Invasive and Keystone Species LDC

Invasive and Keystone Species

by Nicole Holthuis, Renee Boss, Uriah Albrink, Sarah Collins-Roberts, Cathrine N. Prenot, Joshua S.
Walton, Lisa M. Adams, Heather Miller, Amanda N. Blyth, Sophie Schwab, Sarah Bucko, Holly D. Wood,
ann r. campbell, Elizabeth J. Pelphrey, Scott Story, Patrick E. Thomas, Heidi M. Anderson, Danielle N. Mink,
Leslie J. Campbell, and Judy A. Gammon
This module is designed to be taught in conjunction with the Ecology Common Assignments Study (For a
full description of the unit, see https://www.commonassignment.org/) but can also be used in isolation. It
was developed in January of 2014 by Kentucky and Colorado educators and revised in 2015.
"Invasive and Keystone Species" is designed to have students make connections between ecosystems and
some of the important species interactions.
Students will:
1. Choose an environment they would like to research in terms of human impacts on biodiversity in
regards to keystone species or invasive species.
2. Find at least two reliable sources of information on this topic.
3. Write a magazine article informing or explaining how human impact has affected biodiversity and
either keystone species or invasive species in that environment.
4. Upon completion of the magazine article, students will present their research findings to classmates.
RST. 11-12.1
WHST. 11-12.9
SC-HS-3.5.1
Original authors: Kelly Kienzle, Kristina Wiebe, Lisa Adams, and Maschil De Guzman
Cloned and edited: Cathrine Prenot
Edited: Lisa Adams, Leslie Campbell, Sarah Collins-Roberts, Sophie Schwab
GRADES
Literacy Design Collaborative
DISCIPLINE
COURSE
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PACING
https://s.ldc.org/u/9dmd80ek0e2t1gtvkm9in9goj
9 - 12
Science
Biology
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N/A
Section 1: What Task?

Teaching Task
Task Template 20 - Informational or Explanatory
After researching the effects of an invasive species or the loss of a keystone species on biodiversity, write a
magazine article in which you analyze and present data on the effects. Propose a solution to mitigate the impact
of removing or introducing a species into an ecosystem, providing evidence to clarify your analysis. Include intext citations and a works cited page.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RST.11-12.1
Focus
Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information
presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 1112 texts and topics.
RST.11-12.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical texts in the grades 11CCR text complexity
band independently and proficiently.
WHST.11-12.2
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
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focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.9
Focus
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Core Content for Science Assessment
SC-HS-3.5.1
Focus
Students will:
predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the
resources required for life, or (4) natural selection;
propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the
potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and
recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The
consequences of change over time provide a scientific explanation for the fossil record of ancient life forms
and for the striking molecular similarities observed among the diverse species of living organisms. Changes
in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the
organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential
to create the variation that changes an organism's future offspring.
Texts
Keystone and Invasive Species Research Ideas List.docx
Kudzu Reading Article.pdf
Starlings Reading Article.pdf
Tamarisk Reading Article.pdf
Zebra Mussel Reading Article from NY Times.pdf
Dr_Seuss_The_Lorax.pdf
Lorax_questions.doc
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LDC Student Work Rubric - Informational or Explanatory

Not Yet
Approaches
Expectations
Meets Expectations
Advanced
Attempts to address prompt,

but lacks focus or is off-task.
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt
appropriately and maintains a
clear, steady focus.
D: Addresses additional
demands sufficiently.
Addresses all aspects of

prompt appropriately and
maintains a strongly
developed focus. D:
Addresses additional demands
with thoroughness and makes
a connection to controlling
idea.
Attempts to establish a claim,

but lacks a clear purpose.
Establishes a controlling idea

with a general purpose.
Establishes a controlling idea

with a clear purpose
maintained throughout the
response.
Establishes a strong
controlling idea with a clear
purpose maintained
throughout the response.
Attempts to present
information in response to the
prompt, but lacks connections
or relevance to the purpose of
the prompt.
Presents information from

reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from

reading materials relevant to
the prompt with accuracy and
sufficient detail.
Accurately presents
information relevant to all parts
of the prompt with effective
selection of sources and
details from reading materials.
Attempts to provide details in

response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to

support the focus and
controlling idea.
Presents appropriate and

sufficient details to support the
focus and controlling idea.
Presents thorough and

detailed information to strongly
support the focus and
controlling idea.
Attempts to organize ideas,

but lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure.
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
and mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and
specific requirements of the
prompt. Cites sources using
an appropriate format with only
minor errors.
Demonstrates and maintains a

well-developed command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone consistently
appropriate to the audience,
purpose, and specific
requirements of the prompt.
Consistently cites sources
using an appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary

content relevant to the prompt;
shows basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and

accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content
Understanding
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Background for Students

Are some species more important to an ecosystem than others? Think about a jungle or forest ecosystem.
What species do you think are most important to a healthy ecosystem and why?
Extension
Have accelerated students research both invasive and keystone species. Students who struggle may
research species with a partner.
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Section 2: What Skills?

