Caribou High School Library; Biology; Ecology Project

research help

introduction

research

task

Ecology Rubric

In this project, your task will be to investigate Ecological issues that

face mankind today. Mr. Bouchard's and Mrs. Thibodeau's classes will each

be assigned one or two environmental issue(s). The class will then be

divided into smaller groups and assigned one or more of the items

indicated below. The entire class will then compile their information into

one project. The projects will be displayed and evaluated by

Mrs. Thibodeau, Mr. Bouchard and the competing class members.

In order to accomplish your task, you will need to complete the following:

1. identify the issue

2. the origins of the problem (there may be more than one)

3. what are the environmental impacts of your issue in the biosphere

4. what are the environmental impacts of your issue in the state of Maine

5. what are the environmental impacts of your issue in Aroostook County

6. how is this issue being managed/addressed in 5 & 6 above

7. how does the cycles of matter impact the dispersal of your pollutant

8. keep a record/journal of your work (be specific for times,

what was watched or read, who was interviewed or visited, etc.

9. create a list of important questions dealing with your topic.

Sources

*Take a look at the books on the cart Bibliography

*Research your issue in Sirs Researcher database - you will find reference book

magazine and newspaper articles, images, primary documents, and web sites.

If you look at the list of web site titles, you may get an idea for an issue.

*Specific articles concerning your issue in your community can be found through Maine Virtual Library by using the Maine Newstand Database.   Once you find some Maine articles, go back to the list of databases and at the top, click on Social Sciences as a Subject. (Social Sciences deal with contemporary problems/issues in our society) Search in Academic Search Premier and MasterFile Premier. Also, the Proquest Newspapers will be very helpful. ALWAYS limit your search by clicking on "Full Text."

While you are in the Maine Virtual Library, you should also use Britannica Encyclopedia.

Please do not print until you find the PRINT icon in the database you are using.

If you us GOOGLE, use GOOGLE.gov or GOOGLE.edu

Use NoodleTools Search Engine choices to determine how to find the BEST information!

Refer to your textbook - Chapters 3 - 7

Keep track of the sources you are using by recording your information on a note card. See Research Help for the information you will need for your bibliography.

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Now that you have collected your research, you will need to:

1. present a creative/interesting visual display (tri-fold boards and posters)

     these must stand alone: should be charts, diagrams, graphs, pictures

     and should not be a report pasted to a poster

2. be knowledgeable of the subject matter

3. all material(s) placed on the visual display should be

     computer generated, and cited.

4. be capable of answering questions about your issue

5. be capable of answering questions dealing with the

      learning results standards

6. be capable of providing opposing viewpoints to your issue

     (try to see both sides of the issue.

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Learning Results: This project complies with the following areas:

B. ECOLOGY

Students will understand how living things depend on one another and on

non-living aspects of the environment. Students will be able to:

SECONDARY GRADES

1. Illustrate the cycles of matter in the environment and explain their interrelationships.

2. Compare the process of photosynthesis and respiration, and describe the factors that effect them.

3. Analyze the factors that affect population size (e.g., reproductive and survival rates).

F. THE EARTH

Students will gain knowledge about the earth and the processes that change it.

Students will be able to:

2. Analyze potential effects of changes in the earth's oceans and atmosphere.

J. INQUIRY AND PROBLEM SOLVING

Students will apply inquiry and problem-solving approaches in science and technology.

Students will be able to:

3.Demonstrate the ability to use scientific inquiry and technological method with short term and long term investigations, recognizing that there is more than one way to solve a problem. Demonstrate knowledge of when to try different strategies.

K. SCIENTIFIC REASONING

Students will learn to formulate and justify ideas and to make informed decisions.

Students will be able to:

7. Analyze situations where more than one logical conclusion can be drawn.

L. COMMUNICATION

Students will communicate effectively in the application of science and technology.

Students will be able to:

2. Use journals and self-assessment to describe and analyze scientific and technological experiences and to reflect on problem-solving processes.

4. Employ graphs, tables, and maps in making arguments and drawing conclusions.

8. Use computers to organize data, generate models, and do research for problem solving.

M. IMPLICATIONS OF SCIENCE AND TECHNOLOGY

Students will understand the historical, social, economic, environmental, and ethical

implications of science and technology. Students will be able to:

1. Examine the impact of political decisions on science and technology.

2. Demonstrate the importance of resource management, controlling environmental impacts, and maintaining natural ecosystems.

