Dams and River Ecosystems: Environmental

Impacts and Mitigation

Student Portfolio

Denver Public Schools High School High School Earth Science• Fall Module

Dams and River Ecosystems: Environmental

Impacts and

Mitigation

Denver Public Schools High School High School Earth Science• Fall Module

Table of ContentsQuick Write: Dams Page 130- Second Expert: Hook Videos Page 2Dams: Breaking Down the Prompt Page 3Cornell Notes: “Dams: Building Big” Page 5OPTIC “America’s Dam and Safety Problems” Page 6Short Constructed Response: Rubric Analysis Page 9Informational Explanatory Teaching Task Page 11 Rubric Grades 9-10Annotating a Scientific Text: Student Annotation Guide Page 12Dams Ongoing Graphic Organizer: Environmental Impact Page 13Define + Draw Log Page 14“Dam Effects” Interactive Website Page 17Cornell Notes: “Salmon Running the Gauntlet” Page 19Dams: Environmental Mitigation (Solutions) Graphic Organizer Page 20Before Reading: Identifying Expected Trends Page 22“The State of the World’s Rivers” Interactive Map Page 2430-Second Expert Page 27"What Happens When You Demolish Two 100 Year Old Dams"“A River Reborn” Text Dependent Questions Page 28“Elwha: Roaring Back to Life” Text Dependent Questions Page 32

Denver Public Schools High School High School Earth Science• Fall Module

Socratic Seminar Observation Checklist Page 38Socratic Seminar Observation Notes Page 39Socratic Seminar Self-Assessment: Participant Page 40Socratic Seminar Self-Assessment: Leader Page 41Socratic Seminar Rubric for Individual Participants Page 42Evaluating a Socratic Seminar as a Whole Page 43Technical Report Text Features Walk Page 44Writing About Images Page 45Images for My Final Product Page 47Sentence Stems for Describing Images Page 48Exemplar Paragraph Questions Page 49Technical Report Outline/Graphic Organizer Page 50MLA Style Guidelines Overview Page 52Citation List Page 53Quoting, Paraphrasing, And Summarizing Page 54Peer Suggestions Page 56

Quick Write Dams

Directions: Using the space below and the questions to guide your response, write about dams.

Topic: Dams

Questions to consider: What personal experience have I had with this topic? What personal observations can I connect to the topic? Where have I read or heard about this topic? What television shows or movies relate to this topic? What questions do I have about this topic? How can I personally relate to the topic? How do others feel about this topic?

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30­Second Expert: Hook Videos

Directions: After watching the video, complete the column, “What do I know about this topic?” individually. Then meet with a partner to discuss the video and record any new knowledge you gain from listening to your partner in the column “What new knowledge or understanding have I gained from listening to my partner?” Be sure to thank your partner!

Partner’s name: ________________________________

“Dam Nation”

What do I know about this topic? What new knowledge or understanding have I gained from listening to my partner?

“The Largest Dam in the World”

What do I know about this topic? What new knowledge or understanding have I gained from listening to my partner?

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Dams: Breaking Down the Prompt

Prompt:

After reading informational texts, analyzing scientific data, and watching videos on dams, write technical report in which you analyze the environmental impacts of dams on river ecosystems. In your analysis, address possible environmental mitigation strategies. Support your discussion with evidence from the text/s.

Include (charts, tables, illustrations, and/or stylistic devices) to help convey your message to your readers.

Student Background:

In recent years, dams have come to the attention of the general public and are causing controversy because of their environmental impact. With the desire for clean energy, many are wondering how we can balance our need for power while also paying close attention to the impact dams have on river ecosystems along with native plant and animal species.

In the United States, many dams are aging and in need of maintenance and repair. This has sparked a movement to consider either repairing dams and working to lessen their environmental impact or removing certain dams altogether and restoring the rivers back to their natural state.

In this module, you will analyze the different environmental impacts dams have on river ecosystems and suggest possible environmental mitigation. The solutions you suggest should work to lessen the environmental impact; however, ultimately you may recommend the removal of a dam.

