Do human interactions with ecosystems have a negative or positive effect on biodiversity?

Overview Overview Do human interactions with ecosystems have a negative or positive effect on biodiversity? Do human interactions with ecosystems have a negative or positive effect on biodiversity? by Misty Wade As a connection to previous studies of systems in nature the four week intensive study and knowledge gained of the biotic and abiotic features in ecosystems,5 major biomes and their classes,importance of biomes, how biomes have changed during the history of life on earth, human activities that have drastically altered these communities, and how conservation and preservation of biomes should be a major concern to all, students are analyzing causes for the changes in biodivierstiy that are occurring today in several regions across the globe. Students are reading,annotating,studying, and discussing journal/periodical articles, educational websites, population graphs,illustrations,editorial cartoons,and conducting hands on activities, to allow them to better understand the events happening around world. After the students are comfortable with the topic they, will then, write an argumentative essay, using their chosen texts, to support their stand on the positive or negative side of the unit s essential question. Grades: 8 9 10 11 12 Discipline: Science Teaching Task: Task Template 2 (Argumentation and Analysis) Course: Grade 8 Science Author Information: Misty Wade (Simpson County) 1 of 20

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Section 1: What Task? TEACHING TASK Task Template 2 [3 Levels] Argumentation & Analysis L1: Do human interactions with ecosystems have a negative or positive effect on biodiversity? After reading informational texts write an essay that addresses the question and support your position with evidence from the text(s). L2: Be sure to acknowledge competing views. L3: Give examples from past or current events or issues to illustrate and clarify your position. STUDENT BACKGROUND According to the Glencoe Science text, an ecosystem consists of all the organisms living in an area, as well as the nonliving parts of that environment. Biodiversity refers to the variety of all forms of life in an ecosystem, biome or an entire planet. As the world's human population increases, we are having increased interactions with our environment. You will be using information gathered and knowlege gained from your reading of various text resources to argue the negative or positive effects human interactions have on biodiversity. EXTENSION 3 of 20

Rubric Scoring Elements Focus Controlling Idea Reading/Research Development Not Yet Approaches Expectations Meets Expectations 1 1.5 2 2.5 3 3.5 4 Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim. Addresses prompt appropriately and establishes a position, but focus is uneven. Establishes a claim. (L2) Makes note of counter claims. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim. Uses an appropriate organizational Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Establishes a credible claim. (L2) Develops claim and counter claims fairly. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim. Maintains an appropriate organizational structure to address Advanced Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly. Accurately and effectively presents important details from reading materials to develop argument or claim. Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning. Maintains an organizational structure that intentionally and effectively enhances the presentation of 4 of 20

Organization Attempts to organize ideas, but lacks control of structure. structure for development of reasoning and logic, with minor lapses in structure and/or coherence. specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Content Understanding Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. 5 of 20

STANDARDS Kentucky Unifying Concepts SC-07-4.7.1: Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors. SC-08-4.6.5: Students will describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids); and explain the effects of change to any component of the ecosystem. SC-08-4.7.1: Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components within an ecosystem. SC-HS-4.6.1: Students will explain the relationships and connections between matter, energy, living systems and the physical environment; and give examples of conservation of matter and energy. SC-HS-4.6.4: Students will describe the components and reservoirs involved in biogeochemical cycles (water, nitrogen, carbon dioxide and oxygen); and explain the movement of matter and energy in biogeochemical cycles and related phenomena. SC-HS-4.7.1: Students will analyze relationships and interactions among organisms in ecosystems; and predict the effects on other organisms of changes to one or more components of the ecosystem. SC-HS-4.7.2: Students will evaluate proposed solutions from multiple perspectives to environmental problems caused by human interaction; and justify positions using evidence/data. Human beings live within the world's ecosystems. SC-HS-4.7.5: Students will predict the consequences of changes in resources to a population; and select or defend solutions to real-world problems of population control. Common Core Anchor Standards Reading R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 6 of 20

R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently. Common Core Anchor Standards Writing W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Custom Standards 7 of 20

Section 2: What Skills? Selected Skills Preparing for the Task ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. Reading Process TEXT SELECTION: Ability to identify appropriate texts ACADEMIC INTEGRITY: Ability to use and credit sources appropriately. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. ACTIVE READING: Ability to identify the central point and main supporting elements of a text. Transition to Writing TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns BRIDGING: Ability to begin linking reading results to writing task. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. REVISION: Ability to refine text, including line of thought, language usage, and tone as 8 of 20

appropriate to audience and purpose. EDITING: Ability to proofread and format a piece to make it more effective. COMPLETION: Ability to submit final piece that meets expectations. 9 of 20

Section 3: What Instruction? MiniTasks Preparing for the Task ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. LIST Create a vocabulary chart for given content vocabualry terms. Pacing: Day 1-2 3/13/13 & 3/15/13 Creates and maintains a vocabulary chart. Using context to derive meaning of vocabulary terms. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. OUTLINE Complete task rewrite and rubric translation. Pacing: Day 3 3/18/13 None Class Discussion Deconstruct Teaching Task Deconstruct Rubric PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. OUTLINE Create "I will" statements from your outline of the task to state what you will do to complete each part. 10 of 20

