### TITLE

Our Fragile World

### AUTHOR

Amani Abuhabsah

**GRADE LEVEL/SUBJECT**

Grade 7

Language Arts, Music, Physical Education, Science, Social Studies, Math,
Art

**CURRICULUM STANDARD: Illinois State Learning Goals**

**SCIENCE**

11A Know and apply the concepts, principles, and processes of scientific
inquiry.

11B Know and apply the concepts, principles, and processes of
technological design.

12A Know and apply concepts that explain how living things function,
adapt and change.

12B Know and apply concepts that describe how living things interact
with each other and with their environment.

12E Know and apply concepts that describe the features and processes of
the Earth and its resources.

12F Know and apply concepts that explain the composition and structure
of the universe and Earth\'s place in it.

13A Know and apply the accepted practices of science.

13B Know and apply concepts that describe the interaction between
science, technology, and society.

**LANGAUGE ARTS**

1.B.3a Preview reading materials, make predictions and relate reading to
information from other sources.

1.B.3d Read age-appropriate material with fluency and accuracy.

1.C.3f Interpret tables that display textual information and data in
visual formats.

3.A.3 Write compositions that contain complete sentences and effective
paragraphs using English conventions.

**MATH**

5.A.3a Identify appropriate resources to solve problems or answer
questions through research.

5.A.3b Design a project related to contemporary issues (e.g., real-world
math, career development, community service) using multiple sources.

5.C.3b Prepare and orally present original work (e.g., poems,
monologues, reports, plays, stories) supported by research.

5.C.3c Take notes, conduct interviews, organize and report information
in oral, visual and electronic formats.

6C Students who meet the standard can compute and estimate using mental
mathematics, paper-and-pencil methods, calculators, and computers.

**SOCIAL STUDIES**

17B Students who meet the standard can analyze and explain
characteristics and interactions of Earth\'s physical systems.

17B4 Explain how and why ecosystems differ from place to place as a
consequence of differences in soils, climates, and human and natural
disturbances.

**OVERVIEW**

One of the goals of this unit is to teach students about the
characteristics of the biomes on Earth. The overall purpose of this
interdisciplinary thematic unit is to help children learn more about how
changes in the environment affect the ecosystem. The lessons and
activities of the unit are designed to help children to develop related
concepts as they gain appreciation of the ways they could help rebuild
the ecosystem. After completing this unit students will have a greater
knowledge and appreciation of the richness and diversity of biomes. They
will grow in an appreciation of nature, recognizing species they had not
recognized before.

**LEARNING OBJECTIVES**

-   To help children broaden their concepts of living things and how
    changes in the environment affect growth and development.

-   To help children develop understanding of the basic needs of humans
    and animals through the study of an endangered bird.

-   Identify and explain the seven biomes and describe their climate,
    plants and animals of each specific biome.

-   Understand that Earth's surface is divided into a number of biomes
    characterized by unique plants and animals and a distinctive
    climate.

-   Identify adaptations of plants in specific biomes.

-   Explain how certain adaptations help plants survive in the specific
    biomes.

-   To learn about how the changes in the environment affect the
    ecosystem.

-   To realize that habitats are continually evolving.

-   Show appreciation and respect for the environment and endangered
    species.

-   Develop an appreciation of living creatures and a respect for the
    property of others.

-   Provide information to their fellow classmates about the
    characteristics of a biome area they researched and about the life
    forms that exist there.

-   Investigate and research to discover the types of birds that live in
    Chicago.

-   Organize gathered information and display types and numbers of birds
    in graphic form.

**TIME ALLOTTED**

This lesson will require two weeks, allowing for forty-five minutes for
each lesson.