1. Read the prompt and student background (silently, along with teacher, and/or aloud to aneighbor)

2. Re­read the prompt and annotate in the following way: Put a BOX around the words READING and WRITE CIRCLE any VERBS Put a “squiggly line” under the TOPIC of the reading/writing Double Underline what you will read (the writing sources) Double underline what you will write (the writing product) Put a star by additional requirements you should not forget

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3. Answer the following questions in complete sentences:

What will you do first to accomplish the task?

What kinds of texts will you be reading?

How will you show your understanding of the reading? What is the writing product?

What must you make sure to do in your written response?

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Cornell Notes: “Dams: Building Big”

Essential Question: What are the costs and benefits associated with dams?

Questions Key Information

Chapter 1: Introduction to Dams (4 min 23 sec)

Chapter 2: A Brief History of Dams (6 min 16 sec)

Chapter 3: Building the Aswan Dams on the Nile River (8 min 12 sec)

Chapter 5: Building the Hoover Dam (8 min 7 sec)

Chapter 7: Environmental and Social Impacts of Dams (11 min 32 sec)

Summary:

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OPTIC “America’s Dam and Safety Problems”

Directions: Use the strategy below to analyze the graphs and draw conclusions.

Figure 1: Age of Dams in the United States

O Conduct a brief OVERVIEW of the visual (diagram, map, graph, etc.). What’s this visual about?

P Examine the PARTS of the visual. What images, numbers, colors, labels, etc. do you notice? How do each of these parts contribute to your understanding?

T Read the TITLE of the visual. How does the title contribute to your understanding?

I Use the above information to determine the INTERRELATIONSHIPS in the visual. What patterns or trends do you notice? How do these patterns or trends contribute to your understanding?

C Draw a CONCLUSION about the visual as a whole. What is the most important information communicated by the visual?

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Figure 2: A Backlog of “High­Hazard” Potential’ Dam Repairs

O Conduct a brief OVERVIEW of the visual (diagram, map, graph, etc.). What’s this visual about?

P Examine the PARTS of the visual. What images, numbers, colors, labels, etc. do you notice? How do each of these parts contribute to your understanding?

T Read the TITLE of the visual. How does the title contribute to your understanding?

I Use the above information to determine the INTERRELATIONSHIPS in the visual. What patterns or trends do you notice? How do these patterns or trends contribute to your understanding?

C Draw a CONCLUSION about the visual as a whole. What is the most important information communicated by the visual?

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Conclusion Paragraph DIrections: Summarize the state of dams in the United States. Use data from the graphs you analyzed in your response. CLO: SWBAT summarize, in writing, the current state of dams in the United States, using causal words or phrases (because, since, due to, as a result of, etc.). ______________________________________________________________________

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Short Constructed Response: Rubric Analysis

Directions: Using the rubric provided by your teacher, work with your group to paraphrase your assigned portion of the rubric and generate a graphic. Use the graphic organizer below to record your notes for all parts of the rubric. At the bottom of the page, individually reflect and set a goal for yourself. Put a star next to the portion of the rubric you feel most confident about and put a box around the portion of the rubric you would like support with.

Scoring Element According to the rubric, what does it mean to be proficient?

Graphic

Focus

Controlling Idea

Reading/Research

Development

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Organization

Conventions

Content Understanding

Goal: ____________________________________________________________________________

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Informational Explanatory Teaching Task Rubric Grades 9­10 “Dams and River Ecosystems: Environmental Impacts and Mitigation”

Scoring Elements

Emerging Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

CCSS.ELA­LITERACY.WHST.9­10.2

Write informative/explanatory texts, including narrations of historical events, scientific procedures or experiments, or technical processes.

Controlling Idea

Addresses prompt. Presents a general or unclear controlling idea.

Addresses prompt appropriately. Presents a clear controlling idea with

an uneven focus.

Addresses all aspects of prompt appropriately.

Presents a clear, specific controlling idea that takes into account the complexity

of the topic.

Addresses all aspects of prompt appropriately. Presents a clear,

specific controlling idea that takes into account the complexity of the topic and acknowledges gaps in

evidence or information.

