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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
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Grades: 7
Discipline: Science
Teaching Task: Task Template 2 (Argumentation and Analysis)
Course: Life Science
Author Information:
Mark Weese (Effingham County)
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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
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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
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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.
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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.
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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
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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
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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.
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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)
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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
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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.
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• 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
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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
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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
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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
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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).
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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.
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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
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Scoring Guide: work meets expectations if:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
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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.
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(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
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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
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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.
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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.
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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.
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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
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Science student.
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Comments
Author Notes
Other Comments
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