\*Some of the lessons were taken and modified from the following
websites:

<http://www.education.com/common/resources/lp/mth/9712227m.html>
<http://www.edu.gov.mb.ca/ks4/tech/imym/teacher/prairietour/index.html>
<http://mbgnet.mobot.org/sets/grasslnd/index.htm>
<http://lesson.taskstream.com/lessonbuilder/v.asp?LID=agzkhkzuhbzk>
<http://www.thesoulutionsite.com/lesson/2103/fairviewelA3.html>
<http://www.cis.yale.edu/ynhti/curriculum/units/1992/5/92.05.12.x.html#d>

[http://lessons.caapoline.org/\`eklemesr/](http://lessons.caapoline.org/`eklemesr/)

[http://www.nova.edu/\`resann/gtep/em506/es.htm](http://www.nova.edu/`resann/gtep/em506/es.htm)

<http://www.thesolutionsite/com/lesson/2103/fairviewwlA.html>

<http://www.inhs.uiuc.edu/chf/pub/virtualbird/>

**VOCABULARY**

Biomes Ecology Habitat

Grassland Ecosystems Niche

Prairie Biotic Factor Community

Habitat Abiotic Factor Competition

Biodiversity Producers Cooperation

Species Consumers Population density

Extinction Decomposers Pollution

Adaptation Food Chain Biodiversity

Environment Food Web

Interaction Species

Cell Population

**RESOURCES/MATERIALS:**

Tape

Glue

Large piece of heavy butcher paper or poster board

Crayons and/or markers

Paints in many colors

Construction and other paper of many colors/textures

String

Pipe cleaners or wire

Glue and/or tape

An outdoor area like a field or patch of garden

String

Magnifying glass

Thermometer

Popsicle sticks

Paper

Small gardening tools

*Holes,* and *The Case of the Missing Cutthroats: An Ecological Mystery*
by Jean Craighead George

*What Is a Biome?* Science of Living *Things* by [Bobbie
Kalman](http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Kalman%2C Bobbie/103-8022919-6208609)

Resources on [Pleistocene glaciations-
http://www.inhs.uiuc.edu/\~kenr/prairieformation.html]{.underline}

Discovery's video, Predator/Prey

*Ecology* Life Science, Copyright 2005 by McDougal Little (Science Book)

**RELATED LITERATURE:**

A. Non-fiction:

Arnold, Caroline. *On the Brink of Extinction: The California Condor*,
San Diego: Harcourt, Brace, and Jovanovich, 1993. Describes the history
of the condor in the United States and effects to capture and breed the
few remaining California condors to save them from extinction. This book
also explores the problems of endangered birds in the U.S. and wildlife
conservation effects.

Audubon, John James, and Roop, Peter and Connie, eds. *Capturing Nature:
The Writings and Art of John James Audubon*, New York: Walker and Co.,
1993. The writings of naturalist, John James Audubon, are collected from
various sources to describe his work. This book explains to children the
beginning of the wildlife conservation movement in the United States
with an emphasis on birds.

Burnie, David. *Bird*, New York: Alfred A. Knopf, 1988. A photo essay on
the world of birds examining such topics as body construction, feathers
and flight, the adaptation of beaks and feet, feeding habits, courtship,
nests and eggs, and bird watching.

Guiberson, Brenda Z. Spotted Owl*: Bird of the Ancient Forest*, New
York: Henry Holt & Co., 1994. Details the spotted owl in the Northwest
Pacific area of the United States. Forest ecology and environmental
concerns are also highlighted.

Jenkins, Priscilla Belz. *Falcons Nest on Skyscrapers*, New York:
HarperCollins Publishers, 1996. Describes the ornithologists quest at
saving the American falcon. Explores the legislative tools at aiding in
the fight to save the birds as well as environmental actions.

B. Poetry:

Adoff, Arnold*. Birds*, New York: J.B. Lippincott, 1982. A collection of
poems, written free verse, from the point of view of various birds.

Day, David. *Aska\'s Birds*, New York: Bantam Doubleday Dell, 1992. A
collection of poems in which the reader must guess, \"if birds were
people, what jobs would they do?\"

Florian, Douglas*. On the Wing*, San Diego: Harcourt, Brace & Co., 1996.
A collection of poems about such birds as the emperor penguin,
rhinoceros hornbill, and whooping crane.

C. Fiction/Folklore:

Hamilton, Virginia. *When Birds Could Talk and Bats Could Sing*, New
York: Scholastic Books, 1996. A collection of stories, featuring
sparrows, jays, buzzards and bats based on African-American tales.