Development/ Use of Sources

Includes minimal details from sources, with

irrelevant, incomplete, or inaccurate elements.

Includes relevant details, examples, and/or quotations from sources to support the

controlling idea, with incomplete reasoning or

explanations.

Accurately explains relevant details, examples, and/or quotations from sources to support and develop the

controlling idea.

Thoroughly and accurately explains most relevant details, examples,

and/or quotations from sources to effectively support and develop the

controlling idea.

Organization

Lacks an evident structure. Makes

unclear connections among ideas, concepts,

and information.

Uses an evident organizational structure and

transitional phrases to develop the controlling idea,

with minor lapses in coherence or organization.

Maintains an appropriate organizational structure that

creates cohesion. Uses transitional phrases to clarify

the relationships among complex ideas, concepts, and

information.

Maintains a cohesive organizational structure including a logical sequence

that builds on preceding ideas to create a unified whole. Uses varied syntax and transitional phrases that

clarify the precise relationships among complex ideas, concepts, and

information.

Conventions

Lacks control of grammar, usage, and mechanics. Uses inappropriate language or tone. Rarely or never cites

sources.

Demonstrates an uneven command of standard

English conventions. Uses language and tone with

some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions,

with few errors. Uses language and tone

appropriate to the audience and purpose. Cites sources using an appropriate format

with only minor errors.

Demonstrates and maintains a well­developed command of standard English conventions, with few errors. Consistently uses language and tone appropriate to the audience and

purpose. Consistently cites sources using an appropriate format.

Disciplinary Content

SC09­GR.HS­S.3­GLE.5­ There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources.

SC09­GR.HS­S.3­GLE.6­ The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes. Identifies or otherwise applies irrelevant content OR relevant content with major errors or

omissions

Identifies or otherwise applies relevant content with minor

errors or omissions

Explains or otherwise applies relevant and accurate content

Explains and applies relevant and accurate content

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Annotating a Scientific Text: Student Annotation Guide

DIrections: When reading and annotating a scientific text use the following annotation strategy:

CIRCLE words or phrases that you have a question about.

Example:

What is a “riparian ecosystem”? What do they mean by “headwaters”? Is that the source of the river?

UNDERLINE one sentence that represents the main idea in each paragraph.

Example:

“But in this day and age of environmental awareness, more and more people are questioning whether generating a little hydroelectric power is worth destroying riparian ecosystems from their headwaters in the mountains to their mouths at the ocean and beyond.” The Downside of Dams: Is the Environmental Price of Hydroelectric Power Too High? Scientific American

PARAPHRASE the main idea for each sentence underlined in the margin.

Example:

People are not sure if using hydroelectric power to generate energy is worth the environmental impact on rivers.

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Dams Ongoing Graphic Organizer: Environmental Impact

Environmental Impact (Problem) How is the ecosystem impacted? Why is that a problem?

Fish Migration

Water Quality

River Flow

Sediment

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Define + Draw Log

Term Write a definition for the term in your own words. Make sure your definition works by testing it back in the text.

Draw a quick symbol or illustration to help you remember the term.

“But in this day and age of environmental awareness, more and more people are questioning whether generating a little hydroelectric power is worth destroying riparian ecosystems from their headwaters in the mountains to their mouths at the ocean and beyond.” (Scientific American) “Organic materials from within and outside the river that would normally wash downstream get built up behind dams and start to consume a large amount of oxygen as they decompose.” (Scientific American) “Most dams don’t simply draw a line in the water; they eliminate habitat in their reservoirs and in the river below,” says HRC. Migratory fish like salmon, which are born upstream and may or may not survive their downstream trip around, over or through a dam, stand an even poorer chance of completing the round trip to spawn." (Scientific American)

“No doubt all concerned parties will be paying close attention to the ecosystem and salmon recovery on the Elwha as it unfolds over the next few decades.” (Scientific American)

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Define + Draw Log

Term Write a definition for the term in your own words. Make sure your definition works by testing it back in the text.

Draw a quick symbol or illustration to help you remember the term.

