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Ecosystem Persuasion: Writing for Environmental Awareness
Grade 3ScienceEnglish8 days
★★★★★
5.0 (1 rating)EcosystemsPersuasive WritingEnvironmental AdvocacyScientific ResearchBiodiversityHuman ImpactGrade 3
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create persuasive writing pieces that effectively convince others to protect and preserve our ecosystems, using evidence from scientific research to support our arguments?Essential Questions
Supporting questions that break down major concepts.- Why is it important to protect our ecosystems?
- How can humans positively and negatively impact ecosystems?
- What role do different species play in maintaining a balanced ecosystem?
- How can persuasive writing be used to inform and convince others about environmental issues?
- What are the key features of persuasive writing, and how do they apply to writing about ecosystems?
- How can we use evidence from scientific research to support our persuasive arguments?
- Why should we care about biodiversity and how can it be preserved?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to write persuasive essays that clearly state their opinion and support it with factual evidence from scientific research about ecosystems.
- Students will understand the importance of protecting ecosystems and be able to articulate human impact, both positive and negative, on these ecosystems.
- Students will research various ecosystems and the biodiversity they support, using this information to create informed arguments in their persuasive writing.
- Students will identify and explain the role of different species in maintaining ecosystem balance and how this knowledge can be used to persuade others to protect them.
- Students will develop skills in conducting short research projects, gathering data about a specific ecosystem to use in their persuasive arguments.
Common Core Standards
CCSS.ELA-LITERACY.W.3.1
Primary
Write opinion pieces on topics or texts, supporting a point of view with reasons.Reason: This standard is directly aligned with the project's focus on persuasive writing, requiring students to construct opinion pieces supported by evidence.
CCSS.ELA-LITERACY.W.3.7
Primary
Conduct short research projects that build knowledge about a topic.Reason: As students research scientific aspects of ecosystems to support their arguments, this standard becomes central to the project.
CCSS.ELA-LITERACY.SL.3.4
Supporting
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Reason: Persuasive writing often involves presenting arguments verbally, hence, this standard supports students in delivering their findings.
Next Generation Science Standards
NGSS.3-LS4-4
Primary
Make a claim about the merit of a solution to a problem caused when the environment changes.Reason: The project involves students making claims based on scientific research to protect ecosystems, directly involving this standard.
NGSS.3-LS2-1
Secondary
Construct an argument that some animals form groups that help members survive.Reason: Understanding the role of species within ecosystems and defending positions aligns with this standard.
Entry Events
Events that will be used to introduce the project to studentsEcosystem Mystery Box
Introduce the unit with a mysterious delivery of boxes labeled with a question mark, each containing clues about a particular ecosystem. Students decode the clues, leading to inquiries about how to protect and advocate for their ecosystem's survival. They then write persuasive pieces, fortified by the intrigue and personal connection fostered by their discoveries.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Ecosystem Connection Brainstorm
Students engage in a brainstorming session to connect their personal interests or community concerns with an ecosystem. This builds their investment in the topic and sets the stage for persuasive writing around ecosystem protection.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce the concept of different ecosystems and their importance.
2. Guide students to brainstorm aspects of local ecosystems they care about or are interested in.
3. Have students list potential impacts their chosen ecosystem might face.
4. Encourage students to share their ideas with the class for peer feedback.
Final Product
What students will submit as the final product of the activityA brainstormed list of personal or community connections to an ecosystem, including potential impacts and interest areas.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.W.3.1 by helping students form a personal connection to their opinion topic. It lays the groundwork for writing by establishing interest and perspective.Activity 2
Research Rangers
Students become 'Research Rangers,' exploring scientific data about their chosen ecosystem to gather evidence for their persuasive essays.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose an ecosystem to research from the brainstormed list.
2. Conduct library and online research to gather scientific data about the ecosystem.
3. Record findings in a graphic organizer, focusing on facts that support ecosystem protection.
4. Share research findings with a partner to refine understanding.
Final Product
What students will submit as the final product of the activityA completed graphic organizer that organizes scientific evidence supporting ecosystem preservation.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.W.3.7 and NGSS.3-LS4-4 by engaging students in short research projects that support their opinion pieces with factual evidence.Activity 3
Persuasive Paragraph Craft
Using their research, students write a persuasive paragraph expressing their opinion on the protection of their chosen ecosystem, including supporting evidence.Steps
Here is some basic scaffolding to help students complete the activity.1. Review the structure of a persuasive paragraph, including introduction, reasons, and conclusion.