Harrell, Beatrice Orcutt. *How Thunder and Lightning Came To Be*, New
York: Dial Books, 1995. Based on a Native American folklore, two very
large and silly birds accidentally create thunder and lightning as a way
to warn the Choctaw people of a coming rainstorm.

Williams, Julie Stewart. *And the Birds Appeared,* Honolulu: University
of Hawaii Press, 1988. Retells the traditional legend of how Maui, a boy
with magical powers, made the birds appear on Hawaii.

**PREREQUISITE KNOWLEDGE (ONE DAY)**

-   At this point in the semester, students will have understood the
    process of science inquiry. In addition, students should have a
    general knowledge of scientific procedures, such as taking
    measurements, data collecting, journal writing, literature circles,
    and working in a cooperative group.

-   The teacher will begin the lesson by designing a K-W-L chart
    entitled "Biomes." The teacher will have the students complete their
    own at their desk, and then the students will share their ideas to
    compile a chart together. This enables the teacher to gain an
    awareness of students\' background knowledge and interests.

**DAY ONE - INTRODUCTION TO BIOMES AND ECOYSTEMS**

-   The teacher will read aloud *What Is a Biome*? (*Science of*

> *Living Things*) by [Bobbie
> Kalman](http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Kalman%2C Bobbie/103-8022919-6208609)
> and discuss the book with the students. Then, the teacher will have
> the students generate more questions to add to their K-W-L chart. Also
> have students look at the chart to see if any of the questions they
> asked were answered. The teacher will discuss with the class what
> biomes are to make sure the students have a clear understanding of
> what the characteristics of a biome are.

-   For the remaining portion of the Language Arts section of the day,
    the teacher will introduce the students to two new literature circle
    books *Holes*, and *The Case of the Missing Cutthroats: An
    Ecological Mystery* by Jean Craighead George. The teacher will
    inform the students that the books are about different biomes. Then,
    the teacher will allow the students to decide which book they prefer
    to read, and organize literature circles so the students can make A
    prediction on the novel they will be reading.

-   During science time, the teacher will talk to students about
    ecosystems. The teacher and the students will read the first six
    pages of the chapter. The students will take notes as their
    classmates read the sections aloud. The teacher will discuss the
    process and stop periodically to assess student's understandings by
    asking questions. The goal of the day is to have students understand
    the following: Ecosystems vary in size. They can be as small as a
    puddle or as large as the Earth itself. Any group of living and
    nonliving things interacting with each other can be considered as an
    ecosystem. Within each ecosystem, there are habitats, which may also
    vary in size. A habitat is the place where a population lives. A
    population is a group of living organisms of the same kind living in
    the same place at the same time. All of the populations interact and
    form a community. The community of living things interacts with the
    nonliving world around it to form the ecosystem. The habitat must
    supply the needs of organisms, such as food, water, temperature,
    oxygen, and minerals. If the population\'s needs are not met, it
    will move to a better habitat. Two different populations cannot
    occupy the same niche at the same time, however. So the processes of
    competition, predation, cooperation, and symbiosis occur.

-   For homework have the students do the following: Have students list
    all the resources they use in a typical day and trace the resources
    back to their original niche in the ecosystem.

-   History - Discuss how prairies are one of the most recently
    developed ecosystems in North America, formed after the period of
    Pleistocene glaciations. Discuss the time period with students, and
    have them add more to K-W-L chart. After students read about this
    time period, have them make a journal response to the following
    statement. Imagine what it would be like to be living during the
    Pleistocene glaciation time period.

**DAY TWO**

-   Language Art - Teacher will assign students partners and have them
    begin reading their novels, using the think- pair -share strategy.
    Review with students to make sure they understand. Then students
    will write a journal response regarding what they have learned about
    the specific biome they are reading about.

-   Science - Remind students that human beings live in an ecosystem
    too. Next have the students go out of the classroom and investigate
    the first ecosystem they found. Give the following directions to the
    student:

> Procedure:
>
> 1\. Locate a small patch of land to examine.
>
> 2\. Use string to partition a segment.
>
> 3\. Record observations about your ecosystem. Include all living and
> non-living things.
>
> 4\. Record temperatures in your ecosystem.
>
> 5\. Turn over a small patch of the turf. Observe what\'s beneath the
> surface.
>
> 6\. Have students answer the following questions
>
> Consider the variety of living and nonliving things in your ecosystem.
> Which was the largest population? How are the survivals needs being
> met in your ecosystem? Air? Food? Water? Sunlight?

