Biome Preservation Unit

(Follow Up to Biome Unit)

Introduction

Now you have a new job as a scientist for the Environmental Protection Agency (EPA).  Recently the CCS Department of the Environmental Protection Agency is requiring scientists to identify 5 major environmental threats to various biomes. These threats can be to any part of the environment: physical features, plants, animals, etc..).

Project Tasks

You and a partner will select a biome not studied previously.

• Research and identify 5 or more major environmental threats to the selected biome.
• Research, identify and evaluate the effectiveness of current interventions to correct each environmental threat. (Data Collection Sheet provided)
• Develop a proposal based on your research with 3 or strategies to help in reducing each environmental threat.
• Record your data on the Biome Preservation Action Plan Sheet.
• Document sources.
• Add your strategies to a comprehensive list of Environmental Preservation Action Plan
• Write a 5 paragraph essay as partners using your research and your plan for biome preservation.  Be sure to include a Bibliography page listed you sources.

 

Data Collection Sheet

Biome:		Group:
Environmental Threat	Explanation of Threat	Current Interventions	Effectiveness
	Data/Facts:
	Data/Facts:
	Data/Facts:
	Data/Facts:
	Data/Facts:

 

 

Biome:		Group:
Environmental
Threat	Proposed Intervention	Supportive Data and Facts
		1.
		2.
		3.
		1.
		2.
		3.
		1.
		2.
		3.

 

Add each intervention to a list of Environmental Preservation Action Plan posted in your classroom.

 

Use this sheet to help you plan for your 5 paragraph essay.

Rubric for Argumentative Essay:

An strong essay must:

• take a strong stand on an issue in the last sentence of the introductory paragraph.
• acknowledge counter-arguments in a concession paragraph. This can be as a separate  paragraph or can go into detail on one counter-argument
• have at least three pro paragraphs that are well-developed and organized with the strongest argument at the end.
• focus on only one claim per paragraph using details
• conclude in a way that asks the reader to take action
• have few if any grammar and editing errors
• include all rough drafts and peer editing notes included and obvious changes made to essay based on peer and teacher suggestions

An average essay may:

• a strong statement of position somewhere in the first paragraph
• briefly acknowledge concessions without going into detail
• have two pro paragraphs that are not fully-developed or do not fully support the position of the writer
• stray from focusing on only one claim per pro paragraph
• stray from the outline on the assignment handout
• have some grammatical errors that interfere with ease of reading
• have all rough drafts and peer editing notes but student may not have integrated changes or shown much revision

 

A poor essay may:

• be missing one or two essential elements like transitions or concessions
• disregards the assignment handout in significant ways
• have pro arguments that are not fully developed or do not make sense
• grammatical and/or mechanical errors that significantly interfere with ease of reading
• are missing rough drafts and peer editing notes offering the teacher no way to tell if revisions have been made