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