Preparing for the Task
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. Students will need to
practice analyzing data in order to use data within their papers.
Content Development
ANALYZING AND INTERPRETING DATA: ability to use ecological relationships to analyze and
interpret population data
ECOLOGICAL MODELS: ability to create and interpret models of specific ecological concepts.
(Interdependence, food chains/webs, energy transfer, relationships, etc.)
UNDERSTANDING INTERDEPENDENCE: Ability to understand and interpret that complex interactions
in ecosystems maintain stable conditions unless disrupted. (ie: symbiosis, predator/prey, competition,
succession, etc.)
Reading Process
BIBLIOGRAPHY OF SELECTED TEXTS: Ability to cite sources properly
NOTE-TAKING: Ability to select important facts and passages for use in one's own writing.
Writing Process
OUTLINING THE WRITING: Ability to plan and organize information in preparation for writing.
ESTABLISHING THE CONTROLLING IDEA: Ability to establish a claim and consolidate information
relevant to task.
PEER EDITING: Ability to use peer feedback for improvement of writing.
EDITING: Ability to proofread and format a piece to make it more effective.
FINAL DRAFT: Ability to submit final piece that meets expectations.
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Section 3: What Instruction?

PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
WHAT IS A MAGAZINE
ARTICLE?
Review different magazine
articles and the magazine
article template. Work in
pairs to create list of
necessary characteristics
for magazine articles. Add
these characteristics to the
class-wide poster.
Not Provided
INSTRUCTIONAL STRATEGIES
Preparing for the Task

20 mins
TASK ANALYSIS:
Ability to understand
and explain the task's
prompt and rubric.
Students will need to
practice analyzing data
in order to use data
within their papers.
See texts for magazine article suggestions.

Have students review different magazine articles and
the magazine article template. Work in pairs to create
list of necessary characteristics for magazine articles.
Have an easel pad for students to add these
characteristics to the class-wide poster.
Additional Attachments:
magazine article template.doc
10 mins
TASK ANALYSIS:
and explain the task's
prompt and rubric.
Students will need to
practice analyzing data
in order to use data
within their papers.
BREAKING DOWN A
PROMPT
Carefully read the prompt.
Then complete your
graphic organizer. In the
first column, identify any
words or terms that you
need to know to be able to
understand what the
prompt is asking you to
do. In the second column,
list the actions you need to
take to be able to
complete the prompt. In
the third column, list the
things you need to make
sure you discuss as you
complete the prompt.
This will vary

according to level
of instruction. Your
goal is this to be a
habit of mind
where students
begin to use this
system as a
natural process
when they see a
prompt or a
problem.
First Column - any
term that is
essential to
understanding is
identified.
Second Column the verbs that
appear in all
template tasks
(read, write,
support) are
identified.
Third Column - all
questions or tasks
present in the
prompt are
identified
The time for this will vary. Direct Instruction and practice
will take longer than Extension. The time given is for
when it becomes an Extension. Be sure to address the
fact that the definition of keystone species and
invasive species requires human interaction with
ecosystems.
Direct Instruction: First time.
1. Give students a copy of the Breaking Down the
Prompt and a sheet with three or four prompts.
2. Doing a think-aloud, model the process you expect
them to follow.
3. Put students with an elbow partner and have them
do the next two in this group.
4. Have students conference with you when they have
completed these two so you can check for
understanding.
5. Give them a final prompt to work on their own.
Practice:
1. Give students a copy of the Breaking Down a Prompt
and a prompt.
2. Remind them of the steps.
3. Allow students to work with elbow partner.
4. Follow with a class discussion.
Extension:
1.
2.
3.
4.
Give students the prompt.

