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Module830.pdf Overview Overview BioControl: Introducing Species to Balance Ecosystems BioControl: Introducing Species to Balance Ecosystems by Mark Weese This module consists of developing an argumentative essay on how to control over-population and the importance of predator/prey relationships within a healthy ecosystem. Students will explore evidence in history in which scientists have used biocontrol methods and introduced species to control or balance ecosystems. Students also complete a lab as part of the Reading Process to supplement their data collection from articles. This unit is adaptable in that teachers can emphasize different aspects of Life Science--such as natural selection, food web and food chains--while focusing on the interdependence of various organisms in a healthy ecosystem. Teachers may select 5-6 short articles from those provided here or select their own based on local environmental concerns. This module was created by Mark Weese, a 7th grade Life Science teacher from Effingham County, Ga. [email protected] Articles used in this module: Clark, L., (2009). Opinion: Accidental migration not part of nature’s plan. Hickory Daily Record. Fears, D., (2011). Loss of predatory animals is causing a boom in prey. The Washington Post. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=wapo.0d2c1ebe-ae45-11e0-b305-d2fe Joyce, C., (2012). Invasive Pythons put Squeeze on the Everglades. NPR. Retrieved from http://www.npr.org/2012/01/30/146088909/invasive-pythons-put-squeeze-on-everglades-animals. Morelle, R., (2008). Alien invaders: The next generation. BBC News. Retrieved from http://news.bbc.co.uk/2/hi/sci/tech/7573529.stm Morelle, R., (2008). Predators could be superweed fix. BBC News. Retrieved from http://news.bbc.co.uk/2/hi/7531221.stm University Of Toronto (2000, November 28). Animals Regulate Their Numbers By Own Population Density. Science Daily. Retrieved from http://www.sciencedaily.com/releases/2000/11/001128070536.htm Page 1 of 29 Module830.pdf Grades: 7 Discipline: Science Teaching Task: Task Template 2 (Argumentation and Analysis) Course: Life Science Author Information: Mark Weese (Effingham County) Page 2 of 29 Module830.pdf Section 1: What Task? TEACHING TASK Task Template 2 — [3 Levels] Argumentation & Analysis L1: Under what circumstances should species be introduced to regulate population densities within an ecosystem? After reading articles about biocontrol and the results of introducing species to new environments, 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 Several scientific articles describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Students will analyze problems caused by overpopulation, evaluate possible solutions, and make recommendations on whether humans should intervene or have nature “run it’s course”. EXTENSION Page 3 of 29 Module830.pdf Rubric Approaches Expectations Not Yet Scoring Elements 1 Focus Attempts to address prompt, but lacks focus or is off-task. 1.5 2 Addresses prompt appropriately and establishes a position, but focus is uneven. Meets Expectations 2.5 3 Advanced 3.5 4 Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. Controlling Idea Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. Establishes a claim. (L2) Makes note of counter claims. Establishes a credible claim. (L2) Develops claim and counter claims fairly. Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly. Reading/Research Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Accurately and effectively presents important details from reading materials to develop argument or claim. 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. 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. 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. 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 appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Development Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Demonstrates Page 4 of 29 Module830.pdf 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. 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. Page 5 of 29 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. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Module830.pdf STANDARDS Georgia — Life Science S7L3: Students will recognize how biological traits are passed on to successive generations. S7L4: Students will examine the dependence of organisms on one another and their environments. S7L5: Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring. 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. 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. 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. Page 6 of 29 Module830.pdf 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 Page 7 of 29 Module830.pdf Section 2: What Skills? Selected Skills Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. Reading Process/Data Collection ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts, facts, and/or information. MAKING INFERENCES: Ability to make observations and relate these observations to key concepts and essential vocabulary learned. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. SCIENTIFIC INQUIRY: Ability to use scientific concepts and apply them to develop or simulate experimental designs. Transition to Writing BRIDGING: Ability to begin linking research results to writing task. ACADEMIC INTEGRITY: Ability to use and credit sources appropriately. Writing Process CLAIM: Ability to establish a claim and consolidate information relevant to task. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation 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 Page 8 of 29 Module830.pdf 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. Page 9 of 29 Module830.pdf Section 3: What Instruction? MiniTasks Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns LIST In a quick write, write your first reaction to the task prompt. Add some notes of things you know about this issue. Pacing: 10 minutes Scoring Guide: work meets expectations if: No scoring Teaching Strategies: • Link this task to earlier class content. • Discuss student responses. • Explain that a good argument is supported by evidence and valid claims. Ask students "What evidence from earlier course content might be useful to answering the prompt?" TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. SHORT CONSTRUCTED RESPONSE In your own words, what are the important features of a good response to this prompt? Pacing: 15 minutes Scoring Guide: work meets expectations if: No Scoring Teaching Strategies: •Discuss the importance of the issue and how it relates to local ecologies. • Ask students if they have inadvertently or purposely participated in activities that have affected populations of species. •Share examples of types of text students will produce (from professional writers). • Handout Argumentative Packet (this is provided in my resources and outlines the reading and prewritng process) Page 10 of 29 Module830.pdf Reading Process/Data Collection ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts, facts, and/or information. NOTES During the presentation, list key essential relationships within an ecosystem that are necessary for species survival as well as relationships that contribute to a balance in the food web. Define key vocabulary terms essential in writing your argument. Pacing: 35 minutes Scoring Guide: work meets expectations if: Identifies proper meaning of essential vocabulary by using contextual clues within the reading. Teaching Strategies: •Introduce key vocabulary terms that will be essential in completing the task: Predator, prey, carrying capacity, limiting factors/resources, competition, natural selection. These can be presented using the Interactions among Organisms PowerPoint provided in my resources. Guided notes are also provided that go along with this PowerPoint. Students can define these terms in their argumentative packet provided at the begining of the unit. (Argumentative Packet is provided in resources) • Read "Dynamics of Predation" by Allison Stevens. Have students find the key words and use literary context to identify their meaning. • Struggling students may need a guided reading supplement with fill-in-the-blanks to go along with presentation and article. See attached. MAKING INFERENCES: Ability to make observations and relate these observations to key concepts and essential vocabulary learned. LONG CONSTRUCTED RESPONSE Deer: Predation or Starvation Lab What is your opinion on the “balance of nature” hypothesis that is exemplified in the lab? Is population controlled by predation more justifiable than by population controlled by Page 11 of 29 Module830.pdf starvation? Pacing: 60 minutes Scoring Guide: work meets expectations if: • Answers questions with credible response. • Makes a justifiable claim on the “balance of nature” hypothesis with supporting evidence. Teaching Strategies: • Pass out the Predation or Starvation Lab • Read aloud the scenario of bio control used on the population of white-tailed deer. • Have students share ideas about what the effects of an unbalanced ecosystem on the island would be. • Help students set up population density graphs between deer and wolves. • As students make and justify claims about the “balance of nature” hypothesis, have students write their claims down with supporting evidence from their lab activity. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. NOTES Concept Map: What is an invasive species? What stress does the introduction of a new species have on existing populations in an area? What evidence in history illustrates the effects of introducing a non-native organism to an area? Pacing: 50 minutes Scoring Guide: work meets expectations if: • Appropriately explains the cause and effect of the introduction of new species in an ecosystem. •Justifies answers with supportive historical events. Teaching Strategies: Introduction: Show clip from the National Geographic "Alien Invaders" (min 27-31) that shows how scientists have tried and failed at using biocontrol methods to attempt to balance predator/prey populations (only 5 minutes). •Discuss the impact of invasive species described in the clip. Page 12 of 29 Module830.pdf • Have students share their ideas on biocontrol and the effect it has on other species in an ecosystem. • Hand out "Alien Invaders: The Next Generation" by Rebecca Morelle. • Have students complete cause-and-effect concept map which will provide them with supportive claims when beginning their tasks (located in their Task packet). • Print enough articles for students to keep copies in their notebooks and encourage students to highlight quotes and notes that will help them in the writing process. NOTES Concept Map: What is being done to preserve the balance of the U.K.'s natural ecosystems? What are some of the benefits of using biological control methods to prevent overpopulation? Pacing: 40 minutes Scoring Guide: work meets expectations if: •Appropriately explains the causes and effects of biocontrol methods. •Justifies