-   Homework:

> Think of other populations that could survive in your ecosystem. Think
> of populations that could not. When answering these questions, remind
> students to explain their reasoning.

**DAY THREE**

-   Have students read the Frontiers in Science in their *Ecology Life
    Science* textbook on pages 2-5. Go over discussion questions with
    students to check for understanding. Next, activate student prior
    knowledge about the prairie by having them describe a prairie in
    their groups. Then, have a class discussion about prairies to make
    sure students understand what the characteristics are. Have students
    write down in their science notebooks what the characteristics must
    be met before something is labeled a prairie. Teacher will inform
    the students that there are seven biomes, and the prairie biome is
    the one we will be studying for the next few weeks. Next, have
    students watch "Prairie Comeback." After viewing the movie, have a
    class discussion.

-   Homework:

> Think about your own environment. What natural area would you like to
> restore and why?

-   Social Studies - Have students discuss what they know about Illinois
    in 1840. What was happening in U.S history at this time? What was
    happening to world history? What was happening to Illinois as a
    state? Then read a passage from Eliza Steele's *Summer Journey in
    the West.* Write a journal response from the perspective of someone
    that was living in Illinois at that time. Think about what has
    happened, politically, culturally and technically to the Americans
    Eliza talked about and now. Remind students to answer this question
    in their journal response.

**DAY FOUR**

-   [Jigsaw]{.underline}: Number students one to five. Have each group
    meet, and have them decide on what endangered species they want to
    explore that could be found in the prairie. Provide articles and
    books that contain information about the endangered animal. Remind
    the students to keep the following in mind: the habitats of the
    birds and to write down at least three important or interesting
    facts about the bird's habitat. Learn the geographical location of
    the bird and be able to label it on a map. Students will print out
    and share with the class the information, including climate and
    other interesting observations about the area. Each student should
    fill out the sheet. Number students off in their groups again to
    five, and have them share notes about their animal with the students
    who have the same number. Walk around the room and take a few notes
    about what students came up with to devise a short quiz. Give the
    quiz to make sure that students pay close attention to their
    classmates.

-   Math - Have each child use Excel to prepare a chart or graph of an
    endangered species declining in numbers (the one that they did for
    their jigsaw). Then have the students make a graph that shows the
    increase in numbers of species that was saved from extinction.

-   Social Studies - Children will locate various endangered species on
    a world map and point it out to their jigsaw group when they are
    discussing their specie. Research the country that your specie/plant
    originated from. Do they have any special traditions or customs they
    do/use with the endangered species? Are there special customs or
    traditions held in the grasslands? Have students identify the major
    economic and recreational activities of the people as related to the
    physical characteristics of the region (if they exist).

**DAY FIVE**

-   [Research]{.underline}: On an overhead, show students a list of
    organizations that are available that offer information about
    protecting the environment. Allow students to choose one
    organization they would like to write to receive information. For
    homework, have students write a short letter requesting information
    from a specific organization. Show students a model letter. Have
    them explain in their letters why they are requesting the
    information (what they are studying). Use the school address as a
    return address and mail the letters.

-   Discuss predator-prey relationships with the class. Consider the
    possible impacts on ecosystems of introducing a species that has no
    native predator (for example, rabbits were introduced into Australia
    at the turn of the century; in the absence of predators, they
    multiplied rapidly and displaced native species).

-   Watch Discovery's video, Predator/Prey; then have students discuss
    the interactions among producers, consumers, and decomposers.