Tell them to break down the prompt.
Circulate to see if they follow the process.
Briefly discuss the prompt.
Standards:
CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
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when writing or speaking to support conclusions drawn from the text.
RH.11-12.10 : By the end of grade 12, read and comprehend history/social studies texts in the grades 11CCR text complexity band
independently and proficiently.
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR
text complexity band independently and proficiently.
RI.11-12.10 : By the end of grade 11, read and comprehend literary nonfiction in the grades 11CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11CCR text complexity band
RST.11-12.10 : By the end of grade 12, read and comprehend science/technical texts in the grades 11CCR text complexity band
Breaking Down the Prompt
Content Development
1 hr and
30 mins
ANALYZING AND
INTERPRETING
DATA: ability to use
ecological relationships
to analyze and interpret
population data
POPULATION
DYNAMICS LAB
An ecosystem is home to
many species, and within
an ecosystem there are
various food chains. In this
lab, your group will be
acting as mice, working to
gather food for your
mouse population back at
the nest. Your population
will experience various
changes that affect not
only your population of
mice, but other organism
populations in your area.
You will each be given an
area that will serve as your
ecosystem. Once you
have collected food and
fed your population, the
hawks will feed on your
growing population of
mice.
See
attached teacher
version for scoring
guide.
HS Science - Ecology - Task 1 - Lab - Population

Dynamics TV.docx
Standards:
RST.11-12.3 : Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks; analyze the specific results based on explanations in the text.
HS Science - Ecology - Task 1 - Lab - Population Dynamics SVedit.docx
HS Science - Ecology - Task 1 - Lab - Population Dynamics TV.docx
1 hr
ANALYZING AND
INTERPRETING
MOOSE AND WOLVES

GRAPHING ACTIVITY
Graph and analyze data
See attached
activity.
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See attached activity.

population data
showing the interaction of

moose and wolf
populations on Isle
Royale.
Standards:
SC-HS-3.5.1 : Students will:
predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2) the genetic variability of
offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;
propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to
increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the
resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the
fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms.
Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas
others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an
organism's future offspring.
Isle Royalemoosewolf.pdf
Isle Royalemoosewolf.pdf
1 hr and
20 mins
ANALYZING AND
INTERPRETING
population data
GRAY WOLVES GRAY

MATTER READING
The Endangered Species
Act (ESA), passed by
Congress in 1973, is
intended to conserve
endangered and
threatened species and
their habitats and to
improve the species
status so that they no
longer need ESA
protection. When their
recovery has progressed
to that point, the U.S. Fish
and Wildlife Service
(USFWS) takes steps to
delist, or remove, the
species from the federal
list of Endangered and
Threatened Wildlife and
Plants. If a species has
been listed as
endangered, the USFWS
sometimes reclassifies it
to threatened status as an
intermediate step toward
removal of ESA protection.
Not Provided
Teacher will make a class set of this reading so that

students can work in groups as they work through the
corresponding activities.
Once a species is
removed from the federal
list, management authority
for the species generally
returns to the states and
tribes that have jurisdiction
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over the areas that the
species inhabits. The ESA
should be thought of as an
emergency room for
species; it provides
emergency temporary care
to ensure the species
survival and to pull it back
from the brink of
extinction.
Once species are listed as
threatened or
endangered, the resulting
intensive care they receive
under the ESA, such as
hunting restrictions or
habitat protection, ideally
leads to recovery to the
extent that the species can
be moved back to the
more routine care and
management of the states
and tribes. The species
can be delisted at that
point.
Recovery under the ESA
does not mean that the
species will be returned to
population levels that the
geographic area could or
should support before the
species can be delisted.
Rather, recovery under
the ESA means that the
species no longer needs
the ESAs emergency care
to keep it from becoming
extinct in the foreseeable
future.
gray wolves gray matter appendices.pdf
gray wolves gray matter introduction.pdf
gray wolves gray matter jeopardy and other graphing actities.pdf
gray wolves gray matters natural systems actities.pdf
gray wolves gray matter social systems activities.pdf
gray wolves gray matter wild life management and case studies.pdf
gray wolves gray matter finding solutions acitivities and readings.pdf
gray wolves gray matter glossary of vocabulary.pdf
1 hr
ECOLOGICAL
MODELS: ability to
create and interpret
models of specific
ecological concepts.
(Interdependence, food
MODEL AND
INTERPRET FOOD
WEBS
In this exercise, you will:
Not Provided
1. determine what
different animals eat in
Place students in pairs. Have students follow the

instructions provided on the worksheet. Prepare needed
materials:
Colored pencils (red, blue, green and yellow)
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chains/webs, energy
transfer, relationships,
etc.)
several food chains.
Set of organisms
2. build a food web that

could exist in a forest
ecosystem.
3. identify how a food
chain can be shown as
a food pyramid.
4. Determine the impact
of removing a key
species from the
ecosystem.
Lab Worksheet - Oh, What a Tangled Web We Weave.doc
25 mins
UNDERSTANDING
INTERDEPENDENCE:
and interpret that
complex interactions in
ecosystems maintain
stable conditions
unless disrupted. (ie:
symbiosis,
predator/prey,
competition,
succession, etc.)
SYMBIOTIC
RELATIONSHIPS
We will learn about
symbiotic relationships
between sharks and other
fish in the ocean. Fill out
the chart and predict the
relationships before
watching the video. Than
fill in the remaining
information.
Students will earn

