Overview: During this project, students will learn about the biological and structural components (fungus, deforestation, pollution) that are causing the frog population to rapidly decline. Students will create a plan to address the situation and convince an audience that their plan is most effective.
This is a five-day project that incorporates two standards:
NGSS MS- LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affects populations.
CCSS W7.1 Write arguments to support claims with clear reasons and relevant evidence.
Day 1 - Students will first watch a video that will be paused several times to allow them to predict why events occur. This video focuses on the biological and structural components that are affecting the frog population. This video is very engaging and will provide background knowledge for students to write the argumentative essay.
Day 2 - Students will read and text annotate two articles with opposing viewpoints on the declining frog population. Students will then evaluate the strengths and weaknesses of each article. Students will then determine their own plan of action. Students will use a graphic organizer to generate ideas for their essay.
Day 3 - Students will use their graphic organizer to write their argumentative paper. After completion, students will peer edit another student's paper. After peer editing, students will return paper and make adjustments. Students will then grade papers using the rubric provided.
Day 4 - Students will publish their papers by typing them.
Day 5 - Students will exchange papers (through google docs or paper copies) and will follow a similar peer editing process.