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Define + Draw Log

Term

Write a definition for the term in your own words. Make sure your definition works by testing it back in the text.

Draw a quick symbol or illustration to help you remember the term.

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“Dam Effects” Interactive Website http://www.dameffects.org/index.html

Directions: Visit the website above and complete the graphic organizer below.

Read the introduction: What is the claim the Hydropower Reform Coalition is making about the use of dams?

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Poorly Run Hydro Natural River Well Run Hydro

Riparian Areas:

Fish Passage:

Recreation:

Sediment and Debris Transport:

River Flows:

Water Quality: Water Quality:

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Read the conclusion: What is the author's claim regarding dam removal? ____________________________________________________________________________

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Cornell Notes: “Salmon Running the Gauntlet”

Essential Question: How have human activities impacted salmon populations?

Questions Key Information

Chapter 1: Introduction to Salmon: Running the Gauntlet (1 min 56 sec) Chapter 2: The Northwest Legacy (10 min 31 sec) Chapter 3: Nourishing Life and Industry (9 min 56 sec) Chapter 4: Hatchless and Survival (7 min 55 sec) Chapter 5: To the Sea and Back (12 min 51 sec)

Summary:

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Dams: Environmental Mitigation (Solutions) Graphic Organizer Directions: Visit the collection of videos at the link/QR code below and use the graphic organizer to record your thinking.

https://www.tes.com/lessons/QhshFP4s9PaqTg/

Video Title Environmental Mitigation (Solutions) What is the solution? What problem(s) does it solve? How?

Bringing a Pulse of Life to the Colorado River Delta

Cannon shoots salmon upriver to help reach breeding grounds

PGE restores fish passage at Pelton Round Butte

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Turning Water Pipes into Electric Generators

New Sensor Fish Will Make Environment Even Safer for Fish

Floodgates opening to restore the Colorado River

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Before Reading: Identifying Expected Trends Directions: Go back and review your notes from the video “Dams: Building Big,” the article “The Downside of Dams: Is the Environmental Price of Hydroelectric Power Too High?” and the interactive website “Dam Effects.” Complete the trend statements below indicating what you would expect to see in a river ecosystem based on what you have read/viewed in the texts/videos. For additional support, you will also find a visual dictionary of terms below. Trends

As the total number of dams ________________(increases/decreases) you would expect to see an ________________(increase/decrease) in the amount of sediment trapped upstream.

As the total number of dams ________________(increases/decreases) you

would expect to see an ________________(increase/decrease) in fragmentation.

As the total number of dams ________________(increases/decreases) you would expect to see an ________________(increase/decrease) in thermal pollution.

As the total number of dams ________________(increases/decreases) you

would expect to see an ________________(increase/decrease) in water quality.

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Visual Dictionary “The State of the World’s Rivers” Interactive Map

Sediment: matter that is carried by a river downstream. In a slow moving river or lake, sediment settles out to the bottom of a river bed or lake. As a river winds its path to the ocean, it carries sediment that is deposited along the way.

Fragmentation: interruption of a river's natural flow by dams. The river was fragmented by dams making fish migration impossible.

Thermal Pollution: the decrease of water quality by any process that changes the water temperature. Behind the dam, thermal water pollution made the water too hot for specific species of trout.

Water Quality: refers to the chemical, physical, biological, and radiological characteristics of water. Scientist test the water quality of rivers to determine their health.

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“The State of the World’s Rivers” Interactive Map Directions: Visit the website below to access an interactive map reporting data on the state of the world’s rivers. Complete the table below recording data for specific ecological indicators using the provided scales. http://www.internationalrivers.org/worldsrivers/ River Fragmentation Scale

Red Orange Yellow Green

High­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­low Water Quality Scale

Red Pink Green Blue

High­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­low

U.S. Water Basin

Ecological Indicators

Corresponding Data (use scale)

Confirm/Challenge Factors

Columbia River Fragmentation Total Number of Existing Dams Highest Concentration of Dams per River Length Percentage of Sediment Trapped Upstream Highest Fragmentation Water Quality Thermal Pollution (Average) Poorest Water Quality (Average Index)