full credit for
completion of the
symbiotic
relationship chart.
Students will predict relationships between several

oceanic species. (See attached link page 12) They will
then watch videos as a class and determine the actual
symbiotic relationships based on the videos. After the
videos, discuss predictions and actual relationships
between species within small groups and then as a
class.
Symbiotic shark activities
Reading Process
40 mins
BIBLIOGRAPHY OF
SELECTED TEXTS:
Ability to cite sources
properly
CITATION AND REVIEW

For each text, correctly
cite the text and write a
paragraph that explains
why this work is credible,
valid, and relevant to the
task.
Identifies author,
title, publisher,
date, and any other
needed information
(for example, the
volume for a
periodical or the
editor for an
anthology).
Includes
reasonable
evidence that work
is credible and/or
worthy of study.
Provide citation guide (schwablhsbio.weebly.com),

MLA, www.easybib.com and record each element of
citation that is needed.
Ask students to brainstorm what makes an author
credible, valid, and/or worthy of study. (Do these articles
pass the CRAAP test, Currency, Relevance/coverage,
Authority, Accuracy, Purpose/Objectivity)
Not
provided
BIBLIOGRAPHY OF
SELECTED TEXTS:
Ability to cite sources
properly
APA CITATION
PRACTICE
Today you will learn to cite
sources properly using a
helpful website. Follow the
step-by-step directions to
practice citing relevant
information.
Not Provided
Provide students with a computer and the step-by-step

directions. Review the directions and allow students to
practice on their own.
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Resource Formatting.docx
30 mins
NOTE-TAKING: Ability
to select important
facts and passages for
use in one's own
writing.
ACE RESPONSE
As students are reading
articles, they will complete
the ACE handout to help
them formulate main
ideas, citations, and
evidence.
Students will
receive full credit
for completion of
the chart after they
read each article.
Students will individually complete their ACE chart.

After, students can compare main ideas, citations, and
evidence within small groups to strengthen their
understanding.
HS Science - Ecology - Task 2 - ACEResponseSystem (1).pdf
45 mins
NOTE-TAKING: Ability
to select important
facts and passages for
use in one's own
writing.
CORNELL CLOZE
NOTES
Look at the terms in
the narrow column of
the notes handout.
These are the main
ideas in the passage
you are going to read.
Scan the partial notes
in the wide column on
the right and predict the
words that might be
missing from the
blanks.
As you read the
passage, look for the
information that
completes the notes
and write that
information in the
appropriate blank.
When you have read
the passage and
completed the notes,
write a summary of the
passage in the
Summary section of
the notes.
Completed notes
and summary
statement
Lead students through a short PowerPoint on Cornell

Notes.
Explain that one way to learn to take Cornell Notes is
to start with the Cloze process, which provides
partial notes for the student and gives them an
opportunity to fill in the blanks.
Give students the handouts and ask them to follow
the directions in the prompt above.
Ask students to share their notes with a partner to
see if they entered the same information in the
blanks and come to consensus on the information
that should be in the blanks.
Ask for summaries from several students, and get
suggestions on how to improve those summaries.
Standards:
RST.9-10.4 : Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 910 texts and topics.
RST.9-10.2 : Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
Why_Leaves_Change_Color___Cloze_Notes20141203-2-1bi0qe8.docx
Cornell Notes
Why Leaves Change Color...as featured on weather.com
13 of 17
Writing Process
45 mins
OUTLINING THE
WRITING: Ability to
plan and organize
information in
preparation for writing.
SUGGESTED ECOLOGY
OUTLINE
Today you will be provided
with a suggested outline
for the paper. Look at the
outline and write two
questions you have on the
provided post-it note.
Not Provided
Provide students with a post-it and the suggested

outline. After they write down questions, organize similar
questions into categories and address any confusion or
issues students may have.
Suggested Paper Outline.docx
25 mins
OUTLINING THE
WRITING: Ability to
plan and organize
information in
preparation for writing.
10 ESSENTIAL
QUESTIONS
What do you need to know
to answer this prompt?
Develop 10 questions you
need to be able to answer
in order to fully address
the prompt.
Not Provided
Place students in groups of 4. Provide students with a