answers with supportive historical events. Teaching Strategies: •Hand out Rebecca Morelle's "Predators could be Superweed Fix" and show short video clips of the plant that is disrupting the United Kingdom's plant populations. • Allow students to read the article and fill out a concept map that illustrates the benefits of using biocontrol methods in ecosystems that have become unbalanced by overpopulation. • Have students compare this concept map to yesterday's which illustrated the dangers of introducing new species to an area. •Struggling readers might benefit from using the article Guided Reading worksheet that identifies key concepts in each paragraph of the article and directs their attention to the author's major ideas. NOTES Guided Reading: • How can species naturally prevent overpopulation? • How are these natural processes different than using biocontrol conducted by scientists? • Should scientists allow species to naturally balance out their own populations? Pacing: 30 minutes Page 13 of 29 Module830.pdf Scoring Guide: work meets expectations if: Answers questions with credible response. Teaching Strategies: •Handout Science Daily's article "Animals regulate their numbers by own population density." •Discuss how the article shows the ability of several species to regulate overpopulation by terminating breeding practices and reproductive functions. •Discuss how this natural process justifies reasons behind natural selection and unnecessary means of biocontrol. • Have students add quotes and notes from the article to their concept maps to help include more supportive details in writing their tasks. •Struggling students might benefit from using the article Guided Reading sheet that identifies key concepts in each paragraph of the article and directs their attention to the major ideas written by the author. NOTES What is an invasive species? What stress does the introduction of a new species have on existing populations in an area? What evidence in history illustrates the impact of introducing an organism to a new area? Are the impacts more beneficial than detrimental, or more detrimental than beneficial? Pacing: 30 minutes Scoring Guide: work meets expectations if: • Appropriately explains cause and effect of new species in an ecosystem. •Justifies answers with supportive historical evidence. Teaching Strategies: • Hand out NPR's "Invasive Python puts Environmental Squeeze on the Everglades." • Have students read the article and take notes on the harmful effects invasive species can have on natural populations. • Have students record notes in their task packet that supports their arguments for or against the use of biocontrol and introducing nonnative species to an ecosystem. • Print enough articles for students to keep in their notebooks and encourage students to highlight quotes and notes that will help them in the writing process. SCIENTIFIC INQUIRY: Ability to use scientific concepts and apply them to develop or Page 14 of 29 Module830.pdf simulate experimental designs. SHORT CONSTRUCTED RESPONSE RESEARCH QUESTIONS: How did the population of moths change over time? What led to these changes in the moth population? What will happen to species that are “unfit” in a population? How does natural selection suggest a natural process of balancing in an ecosystem? Pacing: 55 minutes Scoring Guide: work meets expectations if: • Identifies relevant elements. • Provides evidence of natural selection in lab simulations and analysis of data that justify evidence behind the concept. • Discusses the contributions to population changes within a species. Teaching Strategies: • Review the concept of natural selection and discuss how animal behaviors contribute to necessary ecological relationships, such as competition, innate behaviors, learned behaviors, and the concept behind “survival of the fittest.” • Introduce the Peppered Moths example that illustrates how the Industrial Revolution led to the change of a beneficial characteristic. • Have student complete the peppered moth simulation that demonstrates the idea that nature chooses favorable traits for survival and reproduction, while weaker traits fail and die off. Transition to Writing BRIDGING: Ability to begin linking research results to writing task. OUTLINE Creating a Valid Argument Map: To organize and make a valid claim about the articles you have read, complete the following map that includes these major concepts - Essential features of a healthy ecosystem - The necessity of predatory/prey relationships - Biocontrol - Argument for biocontrol - Argument against biocontrol - Historical evidence supports your claim Page 15 of 29 Module830.pdf Pacing: 35 minutes Scoring Guide: work meets expectations if: No scoring Teaching Strategies: • Using notes taken from the articles read, students will organize their ideas for the writing process by completing the outline given. * Discuss that designing concept maps is an essential step in the pre-writing process. • This activity will allow students to support their main ideas with appropriate evidence as well as provide counter-arguments. ACADEMIC INTEGRITY: Ability to use and credit sources appropriately. SHORT CONSTRUCTED RESPONSE Citations and Usage: Practice ways to include citations in a paper to support ideas and properly provide credit to authors. Pacing: 20 minutes Scoring Guide: work meets expectations if: • students identify important points, evidence, and claims from articles to use and cite in their papers. Teaching Strategies: • After students fill out concept