-   Have students write about and illustrate their role in a food web.
    They should note everything they\'ve eaten in a 24-hour period and
    find out whether those foods were producers, consumers, or
    decomposers. (Producers are living things that make food using light
    energy through the process of photosynthesis. Consumers, also living
    things, feed on producers or other consumers. Decomposers are living
    organisms that get their food by breaking down dead organisms into
    nutrients.) Have the children describe the foods\' native habitats,
    and in the case of consumers, the source of their food. For example,
    students might analyze a meal consisting of a tuna fish sandwich
    with lettuce, a cup of mushroom soup, a chocolate cookie, and a
    glass of apple juice as follows: tuna, harvested from the oceans is
    a consumer; the grains found in the bread, grown in fertile areas
    around the world, are producers; lettuce and apples, grown
    commercially, are producers; mushrooms, grown commercially and also
    occurring in the wild, are decomposers; and chocolate, made from
    cocoa seeds found in tropical environments, is also a producer.

**DAY SIX**

-   Language Arts - Write a creative story having an endangered species
    as the main character. The paper should be two pages long, and the
    teacher will model a story with the students. The class will work
    together to create a checklist that is appropriate for this essay.
    The teacher will show the students the rubric that will be used to
    assess their writing. Afterwards, they will be given the opportunity
    to evaluate their essay they helped the teacher write and explain
    their reasoning.

-   Students will learn the correct terminology for the major parts of a
    bird by studying a diagram of a bird with arrows pointing to the
    major parts of the birds. The teacher will go over the parts of the
    bird to help students look for these key areas when they are
    observing birds. Next, the teacher will have the students listen to
    a tape of bird calls, and as they are listening to the tape, the
    teacher will show pictures of the bird. The birds they will be
    listening to are birds found in the neighborhood that the teacher
    has seen.

-   For homework, have students make bird feeders with pine cones and
    peanut butter and place them in their backyard or on a window ceil
    to see if they can attract birds. Students can also do the following
    to attract birds: Make a water feeder or seed feeder out of an empty
    plastic two liter bottle. Cut a hole just above the base and put
    water or bird seed inside the bottle. Punch a pencil or a wooden
    dowel through the bottle just under the hole to make a perch. Cut a
    wire coat hanger and bend both ends to make a hook. Insert the hook
    into each side of the bottle near the top. 

 

**DAY SEVEN**

-   Discuss the scientific process of observation and data recording.
    Explain to the students that they are to observe in a selected site
    (backyard, playground, etc.) for 10 to 15 minutes, and record on the
    given data collection sheet what they observe.

-   Remind the students that the five basic characteristics used to
    visually identify a bird are its shape and posture, plumage and
    color, behavior, habitat preference and voice. Students will attract
    birds to their schoolyards by placing feeding and watering stations
    around the school that they made for homework.

-   Have students keep a journal of the birds they have seen. Make sure
    students observe activities of outside birds and pay particular
    attention to where they fly, how long they stay where they are when
    they land, and what they do. Make sure students copy these questions
    and answer them when they are outside. From bird watching, what did
    you find the bird liked to do most? What does it eat? What are some
    steps you can take now to help preserve endangered birds? Do you
    think your efforts will make a difference? Allow time for research
    (given resource materials, bird books, Internet sites). Children
    will use discovered information to identify and collect information
    on the birds they observed.

-   Children will construct bar graphs to show data collected. Children
    will share learned information and graphs with others through an
    oral presentation to the other groups. Then students will convert
    bar graphs to other types of graphs. (Children can choose from
    picture graphs or line graphs). They should use all the data that
    they have collected; this will be turned in for homework the next
    day.

-   During gym time the students will play Red Robin (Rover). The
    teacher will read the following directions to the students before
    the game is started. Directions: Each student will be given the name
    of an endangered bird; next the students will be divided into two
    groups, with each group having one student named after each one of
    the endangered birds; each group will stand in a straight line
    holding hands; then, each team will call the name of a bird saying,
    \"Red Robin, Red Robin, send a California Condor on over. \"The
    student who is the Condor will run over to the opposing team and try
    to break their link; if he/she is successful, they go back to their
    own team; if not, he/she joins the opposing team. The game will end
    when only one student remains on one of the teams.

**DAY EIGHT**

-   Students will interpret information from the plot line graphs for
    each land biome. Then they will graph the average precipitation and
    average temperature for each biome spanning one year. Lastly, the
    teacher will use a temperature and precipitation chart to create
    ranking temperatures from highest to lowest and highest
    precipitation to lowest precipitation amounts.

