The+De-Extinction+Debate

3rd - 4th grade; can be adapted to higher grade levels as well
 * The De-Extinction Debate **  Building Scientific Awareness, Investigation, & Persuasive Communication
 * GRADE LEVEL **

__ CCSS.ELA-Literacy.CCRA.R.9 __ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * STANDARDS **

__ CCSS.ELA-Literacy.CCRA.W.6 __ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

__ CCSS.ELA-Literacy.CCRA.W.7 __ Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

__ CCSS.ELA-Literacy.CCRA.W.8 __ Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

__ CCSS.ELA-Literacy.CCRA.W.9 __ Draw evidence from literary or informational texts to support analysis, reflection, and research.

__ CCSS.ELA-Literacy.CCRA.SL.1 __ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

__ CCSS.ELA-Literacy.CCRA.SL.5 __ Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

de-extinction, extinct animals, endangered animals, scientific, debate, persuasion, research, credibility, position, claim, rebuttal, counterclaim
 * KEYWORDS **

Students will: >> In this project, students substantiate a position for the worldwide, scientific debate of whether or not extinct animals should be brought back to life. Their position will be supported with researched information from print and credible, digital resources. They will self-select an extinct animal and an endangered animal to support their claim and discuss the implications of extinction.
 * OBJECTIVES **
 * “Gather and organize credible information using a variety of sources and media,” (Shamburg, 2008, p. 103).
 * Develop a position for a worldwide, scientific debate
 * Justify their position by using researched supporting evidence
 * Authentically compare and contrast several author’s persuasive techniques
 * Apply their understandings to their own persuasive presentation
 * Communicate their opinion clearly to peers using digital media
 * Critique and reflect on the process of debating
 * Formatively evaluating their own performance
 * Generate future topics to further investigate
 * UNIT DESCRIPTION **

Digital media will be used to synthesize researched information and attempt to communicate persuasively with others by displaying comprehension of the investigated topic through social media and video-sharing services.

(for print references related to the topic, please see the reference list below) computers with Internet access Edmodo social networking accounts
 * TECHNOLOGY **

iMovie (Apple) PhotoBooth; iPhoto (Apple) MovieMaker (Microsoft)
 * Digital Video-Editing Software **


 * SUPPLEMENTARY RESOURCES **

> // idea? // Retrieved from: http://blog.gaiam.com/bringing-back-departed-species-is-de-extinction-a-good idea/?utm_source=twitter&utm_ medium=socialmedia&utm_campaign=twblog // extinct and endangered animals. // New York, NY: Kingfisher. http://www.huffingtonpost.com/jamie-rappaport-clark/de-extinction_b_3396603.html // photos, and video links. // [Kindle version]. Available from: http://www.amazon.com/Extinct-Animals-mankind-Amazing-ebook/dp/B00CEH0L06/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1370811622&sr=1-1&keywords=25+extinct+animals Retrieved from: http://blogs.kqed.org/science/2013/06/05/deextinction-debate-should-extinct-species-be-revived/ Publishing Company. Retrieved from: http://news.nationalgeographic.com/news/behind-the-cover-extinct-animals/ Retrieved from: http://news.nationalgeographic.com/news/2013/03/130305-science-animals-extinct-species-revival-deextinction-debate-tedx/ http://www.timeforkids.com/news/theyre-back/91016 http://worldwildlife.org/species/directory?sort=extinction_status&direction=desc from:http://ngm.nationalgeographic.com/2013/04/125-species-revival/zimmer-text http://www.watchknowlearn.org/Video.aspx?VideoID=7620&CategoryID=4933 13 and under): http://kidstube.com/ http://www.youtube.com/user/MsChanSLS?feature=watch
 * Resources for Teachers **
 * Children’s Online Privacy Protection Act of 1998: http://www.ftc.gov/ogc/coppa1.htm
 * The Long Now Foundation. San Francisco, CA. Retrieved from: http://longnow.org/
 * Persuasive Speech Topics for Kids: http://www.buzzle.com/articles/persuasive-speech-topics-for-kids.html
 * Resources for Teachers and Students **
 * Andrews, C. G. (2013). //Bringing back departed species: Is de-extinction a good//
 * Charman, A. (2013). //I wonder why dinosaurs died out: And other questions about//
 * Clark, J. R. (2013). //De-extinction: A lifeline or Pandora’s box?// Retrieved from:
 * Factly, IP. (2013). //25 extinct animals...since the birth of mankind! Animal facts,//
 * Gross, L. (2013). //De-extinction debate: Should extinct species be revived?//
 * Kalman, B. (2012). //Why// //do animals become extinct?// New York, NY: Crabtree
 * Line, B. (2013). //Behind the cover: April 2013: Meet the extinct animals.//
 * Shreeve, J. (2013). //Species revival: Should we bring back extinct animals?//
 * TFK Staff (2013). //They’re back! Retrieved from://
 * World Wildlife Foundation Species Directory:
 * Zimmer, C. (2013). //Bringing them back to life.// National Geographic. Retrieved
 * GoComics: http://www.gocomics.com/
 * Six Traits Idea and Content with Persuasive Writing Video:
 * Video-Sharing Web Site (must have parent/guardian permission for students ages
 * Edmodo http://www.edmodo.com
 * Several model persuasive videos can be found at:


