as a team through brainstorming and
problem solving as a group to come up with the best ramp we could.
I feel that through the Junkyard Ramp project you can build various teamwork based skill
sets and sharpen communication skills among groups. This project has given me a good idea of
the different group work projects we will be doing throughout the year in 2016 senior capstone
class.

Reflective
Thinking

Analysis

Making
Connections

Above Expectations

Meets
Expectations

Approaching
Expectations

Below
Expectations

(20-19)

(18-16)

(15-13)

(12-0)

The reflection explains

the students own
thinking and learning
processes, as well as
implications for future
learning.

The reflection
explains the
students thinking
about his/her own
learning
processes.

The reflection attempts to

demonstrate thinking
about learning but is
vague and/or unclear
about the personal
learning process.

The reflection
does not
address the
students
thinking and/or
learning.

The reflection is an indepth analysis of the

learning experience,
the value of the
derived learning to self
or others, and the
enhancement of the
students appreciation
for the discipline.

The reflection is
an analysis of the
learning
experience and
the value of the
derived learning
to self or others.

The reflection attempts to

analyze the learning
experience but the value
of the learning to the
student or others is
vague and/or unclear.

The reflection
does not move
beyond a
description of
the learning
experience.

The reflection
articulates multiple
connections between
this learning
experience and

The reflection
articulates
connections
between this
learning

The reflection attempts to

articulate connections
between this learning
experience and content
from other courses, past

The reflection
does not
articulate any
connection to
other learning or

Conventions/
Mechanics

content from other

courses, past learning,
life experiences and/or
future goals.

experience and
content from other
courses, past
learning
experiences,
and/or future
goals.

learning experiences, or
personal goals, but the
connection is vague
and/or unclear.

experiences.

The reflection has

few/no grammatical
errors. Writing is well
organized and
paragraphs have
appropriate, engaging
topic sentences.

The reflection has

few grammatical
errors. Writing is
well organized
and paragraphs
have appropriate,
topic sentences.

The reflection has some

grammatical errors that
distract from
understanding. Writing is
organized and
paragraphs have topic
sentences.

The reflection
has many
grammatical
errors that
distract from
understanding.
Writing is
unorganized and
paragraphs lack
topic sentences.