Pacing: Day 3 3/18/13 Creates an outline or organizer. Provide and teach one or more examples of outlines or organizers. Reading Process TEXT SELECTION: Ability to identify appropriate texts SHORT CONSTRUCTED RESPONSE Respond to the Reading of Everglades:River of Grass Pacing: Day 4 3/19/13 Identifies reasonable/accurate ways to verify facts contained in text. Identifies author's purpose. Provide definition of nonfiction. Discuss how to judge the accuracy of information and ways to verify facts contained in text. Discuss ways to determine author's purpose. ACADEMIC INTEGRITY: Ability to use and credit sources appropriately. NOTES For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and/or worthy of study. Pacing: Introduce on Day 4 3/19/13 & On-going Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). 11 of 20

Includes reasonable evidence that work is credible and/or worthy of study. Provide citation guide and discuss why each element of citation is needed. Ask students to brainstorm what makes an author credible and/or worthy of study. Provide access to research sources for students to assess the texts. Note: for an after researching task, add teaching and time for students to select the texts they will use. Discuss respect for others work to assemble evidence and create texts. Discuss academic penalties for stealing others thoughts and words. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. NOTES From each website,printed text,and class notes, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism. L2(a) What strategies will you use to discern credible sources? Pacing: Days 4-12 3/19/13-3/29/13 Identifies relevant elements. Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly. Teach a model format for note taking. Check that early student work is in the assigned format (or in another format that gathers the needed information effectively). ACTIVE READING: Ability to identify the central point and main supporting elements of a text. SHORT CONSTRUCTED RESPONSE What is the author trying to accomplish? Which parts of the text show you that? L2 What competing arguments have you encountered or can you think of? L3 What historical or current examples can you note that relate to the task prompt? 12 of 20

Pacing: Days 5-12 3/20/13-3/29/13 Answers questions with credible response. Methods for analyzing texts Model how writers address competing arguments in their works, as in editorial cartoons or academic journals. Class discussion about connections to historical or current examples/events Transition to Writing TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns SHORT CONSTRUCTED RESPONSE Summarize the texts you ve read. Take notes on the textual evidence you need for your Essay. Add some notes of things you know about this issue and how it pertains to the functioning of the biogeochemical cycles. Pacing: Day 13-14 4/8/13-4/9/13 Summary of texts including prior knowledge of biogeochemical cycles. Link this task to earlier class content. Summarizing BRIDGING: Ability to begin linking reading results to writing task. OUTLINE Create an outline based on your notes and reading in which you state your claim, 13 of 20

sequence your points,and note your supporting evidence. L2 Include competing argument(s) L3 Include example(s)of historical or current connections to topic/issue Pacing: Day 15 4/10/13 Creates a 4 square outlining/organizer. L2 Identifies competing argument L3 Provides an example or more Outlining/organizer 4 square method and template Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition Pacing: Day 16 4/11/13 Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument. Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). 14 of 20

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Pacing: Days 16-17 4/11/13-4/12/13 Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. LONG CONSTRUCTED RESPONSE Refine composition s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Pacing: Days 18-19 4/15/13-4/16/13 Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. EDITING: Ability to proofread and format a piece to make it more effective. 15 of 20 LONG CONSTRUCTED RESPONSE

Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text. Pacing: Days 20-21 4/17/13-4/18/13 Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other s texts a second time. COMPLETION: Ability to submit final piece that meets expectations. LONG CONSTRUCTED RESPONSE Turn in your complete set of drafts, plus the final version of your piece Pacing: Day 22 4/19/13 Fits the Meets Expectations category in the rubric for the teaching task. 16 of 20

Resources Uploaded Files Keywords Links* * These Lexile measures were computed automatically and did not undergo human review. They are not certified measures and should not be published or recorded in any way. Other Resources How are Beverages and Wildlife Connected? National Geographic Unit Opener Grade 8 Glencoe Science Text page 90 Creating Wetlands to Purify Wastewater Time Science and Society Grade 8 Glencoe Science Text page 172 The World's Oldest Fish Story Oops! Accidents in Science Grade 8 Glencoe Science Text page 264 The Everglades:River of Grass Science and Language Arts Grade 8 Glencoe Science Text page 30 Extinct! Science Stats Grade 8 Glencoe Science Test page 296 Population Growth National Geographic Visualizing Grade 8 Glencoe Science Text page 104 Secondary Succession National Geographic Visualizing Grade 8 Glencoe Science Text page 152 Glencoe Science Text Content Selections from Chapter 4-6 Websites www.ucmp.berkeley.edu, thinkquest.org, geography4kids.com, blueplanetbiomes.org, usgs.gov Editorial Cartoons Population Growth Graphs 17 of 20

Natural Selection Activity PowerPoint Notes Food Chain, Food Web and Energy Pyramid Illustrations 4 Square Writing Template 18 of 20

Section 4: What Results? Classroom Assessment Rubric Not Yet Focus Reading/Research Controlling Idea Development Organization Conventions Meets Expectations Focus Reading/Research Controlling Idea Development Organization Conventions Attempts to address prompt but lacks focus or is off-task. Demonstrates weak use of reading material to develop argument. Establishes a claim and attempts to support an argument but is not convincing; (L2) Attempts to acknowledge competing arguments. Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant. Provides an ineffective structure; composition does not address requirements of the prompt. Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose. Addresses the prompt and stays on task; provides a generally convincing response. Demonstrates generally effective use of reading material to develop an argument. Establishes a credible claim and supports an argument that is logical and generally convincing. (L2) Acknowledges competing arguments while defending the claim. Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations relevant to the argument (L3) Makes a relevant connection(s) that supports argument. Applies an appropriate text structure to address specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose. Classroom Assessment Task Do human interactions with ecosystems have a negative or positive effect on biodiversity. After reading informational texts write an essay that addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position. Exemplar Work Uploaded Files 19 of 20

Comments Author Notes Other Comments 20 of 20