maps and note-taking guides for each article as directed in their task packets, have students list quotes from the reading that support the ideas they have listed. • Have students practice various ways to properly include these quotes into their paper, using correct methods of crediting the author. Writing Process CLAIM: Ability to establish a claim and consolidate information relevant to task. SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key Page 16 of 29 Module830.pdf points you plan to make in your composition Pacing: 20 minutes Scoring Guide: work meets expectations if: • 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. Teaching Strategies: • 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). PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. OUTLINE Outline/organizer Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Ideally, teacher will lead students in creating their own outlines. However, students who need more support might be provided with the following outline: Paragraph 1: Introduction (already written in previous mini-task) Paragraph 2: What contributes to balanced ecosystems (limiting factors, predatory prey relationships, natural selection, etc.) Paragraph 3: What is biocontrol and how is it used. Paragraph 4: The effects of biocontrol, providing historical evidence. Paragraph 5: Natural or superficial means to balance ecosystems. Paragraph 6: Short statement that summarizes your claim in the paper. This is your last attempt to convince the reader of the validity of your argument. Pacing: 45 minutes Scoring Guide: work meets expectations if: • Creates an outline or organizer. • Supports opening claim. • Uses evidence from texts read earlier. L2 Identifies competing argument(s). Page 17 of 29 Module830.pdf L3 Provides appropriate number of sound connections. Teaching Strategies: • Provide and teach one or more examples of outlines or organizers. • Invite students to generate questions in pairs about what format they prefer and whether the formats include all required information. Then take and answer questions. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Using your outline, write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Pacing: 45 minutes Scoring Guide: work meets expectations if: • Provides complete draft with all parts. • Supports the opening in the later sections with evidence and citations. Teaching Strategies: • Encourage students to refer back to their opening paragraph as they work on developing their letter to make sure they are supporting the main ideas of the paper. 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: 45 minutes Scoring Guide: work meets expectations if: • Provides complete draft with all parts. • Supports the opening in the later sections with evidence and citations. • Improves earlier edition. Page 18 of 29 Module830.pdf Teaching Strategies: • Provide feedback that balances support for strengths and clarity about weaknesses. • Provide students with a checklist of components (clear claim, evidence, warrant) that will strengthen papers. Have the students highlight each component in their paper in order to prove that have incorporated each component in their writings. EDITING: Ability to proofread and format a piece to make it more effective. 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. •Use a color-coding strategy to point out essential argumentative writing tools. Pacing: 55 minutes Scoring Guide: work meets expectations if: • Provides draft free from distracting surface errors. • Uses format that supports purpose. Teaching Strategies: • Have students get into pairs. • Handout 3 colored highlighters. • As students read each other's supporting paragraphs, have them highlight the main idea in the paragraph yellow, highlight supportive evidence in blue, and highlight counter arguments in orange. •By color coding the draft, students will be able to identify whether their peers are making clear claims for the reader as well as providing evidence and counter claims to strengthen their arguments. •Students should look over their own papers after peer review. Identify weaker paragraphs by the absence of blue and orange colors. Does each paragraph state a main idea (yellow)? •Struggling students may need the teacher facilitating the peer review as students examine one paragraph at a 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 Page 19 of 29 Module830.pdf Scoring Guide: work meets expectations if: • Fits the “Meets Expectations” category in the rubric for the teaching task. Page 20 of 29 Module830.pdf Resources Selected Articles ALIEN ATTACK. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) Current Events (12/7/2009)— The article offers information on the threats of invasive species to the natural balance of the ecosystem. The study released by the U.S. Geological Survey (USGS) indicates that Florida has become the home to growing populations of Burmese pythons, anacondas and African rock pythons. Meanwhile, the Asian long-horned beetles (ALB) are munching maple trees in New England. On the other hand, the Zebra mussels are wreaking havoc in the Great Lakes. 1000L Living with aliens. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) New Scientist (9/26/2009)—Davis, Mark The article focuses on the belief of many people that alien or non-native species are harmful. It clarifies that only a few percent of introduced species are harmful and that most are relatively benign. Honeybee is an example of an alien species that offer beneficial effects. It outlines two explanations for the decision of many people to view native species as inherently more desirable than non-native ones. It explains the role of prejudice in the negative conclusions about non-native species. 