2. Use evidence from research to outline the paragraph.
3. Draft the paragraph, focusing on clarity and strong reasoning.
4. Peer review a partner's paragraph and provide constructive feedback.
5. Revise the paragraph based on feedback.
Final Product
What students will submit as the final product of the activityA well-structured persuasive paragraph advocating for ecosystem protection.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.W.3.1 by having students construct a written opinion piece, supported by evidence, to articulate their viewpoint.Activity 4
Ecosystem Advocate Presentation
After finalizing their persuasive paragraphs, students create and deliver presentations to advocate for the protection of their ecosystems, using facts to support their claims.Steps
Here is some basic scaffolding to help students complete the activity.1. Create presentation slides based on the persuasive paragraph, highlighting key points and evidence.
2. Practice delivering the presentation, focusing on clarity, enthusiasm, and pacing.
3. Present to the class, using visual aids to enhance their argument.
4. Engage with audience questions to reinforce the advocacy.
Final Product
What students will submit as the final product of the activityA presentation delivered to the class, advocating for ecosystem protection with supporting evidence.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.SL.3.4 by allowing students to present their findings clearly and engage with their audience, enhancing their persuasive communication skills.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioPersuasive Writing and Ecosystem Advocacy Rubric
Category 1
Understanding of Ecosystems
Evaluates the student's comprehension of ecosystems and the species within them, and their ability to articulate the importance of ecosystems.Criterion 1
Identification of Ecosystem Components
Ability to identify key components of ecosystems and their interactions.
Exemplary
4 PointsAccurately identifies and explains multiple components of ecosystems and their interactions, showcasing a deep understanding.
Proficient
3 PointsAccurately identifies key components of ecosystems and their interactions, with a clear explanation.
Developing
2 PointsIdentifies some components of ecosystems but with partial understanding of their interactions.
Beginning
1 PointsStruggles to identify components of ecosystems and their interactions.
Criterion 2
Explanation of Human Impact
Ability to explain how human activities positively or negatively impact ecosystems.
Exemplary
4 PointsProvides a comprehensive explanation of both positive and negative human impacts on ecosystems, supported by detailed examples.
Proficient
3 PointsProvides a clear and reasoned explanation of human impacts on ecosystems with examples.
Developing
2 PointsProvides a basic explanation with limited examples of human impacts.
Beginning
1 PointsStruggles to explain human impacts and provides minimal examples.
Category 2
Research and Evidence Use
Assesses the student's ability to conduct research and use scientific evidence to support their persuasive writing and advocacy.Criterion 1
Research Skills
Ability to conduct research and gather accurate and relevant data about ecosystems.
Exemplary
4 PointsConducts thorough research, collecting accurate, detailed, and relevant data.
Proficient
3 PointsConducts research to gather accurate and mostly relevant data.
Developing
2 PointsConducts basic research with some accuracy; limited data relevance.
Beginning
1 PointsStruggles with research, collecting minimal or irrelevant data.
Criterion 2
Use of Evidence
Ability to effectively integrate scientific evidence to support a persuasive argument.
Exemplary
4 PointsSeamlessly integrates strong, relevant scientific evidence to fully substantiate the argument.
Proficient
3 PointsIntegrates relevant scientific evidence well, supporting argument clearly.
Developing
2 PointsUses some scientific evidence with partial relevance to support the argument.
Beginning
1 PointsStruggles to use relevant evidence, weakening the argument's support.
Category 3
Persuasive Writing and Presentation
Evaluates the student's ability to compose persuasive texts and deliver presentations effectively.Criterion 1
Writing Structure and Clarity
Measures the organization and clarity of the written persuasive paragraph.
Exemplary
4 PointsCrafts a well-structured paragraph with excellent clarity and logical flow.
Proficient
3 PointsOrganizes a clear paragraph with a logical flow and some stylistic elements.
Developing
2 PointsProduces a paragraph with basic structure but lacks clarity or coherence in parts.
Beginning
1 PointsStruggles with paragraph organization, leading to unclear messaging.
Criterion 2
Presentation Skills
Measures the student's ability to deliver a clear, engaging, and persuasive presentation.
Exemplary
4 PointsDelivers an engaging, clear, and well-paced presentation, with effective use of visual aids.
Proficient
3 PointsPresents clearly and engages the audience, mostly incorporating visual aids effectively.
Developing
2 PointsPresents with basic clarity and attempts to engage with some use of visuals.
Beginning
1 PointsStruggles with clear delivery and minimal engagement, limited use of visuals.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
What was your most significant learning about ecosystems and persuasive writing during this project?
Text
Required
Question 2
On a scale of 1 to 5, how confident do you feel about using persuasive writing to advocate for environmental issues?
Scale
Required
Question 3
Which part of the project did you find most challenging and why?
Text
Optional
Question 4
How has your understanding of the importance of preserving ecosystems changed as a result of this project?
Text
Required
Question 5
What strategies did you find most effective in supporting your persuasive arguments with scientific evidence?
Multiple choice
Required
Options
Using graphic organizers
Sharing research findings with partners
Peer feedback
Online/library research