-   Students will meet in a literature circle to discuss their novels,
    and make a Venn diagram comparing the prairie biome to the biome
    they are reading about in their novel. Students will work in pairs
    with someone that is reading a different book than they are.
    Students must find at least five different things in each group; the
    teacher will allow the students to use the Internet if needed.

-   Homework: Praire Math - Students will solve word problems and learn
    about problems faced by a resident on the Great Plains, by
    completing a math worksheet that deals with a prairie and tells the
    students a story about the prairie.

DAYS NINE TEN AND ELEVEN

-   Students should be grouped together and assigned a biome to
    investigate. The following is a copy of the worksheet they will be
    given. At the end of their presentation, they will be given a quiz.

## TRAVEL ALONG WITH ME

Imagine that the local travel agency has just hired you. As a science
teacher, I have come to you looking for the ideal place to take my class
on an extended field trip somewhere in North or South America. Since you
are an expert on one of the six biomes studied in science class, you are
asked to do a presentation about that one area. In order to prepare
properly for this trip, I'll need to know the climate and location of
your biome along with information about the plants and animals we could
see.

For the next three computer classes, you are to create a PowerPoint
presentation with at least seven slides about the biome you researched.
The slides will include the list below and any additional ones to help
persuade me to visit your biome.

1.  Title slide - name of biome and your name

2.  Introduction slide -- general description of climate and location

3.  Precipitation slide -- monthly graph

4.  Temperature slide -- monthly graph

5.  Animal slide -- names of at least 2 animals and l adaptation

6.  Plant slide -- names at least 2 plants and l adaptation

7.  Choice of any clip art, maps, drawings or imported pictures to add
    to the slides above

8.  Show how energy flows within an ecosystem using a food chain and a
    food web.

9.  Create a model of your biome.

**DAY TWELVE**

-   Students will write a one- page persuasive essay to convince their
    friends to move to the specific biome they researched. The teacher
    will model with students persuasive essay writing, and give them
    guidelines to follow. They must have at least three reasons why they
    think people should move to their biome.

-   Class presentation of projects and discussion of the different
    biomes. After everyone has completed their presentation, students
    will have to color a map of the world to represent the different
    biomes in our country.

**EVALUATION**

Excel spreadsheets and Excel graph can be evaluated using a rubric that
the students will have a copy of when the assignment is assigned.

The Powerpoint presentation can be assessed by the other students in the
class and teacher using a rubric (see appendix). Both the teacher and
the students will be using the rubric to grade each other. Students will
self-evaluate each other and evaluate each member of their group.

Journals will be graded on a five point scale using the ISAT scoring
rubric to grade the students. They will be collected at the end of the
unit and given one score. The teacher wills assess the journal for
accuracy and completeness.

For the writing responses rubrics were taken from the following website:
<http://www.edu.gov.mb.ca/ks4/tech/imym/teacher/prairietour/less1-1.html>
These rubrics can be used to assess students writing. Weekly quizzes
will be given to assess student comprehension of the novel they are
reading.

A unit test will be given at the end of the chapter to assess students'
knowledge of the unit. Daily homework and group work will be collected
and assessed for accuracy and comprehension.

Informal assessment will be taken every day as students discuss with the
class and amongst themselves various topics of the day. Having a class
discussion or having the teacher walk around the classroom as the
students discuss various topics allows the teacher to see if the
students understand the concept or need more guidance.

Endangered Species Worksheet

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  

Partners: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Animal: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Species: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

 

Characteristics of animal:

  

How endangered is this animal?

How many are left?

Why is this animal endangered?

 

What effect does the endangerment of this animal have on other living
things?

  

What is being done to help save this animal?

What can I do to help this animal?

 Use the backside of this paper to draw a rough sketch.