1170L A Friend to Aliens. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) Scientific American (Feb2011)—Borrell, Brendan An interview with U.S. plant ecologist Mark Davis is presented in which he discusses the environmental impact of invasive species, such as garlic mustard. He discusses what he thinks makes a particular species a problem, why he believes scientists have exaggerated the impact of some nonnative species, and the use of the precautionary principle by scientists to prevent the spread of species they deem harmful. 1160L LIFE: THE Origin OF Species. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) Current Science (2/24/2012)—Weir, Kirsten The article presents information on the threat posed by invasive species in reference to cane toad in Australia. 1110L When it Comes to Pestering Pests, Some Bugs Bug Other Bugs Best. Page 21 of 29 Module830.pdf (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) National Wildlife (World Edition) (Aug/Sep2000)—Tennesen, Michael Reports on the rearing of beneficial bugs by commercial farmers in the United States as alternative to pesticide use to control insect pests. Use of predatory mite called Persimilis by strawberry and ornamental plant growers; Tip on how to create own insectary; Feeding on aphids by lady beetles. 1110L THE REWILDED WEST. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=830&scrollTo=articles) E: The Environmental Magazine (Mar/Apr2007)— The article discusses the plan of a group of American ecologists and conservationists to restore the dysfunctional ecosystem of North America by carefully bringing there, large vertebrates common to the Pleistocene era. The proposal was published in detail in the journal "The American Naturalist," by ecologist Josh Donlan and his colleagues. The group is planning to introduce Asian camels, African cheetahs and Asian and African elephants into America's central and western dysfunctional grasslands on a species-by-species basis. An expert working group would be established for each species and it will start with a feasibility study, looking at issues ranging from captive breeding to sociopolitical hurdles. Social challenges may prove one of the biggest hurdles for this project. 1070L Uploaded Files Interactions among organisms.ppt (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/30251868_Mar_04_2012_164130124.ppt) Essential Vocabulary for Argumentative Task PowerPoint. Presentation discusses factors that influence populations and the importance of several interactions among organisms. Interactions among organisms.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/30263448_Mar_04_2012_16454590.doc) This is guided notes that go along with the Essential Vocabulary for Argumentative Task PowerPoint. Presentation discusses factors that influence populations and the importance of several interactions among organisms. Peppered Moth Simulation.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/1780784548_Mar_04_2012_173701406.doc) This lab exemplifies how the environment influences beneficial traits through the process of Page 22 of 29 Module830.pdf natural selection and therefore can change reproductive rates as well as the abundance of several specie adaptations. Deer and Wolf-predator prey sheet.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/496436440_Mar_04_2012_173932367.doc) This activity has students justify their claim for or against the "balance of nature" hypothesis that several ecologists have disputed over for several years. Students practice graphing skills that exemplify the cause and effects of introducing predators to control prey populations. Predators could be Super Fix Guided Reading.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/863589752_Mar_04_2012_174513412.doc) This is a supplement that will support lower readers in identifying key concepts written by the author in the article. Animals Regulate Their Numbers by Own Populations Density.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/1440727743_Mar_04_2012_174600321.doc) This is a supplement that will support lower readers in identifying key concepts written by the author in the article. Argumentative Packet.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/830/1715995894_Mar_04_2012_175926149.doc) This packet includes a detailed description of the written task and what is expected of the students when writing their argument. This packet also includes supplemental note-taking outlines that the students will fill out as they read the articles in class. Keywords Bio-control population predator prey invasive species Page 23 of 29 Module830.pdf carrying capacity limited resources food web niche ecology Links* Animals Regulate Their Numbers By Own Population Density (1350L) (http://www.sciencedaily.com/releases/2000/11/001128070536.htm) ScienceDaily (Nov. 28, 2000) — Nov. 22, 2000 -- Zoologists from the University of Toronto have cracked the ecological puzzle of how animals - in this case the arctic ground squirrel manage to control their own population in the northern boreal forest of Canada. Invasive Pythons Put Squeeze On Everglades' Animals (1110L) (http://www.npr.org/2012/01/30/146088909/invasive-pythons-put-squeeze-on-everglades-animals) Christopher Joyce's article that explains the ecological crisis of an invasive python that was introduced to