poster an markers. As they brainstorm questions, they
should write them on the poster. Place posters around
the room and allow groups to rotate and read the
posters. They will place stickers next to the best
questions. Review the questions with the most
questions as a whole class.
25 mins
ESTABLISHING THE
CONTROLLING
IDEA: Ability to
establish a claim and
consolidate information
relevant to task.
THESIS GENERATOR
In order to guide students
through the process of
creating a thesis, students
will complete the attached
generator.
Students will
receive full credit
on the completion
of the thesis
generator
document.
Teachers should go through the generator document

with the class and answer any questions. Students will
individually complete their thesis. When complete, they
should switch with a partner and revise if necessary.
HS Science - Ecology - Task 2 - Thesisgenerator.pdf
1 hr
ESTABLISHING THE
CONTROLLING
IDEA: Ability to
establish a claim and
consolidate information
relevant to task.
INITIAL DRAFT (LDC

PROTOTYPE)
Write an initial draft
complete with opening,
development, and closing;
insert and cite textual
evidence.
30 mins
PEER EDITING:
Ability to use peer
feedback for
improvement of writing.
PEER EDIT CHECKLIST

AND SELF CHECK
You will look at a partner's
draft and provide them
with feedback using the
checklist provided.
Provides
complete draft
with all parts.
Supports the
opening in the
later sections
with evidence
and citations.
Encourage students to re-read prompt partway

through writing, to check that they are on track.
Not Provided
Students will use this after they have written their rough
draft as a way to check for completion of the writing
task.
Students will
Not Provided
Peer Edit Checklist and Self Check.docx
1 hr
EDITING: Ability to
SECOND DRAFT
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proofread and format a
piece to make it more
effective.
SUBMISSION
Students will submit a
revised essay following
peer review activity. This
essay will be submitted to
the instructor for review.
complete their 2nd

draft within the time
period allotted.
1 hr
FINAL DRAFT: Ability

to submit final piece
that meets
expectations.
FINAL DRAFT
Students will write their
final drafts using previous
feedback to make
necessary revisions and
corrections.
Students will
submit their final
drafts by the
designated
deadline. Scoring
will be based upon
the LDC Rubric
model.
Not Provided
40 mins
FINAL DRAFT: Ability

to submit final piece
that meets
expectations.
FOR YOUR
PRESENTATION:
CREATING A
POWERPOINT OR PREZI
Create a PowerPoint or
Prezi in order to present
your final project.
Meets expectations
if
1. As a class, go over the three websites linked.

Depending on your students level of experience,
demonstrations may be helpful. For more advanced
students or those familiar with these programs, it might
make more sense to have them read these suggestions
on their own and take notes. For less skilled/
experienced students, it may be helpful to pull out the
(four or five) biggest Dos and Don'ts, post them on chart
paper, and discuss only these. There's a lot of advice
on these sites. Another option is to give students a
"bad" powerpoint you made and have them revise it in
groups based on what they read.
* Follows the style

guide suggestions
presented in the
resources linked
(consistent format,
font, and coloring,
etc.)
* Clearly
communicates
2. Provide students with the presentation rubric.

3. Have students prepare their presentations.
4. These sites, particularly the "PowerPoint Tips," are
excellent resources for peer revision.
Standards:
CCR.W.6 : Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
CCR.W.2 : Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
Prezi How To Guide
PowerPoint Tutorial
PowerPoint Tips
HS Science - Ecology - Task 3 - National Geo Conference Presentation Rubric TV.docx
Ecology National Geo Article Conference Letter SV.docx
Instructional Resources
No resources specified
15 of 17
Section 4: What Results?

Student Work Samples
No resources specified
Teacher Reflection
Not provided
16 of 17
All Attachments
Keystone and Invasive Species Research Ideas List.docx :
https://s.ldc.org/u/9s9x5widf4ebwv5sydo3k4gx2
Kudzu Reading Article.pdf : https://s.ldc.org/u/cunf06y86l01him1lvg47dh15
Starlings Reading Article.pdf : https://s.ldc.org/u/euxsyjlnjw94bn9ccoerzv2y2
Tamarisk Reading Article.pdf : https://s.ldc.org/u/6eakrnqy7dybmtrixsxmnjw63
Zebra Mussel Reading Article from NY Times.pdf : https://s.ldc.org/u/f1djw3m7io1z2oo5ey6ww7t7i
Dr_Seuss_The_Lorax.pdf : https://s.ldc.org/u/baixowtz9m3y4f8b0rbtiza6t
Lorax_questions.doc : https://s.ldc.org/u/cdmn7ko2dtsztd6a491xycmds
17 of 17

Invasive and Keystone Species LDC

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Invasive and Keystone Species