** **

**Quality of Written Product Checklist**

Student name
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Rating scale**

4 - Exemplary\
3 - Accomplished\
2 - Developing\
1 - Beginning

+----------------------------------------------+-----------------------+
| Writing Samples                              | Prairie Story         |
+----------------------------------------------+-----------------------+
| Organization and sequence                    |                       |
+----------------------------------------------+-----------------------+
| Use of vocabulary                            |                       |
+----------------------------------------------+-----------------------+
| Main idea or theme                           |                       |
+----------------------------------------------+-----------------------+
| Elaboration of ideas                         |                       |
+----------------------------------------------+-----------------------+
| Sentence structure                           |                       |
+----------------------------------------------+-----------------------+
| Language usage                               |                       |
+----------------------------------------------+-----------------------+
| Punctuation and capitals                     |                       |
+----------------------------------------------+-----------------------+
| Spelling                                     |                       |
+----------------------------------------------+-----------------------+
| Legibility                                   |                       |
|                                              |                       |
|                                              |                       |
+----------------------------------------------+-----------------------+

**Writing Process Checklist**

**Biome**

**Group Evaluation Sheet**

**Group points: \_\_\_\_\_\_\_\_\_\_\_\_ Letter
grade:\_\_\_\_\_\_\_\_\_\_\_\_**

**Teacher Comments:**

List the names of each group member and record his/her grade. Include an
explanation for the number of points given to each group member.

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Reason:
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Reason:
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3\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \# of
points\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Reason:
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4\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \# of
points\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Reason:
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Group members' signatures \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(I participated; I agree: I understand.)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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+---------------------+---------------+---------------+----------------+
| ##                  | ## 100-90     | ## 89-80      | ## 79-70       |
+---------------------+---------------+---------------+----------------+
| ## CONTENTS         | ## At l       | ## At l       | ## At          |
|                     | east 7 slides | east 6 slides | least 5 slides |
+---------------------+---------------+---------------+----------------+
| ## ORGANIZATION     | ## Or         | ## Mos        | ## No slide    |
|                     | der of slides | t of the slid | organization;  |
|                     |  flows smooth | es are organi |                |
|                     | ly and organi | zed by topic. | ## topics are  |
|                     | zed by topic. |               |  not together. |
+---------------------+---------------+---------------+----------------+
| ## TITLE PAGE       | Includes      | ## Has b      | ## D           |
|                     | biome name    | iome name or  | oes not includ |
|                     | and student   | student name, | e biome name o |
|                     | name.         |  but not both | r student name |
+---------------------+---------------+---------------+----------------+
| ## INTRODUCTION     | ## Include    | ## Includ     | ## Does not    |
|                     | s statements  | es statements |  mention clima |
|                     | about climate |  about climat | te or location |
|                     |  and location | e or location |                |
+---------------------+---------------+---------------+----------------+
| ## PRECIPITATI      | ## Both       | ## One        | ## Neith       |
| ON AND TEMPERA-TURE |  include info | includes info | er includes in |
|                     | rmation for a | rmation for a | formation for  |
|                     | ll 12 months. | ll 12 months. | all 12 months. |
+---------------------+---------------+---------------+----------------+
| ## ANIMALS          | ## At         | ## At         | ## A           |
|                     |  least 2 anim | least 2 anima | t least 1 anim |
|                     | als named and | ls named and  | al named and 0 |
|                     |  1 adaptation | 0 adaptations | -1 adaptations |
+---------------------+---------------+---------------+----------------+
| ## PLANTS           | ## A          | ## At         | ##             |
|                     | t least 2 pla |  least 2 plan | At least 1 pla |
|                     | nts named and | ts named and  | nt named and 0 |
|                     |  1 adaptation | 0 adaptations | -1 adaptations |
+---------------------+---------------+---------------+----------------+
| ## CLIP             | ## At least   | ## 1 i        | ##             |
| ART, MAPS, DRAWINGS |  1 that adds  | ncluded but n |  None included |
| , IMPORTED PICTURES | to the topics | ot about the  |                |
|                     |  listed above | topics listed |                |
+---------------------+---------------+---------------+----------------+
| ## S                | ## No         | ## Few        | ## Man         |
| PELLING AND GRAMMAR | spelling or g | spelling or g | y spelling or  |
|                     | rammar errors | rammar errors | grammar errors |
+---------------------+---------------+---------------+----------------+

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_