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Mississippi River Fragmentation Total Number of Existing Dams Highest Concentration of Dams per River Length Percentage of Sediment Trapped Upstream Highest Fragmentation Water Quality Thermal Pollution (Average) Poorest Water Quality (Average Index)

St. Lawrence River Fragmentation Total Number of Existing Dams Highest Concentration of Dams per River Length Percentage of Sediment Trapped Upstream Highest Fragmentation Water Quality Thermal Pollution (Average) Poorest Water Quality (Average Index)

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Yukon River Fragmentation Total Number of Existing Dams Highest Concentration of Dams per River Length Percentage of Sediment Trapped Upstream Highest Fragmentation Water Quality Thermal Pollution (Average) Poorest Water Quality (Average Index)

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30­Second Expert: "What Happens When You Demolish Two 100­Year­Old Dams"

Directions: After watching the video, complete the column “What do I know about this topic?” on your own. Then meet with a partner to discuss the video and record any new knowledge you gained from listening to your partner in the column “What new knowledge or understanding have I gained from listening to my partner?” Be sure to thank your partner! Topic: Elwha Dam Removal Partner’s name: ________________________________

What do I know about this topic? What new knowledge or understanding have I gained from listening to my partner?

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A River Reborn Text Dependent Questions

http://storymaps.esri.com/stories/2015/river­reborn/ Directions: Visit the site above and answer the text dependent questions listed below.

Read the title of the story map, why did the author choose to use the word “reborn”?

In the second sentence the author says the following about dams: “The environmental harm they cause outweighs their declining economic benefits.” Carefully examine both pictures, what elements in the pictures point to the environmental harm of dams and/or their declining economic benefits?

What story or series of events is the author depicting in these 3 pictures? What do the pictures tell you about his stance or claim about the use of dams?

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Why do you think the author choose the word “pristine” to describe the mouth of the river?

Why does the author say the Elwha River was ideal for harvesting hydropower?

What changes do you notice in the landscape as you move closer to the mouth of the river? What do these changes tell you about the demand for hydropower in this area?

How does the statement below connect to the title “A River Reborn”?

“The Elwha Dam had no fish ladders; it completely blocked the movement of salmon and other fish.” Or How does the author use perspective to communicate in these images?

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Prior to the approval for dam removal, what steps took place?

Compare and contrast the two images. What do you notice about the river’s new path?

What does this picture say about the fate of debris with and without a dam?

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Hover over each of the fish species represented in the key (top image) and refer back to the map showing the locations of the 2 dams (bottom image). What can you say about the habitats of the different fish compared to before the dam was removed?

What role does the author believe the Elwha river plays in future dam removals across the country?

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Elwha: Roaring Back to Life Text Dependent Questions

http://projects.seattletimes.com/2016/elwha/ Directions: Visit the site above and answer the text dependent questions listed below.

Why did the author describe the river post dam removal as “singing in full voice”?

What two reasons does the author give about why the Elwha dam was removed?

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Compare and contrast the picture of the Elwha dam before and after it’s removal using the slider. What changes do you see in the sediment and water flow? What do you predict the river will look like in the future?

What are some of the changes the author describes about native species found in the Elwha a year after the dam removal?

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Click on all of the animals and read the text. What additional work does the author say is needed to help the salmon reach the upper river? What mammals have been documented on the bottom of the old reservoir beds?

What are some of the benefits fallen logs provide to the river ecosystem?

Why does the author use the term “islands of biodiversity” to describe a log as a home?

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Why does the author say biologists are relieved the elk are not devouring plantings?

What does the author say caused invertebrate populations to crash? What impact has the dam removal had on the American Dipper?

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How did the change in the ocean bottom from rocky to sandy impact hermit crabs, sea urchins, kelp and starfish?

What forces does the author say were responsible for carrying the sediment into the Strait of Juan de Fuca?

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What are some of the animals returning to the sandy bottom of the mouth of the Elwha river?

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Socratic Seminar Observation Checklist

Your Name:________________________ Partner’s Name:________________________

Directions: Each time your partner does one of the following put a check in the box.