Florida's swamp lands. Predators Could Be Superweed Fix (1130L) (http://news.bbc.co.uk/2/hi/7531221.stm) A superweed spreading throughout the UK could be brought under control by introducing plant-eating predators from Japan, scientists believe. Article written by Rebecca Morelle Alien Invaders: The next Generation (1250L) (http://news.bbc.co.uk/2/hi/sci/tech/7573529.stm) Article written by Rebecca Morelle about the number of invasive species that have been introduced to new areas and the affect these species have had on native populations. Dynamics of Predation (1360L) (http://www.nature.com/scitable/knowledge/library/dynamics-of-predation-13229468) Populations of organisms do not remain constant; the number of individuals within a population changes, sometimes dramatically, from one time period to the next. Ecologists have documented examples of such fluctuations in a wide variety of organisms, including algae, invertebrates, fish, frogs, birds, and mammals such as rodents, large herbivores, and carnivores. * These Lexile measures were computed automatically and did not undergo human review. Page 24 of 29 Module830.pdf They are not certified measures and should not be published or recorded in any way. Other Resources Alien Invaders: The Next Generation. Alien Invaders: The Next Generation. By Rebecca Morelle. BBC News, 10/16/2008. Great article that provides examples of the destruction of invasive species and how they arrived in a new environment. Animals Regulate Their Numbers By own Population Density. Animals Regulate Their Numbers By own Population Density. Science Daily, 11/28/2000. This article provides strong evidence for allowing species to balance their own populations without human interference or biocontrol methods. A great article for evidence against the use of biocontrol. Predators could be Superweed Fix. Predators could be Superweed Fix. By Rebecca Morelle. BBC News, 10/13/2008. This article provides evidence of how intensive research and experimentation provides good uses of biocontrol methods. This article is an excellent source to explain what biocontrol is and the affect these methods have on plant populations. Dynamics of Predation Stevens, A. (2010) Dynamics of Predation. Nature Education Knowledge 1(8):3 This is a small educational article that examines the dynamics of populations and what contributes to populations reaching carrying capacities. Accidental migration not part of nature's plan. Clark, L. (2009) Accidental migration not part of nature's plan. Hickory Daily Record Great article that provides historical evidence of how biocontrol methods have been used to regulate population densities and how introducing species may create a adverse affect on the ecosystems. Invasive Pythons put Squeeze on the Everglades Joyce, C. (2012) Invasive Pythons put Squeeze on the Everglades. NPR This newspaper article describes problems occuring in the Everglade ecosystems with pet owners releasing pythons and how this has affected the natural habitats in Florida. Loss of Predatory Animals is Causing a Boom in Prey Fears, D., (2011). Loss of predatory animals is causing a boom in prey. The Washington Post. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=wapo.0d2c1ebe-ae45-11e0-b305-d2fe0c9d743c&s Excellent article and a must read for this module. Provides evidence of the necessity of balance between predatory/prey relationships. Page 25 of 29 Module830.pdf Strange Days on Planet Earth: Alien Invaders (2005) National Geographic Video narrated by Edward Norton. I used a short video clip from this video (minutes 26-31)that shows how scientists have tried and failed at using biocontrol to attempt in balancing predator prey populations(5min). Very humorous and appealing to students. Page 26 of 29 Module830.pdf Section 4: What Results? Classroom Assessment Rubric Not Yet Focus Reading/Research Controlling Idea 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. Development Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant. Organization Provides an ineffective structure; composition does not address requirements of the prompt. Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose. Meets Expectations Focus Reading/Research Addresses the prompt and stays on task; provides a generally convincing response. Demonstrates generally effective use of reading material to develop an argument. Controlling Idea Establishes a credible claim and supports an argument that is logical and generally convincing. (L2) Acknowledges competing arguments while defending the claim. Development 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. Organization Applies an appropriate text structure to address specific requirements of the prompt. Conventions Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose. Classroom Assessment Task No Classroom Assessment Task for this module Exemplar Work Uploaded Files E:LDCIntervention or naturalStudent Work Sample 1.pdf (Advanced) (http://literacybytechnology.s3.amazonaws.com/worksampleuploads/830/1399742634_May_30_2012_215651624.pdf) This is a completed argumentative essay on the use of biocontrol written by a 7th grade Life Science student. E:LDCIntervention or naturalStudent Work Sample 2.pdf (Meets Expectations) (http://literacybytechnology.s3.amazonaws.com/worksampleuploads/830/1400666155_May_30_2012_215728175.pdf) This is a completed argumentative essay on the use of biocontrol written by a 7th grade Life Page 27 of 29 Module830.pdf Science student. Page 28 of 29 Module830.pdf Comments Author Notes Other Comments Page 29 of 29