3. Evaluate the ethical use or introduction of new scientific or technological developments.

4. Analyze the impacts of various scientific and technological developments.

6. Research issues that illustrate the effects of technological imbalances and suggest some solutions.

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Rubric

TASK	1	2	3	4
IDENTIFY THE ISSUE	FAILED TO IDENTIFY THE issue RESEARCHED	IDENTIFIED THE issue IN A LIMITED MANNER	CORRECTLY IDENTIFIED AND DESCRIBED THE issue	EXPERTLY IDENTIFIED AND DESCRIBED THE issue
THE ORIGINS OF THE PROBLEM	FAILED TO IDENTIFY THE ORIGINS OF THE problem	MARGINALLY IDENTIFIED THE ORIGINS OF THE problem	SATISFACTORILY IDENTIFIED THE ORIGINS OF THE problem	EXCELLENTLY IDENTIFIED THE ORIGINS OF THE problem
What the environmental impacts of the issue are on the biosphere	FAILED TO IDENTIFY THE environmental impact	MARGINALLY IDENTIFIED THE environmental impact	SATISFACTORILY IDENTIFIED THE environmental impact	EXPERTLY IDENTIFIED THE REASON FOR THE environmental impact
What the environmental impacts of the issue are in the state of Maine	FAILED TO IDENTIFY THE environmental impact	MARGINALLY IDENTIFIED THE environmental impact	SATISFACTORILY IDENTIFIED THE environmental impact	EXPERTLY IDENTIFIED THE REASON FOR THE environmental impact
What the environmental impacts of the issue are in Aroostook County	FAILED TO IDENTIFY THE environmental impact	MARGINALLY IDENTIFIED THE environmental impact	SATISFACTORILY IDENTIFIED THE environmental impact	EXPERTLY IDENTIFIED THE REASON FOR THE environmental impact
How the environmental issue is being managed/addresses	FAILED TO DESCRIBE THE management	MARGINALLY DESCRIBED THE management	SATISFACTORILY DESCRIBED management	EXPERTLY DESCRIBED THE management
CREATIVE/INTERESTING VISUAL DISPLAY	FAILED TO CREATE A CREATIVE/INTERESTING VISUAL DISPLAY (mostly text, very little in the way of graphs, pictures, diagrams, etc.)	MARGINALLY CREATED A CREATIVE/INTERESTING VISUAL DISPLAY (mostly text, few graphs, pictures, diagrams, etc.)	SATISFACTORILY CREATED A CREATIVE/INTERESTING VISUAL DISPLAY (some text, some graphs, pictures, diagrams, etc.)	EXPERTLY CREATED A CREATIVE/INTERESTING VISUAL DISPLAY very little text, mostly graphs, pictures, diagrams, etc.)
KNOWLEDGEABLE OF THE SUBJECT MATTER	NOT KNOWLEDGEABLE OF THE SUBJECT MATTER	MARGINALLY KNOWLEDGEABLE OF THE SUBJECT MATTER	SATISFACTORILY KNOWLEDGEABLE OF THE SUBJECT MATTER	EXPERTLY KNOWLEDGEABLE OF THE SUBJECT MATTER
How the cycles of matter impact the dispersal of the pollutant	FAILED TO SHOW How the cycles of matter impact the dispersal of the pollutant	MARGINALLY SHOWS How the cycles of matter impact the dispersal of the pollutant	SATISFACTORILY SHOWS How the cycles of matter impact the dispersal of the pollutant	EXPERTLY SHOWS How the cycles of matter impact the dispersal of the pollutant
CAPABLE OF ANSWERING QUESTIONS ABOUT YOUR ORGANISM	NOT CAPABLE OF ANSWERING QUESTIONS ABOUT RESEARCHED ORGANISM	MARGINALLY CAPABLE OF ANSWERING QUESTIONS ABOUT RESEARCHED ORGANISM	SATISFACTORILY CAPABLE OF ANSWERING QUESTIONS ABOUT RESEARCHED ORGANISM	EXPERTLY CAPABLE OF ANSWERING QUESTIONS ABOUT RESEARCHED ORGANISM
CAPABLE OF ANSWERING QUESTIONS DEALING WITH THE LEARNING RESULTS STANDARDS	NOT CAPABLE OF ANSWERING QUESTIONS	MARGINALLY CAPABLE OF ANSWERING QUESTIONS	SATISFACTORILY CAPABLE OF ANSWERING QUESTIONS	EXPERTLY CAPABLE OF ANSWERING QUESTIONS
Provides both sides of the environmental issue	Does not provide opposing viewpoints.	Little is provided on opposing viewpoints.	Opposing viewpoints are satisfactorily addressed.	Opposing viewpoints are expertly addressed.

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