Speaks in the discussion

Makes eye contact with other speakers or as she/he speaks

Refers to the text

Asks a new or follow-up question

Responds to another speaker

Paraphrases and adds to another speaker’s ideas

Encourages another participant to speak

Interrupts another speaker

Engages in side conversation

Dominates the conversation

AFTER the discussion: What is the most interesting thing your partner said?

AFTER the discussion: What would you like to have said in the discussion?

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Socratic Seminar Observation Notes

Name: _____________________________________

Directions: Choose three participants in the seminar to observe. Write examples of the behaviors listed below as you see or hear them occur.

Participant Name

Offers New Idea Asks a Question

Refers to Text

Builds on Other’s

Idea

Distracting

Behavior

Other Notes/Observations

1.

2.

3.

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Socratic Seminar Self-Assessment Participant

Name:________________________________ Seminar Text:____________________

Directions: Score your performance in today’s seminar using the following criteria:

4 = Excellent 3 = Good 2 = Showing Progress 1 = Needs Improvement

_____ I read the text closely, marked the text, and took notes in advance.

_____ I came prepared with higher level questions related to the text.

_____ I contributed several relevant comments.

_____ I cited specific evidence from the text to support an idea.

_____ I asked at least one thoughtful, probing question.

_____ I questioned or asked someone to clarify their comment.

_____ I built on another person’s idea by restating, paraphrasing, or synthesizing.

_____ I encouraged other participants to enter the conversation.

_____ I treated all other participants with dignity and respect.

Overall Score (circle one): 1 1.5 2 2.5 3 3.5 4

Two goals I have for our next seminar are:

1.

2.

An area where I would like help:

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Socratic Seminar Self-Assessment Leader

Name:________________________________ Seminar Text:____________________

Group

Members:______________________________________________________________

______________________________________________________________________

Directions: Score your performance in today’s seminar using the following criteria:

4 = Excellent 3 = Good 2 = Showing Progress 1 = Needs Improvement

_____ I listened carefully and helped clear up confusion.

_____ I asked questions to clarify or probe for higher-level thinking.

_____ I helped the group get back on track if they strayed from the text or moved to

debate.

_____ I helped participants work together cooperatively.

_____ I did not dominate the conversation.

_____ I encouraged other participants to enter the conversation.

_____ I treated all other participants with dignity and respect.

_____ The group used the text as a reference throughout the Socratic Seminar.

_____ Group members shared in the discussion of the topic.

_____ The group asked in-depth questions.

_____ Everyone in the group was respectful of other ideas.

_____ The group was able to take the Socratic Seminar to a high level of understanding.

Overall Score (circle one): 1 1.5 2 2.5 3 3.5 4

Two goals I have for my leadership development:

1.

2.

An area where I would like help:

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Socratic Seminar Rubric for Individual Participants

Name:________________________________ Seminar Text:______________________

Exemplary reads closely, takes notes, and develops high-level questions before the seminar

uses prepared text, notes, and questions to contribute to the dialogue

moves the conversation forward

asks for clarification when needed

asks probing questions for higher level thinking

speaks to all participants and is heard clearly

thinks before answering

refers directly to the text

makes connections to other speakers

builds on others’ comments

considers all opinions

writes down thoughts and questions

listens actively

demonstrates patience and respect toward others’ opinions/ideas

Competent

comes prepared with marked text, notes, and questions

contributes to the dialogue

responds to questions

refers to text

offers interesting ideas

asks questions

takes notes

pays attention

is respectful of others’ ideas

Developing comes with some text preparation

emphasizes own ideas; may lean toward debate rather than dialogue

ideas not always connected

refers to text

repeats some ideas

asks a few questions and/or questions are lower level

takes some notes

loses track of conversation

judges others’ ideas

Needs Improvement

does not participate or participation is inappropriate

repeats same ideas

few or no notes taken

no questions asked

seems lost/overwhelmed with the seminar

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Evaluating a Socratic Seminar as a Whole

Consider the following questions as you prepare to talk about the strengths of a seminar and the areas

for growth.

Did the participants . . .

seem prepared?

speak loudly and clearly?

cite reasons and evidence for their statements?

use the text to find support?

build on each other’s ideas?

paraphrase accurately?

ask for help to clear up confusion?

ask higher level questions to move the dialogue forward?

stick with the subject?

listen to others respectfully?

talk to each other, not just the leader?

encourage everyone’s involvement and avoid dominating the conversation?

avoid hostile exchanges and debate?

question each other in a civil manner?

Did the leader . . .

get participants engaged early? How?

make sure that questions were understood?

ask questions that led to further questions?

draw out reasons and implications?

keep attention on ideas in the text being discussed?

question misreadings of the text?

allow time (pauses) for thinking?

draw in all participants?

listen carefully to participants’ statements?

accept participants’ answers without judgment?

allow for discussion of disagreements?

Our class/seminar group demonstrated these major strengths:

Our class/seminar group can grow in the following ways:

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Technical Report Text Features Walk

Student guide for the text feature walk

1. Start by rereading the teaching task for the module to remind yourself of the content and the product.

2. Review the purpose of the text features in the table below. 3. In your small group, choose one person to start by reading the first text feature. 4. That person names the text feature (Is it a heading? Picture and caption?). 5. That same person reads the text feature. 6. As a group, discuss the purpose of the text feature in your own words, how it could be

used in your final product, and how it will contribute to the main idea of your paper. Everyone should contribute.

7. Have a new person share the next text feature and repeat steps 2­4. Repeat until all of the text features have been discussed or the teacher calls time.

Name of Text Feature Purpose of Text Feature

Title Quickly tells the reader what information they will learn about

Headings or subtitles Helps the reader identify the main idea for that section of text

Pictures and captions Shows an important object or idea from the text

Charts and graphs Represents and shows data related to, or elaborates on, something in the main body of text

Labeled diagrams Allows the reader to see detailed depictions of an object from the text with labels that teach the important components

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Writing About Images Directions: Start by recording words that describe the image. Then work with your group to write a statement summarizing the most important information. Image #1

Words that Describe the Image

Statement about the Image

Image #2

Words that Describe the Image

Statement about the Image

Image #3

Words that Describe the Image

Statement about the Image

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Image #4

Words that Describe the Image

Statement about the Image

Image #5

Words that Describe the Image

Statement about the Image

Image #6

Words that Describe the Image

Statement about the Image

Image #7

Words that Describe the Image

Statement about the Image

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Images for My Final Product

Image (insert here) Statement Describing Image

EXAMPLE

1

EXAMPLE This image shows a fish cannon being used to transport salmon upstream so they are able to spawn.

1 <http://mediad.publicbroadcasting.net/p/nwpr/files/201409/092314CF_salmoncannon­2.jpg>

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Sentence Stems for Describing Images:

This graph shows … This graph describes … According to the data … This figure represents … This image shows … This image depicts … This diagram explains … This diagram shows …

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With a partner…. 1) Locate the topic sentences for each paragraph: How is the exemplar different from the

non­exemplar? 2) Note the use of transitions for each paragraph: How is the exemplar different from the

non­exemplar? 3) Note the way evidence has been included: How is the exemplar different from the

non­exemplar? 4) Note how the evidence was explained (the reasoning): How is the exemplar different

from the non­exemplar? 5) Note how evidence is cited: How is the exemplar different from the non­exemplar? 6) Note the way the graphic is used: How is the exemplar different from the non­exemplar? 7) What other differences do you see that make the exemplar look and sound more

sophisticated than the non­exemplar? 8) What other improvements would you make to either paragraph; why?

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Technical Report Outline/Graphic Organizer

Introduction: Give a brief description of the environmental impacts of dams on rivers (problems) and why this is a problem that demands the attention of the scientific community. (include image)

Environmental Impact (Problem 1): Discuss on environmental impact of dams on rivers and cite textual evidence. Environmental Mitigation (Solution 1): Explain the solution, its impact on the problem and cite textual evidence. (include image)

Environmental Impact (Problem 2): Discuss on environmental impact of dams on rivers and cite textual evidence. Environmental Mitigation (Solution 2): Explain the solution, its impact on the problem and cite textual evidence. (include image)

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Environmental Impact (Problem 3): Discuss on environmental impact of dams on rivers and cite textual evidence. Environmental Mitigation (Solution 3): Explain the solution, its impact on the problem and cite textual evidence. (include image)

Conclusion: Restate the environmental impacts of dams on rivers (problems) and environmental mitigation (solutions) discussed above.

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Citation List

First few words of quote, paraphrase, or summary

Properly formatted citation

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Quoting, Paraphrasing, And Summarizing

Quotation

Paraphrase Summary

What Is It? What Is It? What Is It? Using an author’s language word for word (verbatim); a direct quote

Putting an author’s ideas in your own words; restating what the author said

Condensing an author’s ideas to a more succinct statement; a summary of the author’s ideas

How To How To How To Use quotation marks around the author’s

exact words Use a signal or identifying phrase that tells

who and what you are quoting Add an in­text (parenthetical) reference at

the end of the quotation. Include a bibliographical entry on your Works Cited page.

If needed for the purposes of your writing, you may: o Delete an unnecessary part of the quote

using ellipses to indicate missing words or sentences: “However, many problems remain, especially in … Africa and Asia.” (Adams, Ganeri, and Kay 276)

o Add a word or phrase within brackets to help clarify: “However, many [health] problems remain, especially in the less fortunate countries within Africa and Asia.” (Adams, Ganeri, and Kay 276)

Use a signal or identifying phrase that tells who and what you are paraphrasing

Use the same ideas as in the original text Use your own words and phrases when

paraphrasing, find synonyms for the author’s words to clarify your understanding

Add an in­text (parenthetical) reference at the end of the paraphrase. Include a bibliographical entry on your Works Cited page.

Use a signal or identifying phrase that tells who and what you are summarizing

Use a quick description of the main points of the passage

Use your own words and phrases when summarizing

Add an in­text (parenthetical) reference at the end of the summary. Include a bibliographical entry on your Works Cited page.

Purpose Purpose Purpose To include someone’s exact words (when

how someone said something is as important as what they said)

To capture the meaning of someone else’s words when their exact words are not important

To get the gist of a longer piece of someone else’s work

To avoid unnecessary details when the main point is all you need

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Sample Passage:

Over the last 100 years, the world has become a healthier place to live. Advances in medical science, improved diet, higher living standards, and better health education have all helped people live longer and healthier lives. However, many problems remain, especially in the less fortunate countries within Africa and Asia. While immunization has protected millions of children against disease, many illnesses remain common. Tuberculosis and malaria are widespread, AIDS is decimating the population in parts of Africa, and thousands of babies die each year of tetanus. In the world’s richer continents, which include North America, Oceania, and Europe, cancer and heart disease plague many of the people.

Quote:

“Advances in medical science, improved diet, higher living standards, and better health education have all helped people live longer and healthier lives.” (Adams, Ganeri, and Kay 276)

Paraphrase:

Life expectancy has increased as a result of modernization. (Adams, Ganeri, and Kay 276)

Summary:

Although health has improved over the last century, people around the world still face health challenges. In less­developed countries, diseases, including tuberculosis and malaria, continue to ravage the population. In developed countries, non­infectious diseases, such as cancer and heart disease, present problems for the population. (Adams, Ganeri, and Kay 276)

Bibliographical Entry on Works Cited Page:

Adams, Simon, Anita Ganeri, and Ann Kay. Geography of the World. London: DK, 2006. Print.

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Peer Suggestions

Introduction What suggestions do you have for helping the author strengthen their introduction?

Environmental Impacts (problems)

What suggestions do you have for helping the author strengthen their explanation of the environmental impacts of dams?

Evidence Evidence:

Evidence:

Environmental Mitigation (solutions)

What suggestions do you have for helping the author strengthen their suggestions and explanation of environmental mitigation of dams?

Evidence Evidence:

Evidence:

Conclusion What suggestions do you have for helping the author strengthen their conclusion?

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