 * Extension Activity Resources: **
 * Zoo Tycoon 2: Extinct Animals, video game expansion pack (2008)
 * Zoo Tycoon 2: Endangered Animals, video game expansion pack (2005)


 * ACTIVITIES **

Post the following poll question on Edmodo: Do you think we should bring extinct species back to life? After students have responded to the poll, have them discuss their reasoning and write keywords from the discussion on chart paper. The chart paper can be used as a reference list for students while they are researching information.
 * Days 1-3 **

As a whole group, the teacher can help guide students through scientific research websites and blogs to build awareness of this worldwide, scientific topic. Models of online debates should be the narrowed in on, but should not become the sole focus of this stage. Throughout this process, keywords such as debate, position, claims, arguments, rebuttals, supporting evidence, etc. should be noted and have their purpose generalized.

Students can, then, be provided with various print resources and Internet access so that they can research facts in order to develop a sound understanding of the debate topic. Since the debate topic is teacher-selected, he or she can reflect on how this issue can affect our future. Students can be asked to share their favorite animal(s) with a small group and discuss the effects of their extinction in small groups. Representatives from each group can write their ideas on a class web about why the issue is relative to their life and the future of Earth’s environment. While researching, students should organize the information that they find within a non-fiction text features chart. They can work individually, in pairs, or in small groups to share and gather research.

As they research, they should also assess the credibility and accuracy of the sources that they find using a generic Website Credibility Checklist. Credible websites can be posted on Edmodo for other students to research, as well.

Depending on their position, they will choose an extinct animal and/or an endangered animal that can help support their claim. Examples of extinct animals are (but are not limited to): the Tasmanian tiger, the Saber-toothed cat, the Passenger pigeon, the Wooly mammoth, or the Dodo bird. Examples of critically endangered animals are (but are not limited to): the Black rhino, the Mountain gorilla, the Leatherback turtle, the Sumatran orangutan, the Asian elephant, the Bengal tiger, or the Giant panda. Students can work individually or in pairs to research information about their self-selected animal(s). While gathering information from print and digital sources, students should maintain a list of relevant, helpful resource list. After research has been organized, a small group discussion can take place to compare and contrast the different persuasion techniques used by different authors and scientists and how it affected their position on the topic. Students will authentically create these techniques; and the teacher’s sole purpose will be to focus students on finding effective ways to persuade others into caring about issues that you feel are worthwhile.
 * Days 4-6 **

Several example animal comic strips can be displayed either in small groups or as a whole class. The comics’ content, appearance, illustrations, and text can be dissected and students can build awareness of effective components. Students will create a single-frame comic that includes their researched animal(s) and dialogue or thought bubbles to show their position on the debate. The comic can be created electronically with Tux Paint or KidPix, or can be hand-drawn and then photographed and uploaded to the computer. Each student should be held responsible for uploading his or her comic to Edmodo. Once their images are uploaded, students can begin to reflect on their own concerns about their position on the debate, and can generate questions or concerns about de-extinction that can either be discussed with the teacher or peers.

The teacher can create small groups on Edmodo based on the position of students. Small groups should be distributed as equally as possible to include both sides of the debate. The model debates from Days 1-3 can be revisited and addressed before students lead their own online debates. Students will debate their perspective online with peers; and should be expected to include links to website references and textual evidence from print resources that support their claim. The goal of the debate should be for students to recognize counterclaims and perspectives.
 * Days 7-8 **

Before creating their persuasive videos, they can watch the educational video produced by eleven-year old Adora Svitak about persuasive writing. Then, students will watch and review several models of persuasive videos and deconstruct what makes each persuasive.
 * Days 9-13 **

Students will then use their researched information and experience from the online debate and write a script for a short, persuasive video. This script will not be assessed and will only be used as a tool for each student to guide them through their recording stage. Therefore, script writing can be made optional. They can choose who they will be addressing in their video (classmates, another group of peers, general group of adults, scientists) to gain a better understanding of the vocabulary expected within the video and if they want to work individually, with a partner, or in a small group. Students should record their persuasive speech on a video-editing program and share it in their Edmodo group or on KidTube. A suggested time limit would be no longer than two minutes for individuals, three minutes for pairs, and five minutes for small groups.

After all videos have been posted, students can watch and respond to a minimum of two peer videos on the opposing position. They should post comments about related to the hook, presented reasons, supporting evidence, and reasons why they were or were not persuaded by the video. Once all comments have been posted, students can have the opportunity to review the peer feedback, edit, and repost their videos.

Although optional, but strongly suggested, a family movie day, or night, can be hosted where students can come to watch the debut of their videos with their families. Another class can also be asked to be the audience for another option, as well.

The class should regroup to pose questions and reflection for further investigation on the topic. Then, a re-poll can be done on Edmodo using the same question as in the beginning of the unit: Do you think we should bring extinct species back to life? Students can compare the poll responses from the beginning of the unit to the poll at the end of the unit and discuss the effects that the persuasive videos had on their votes.
 * Days 14-15 **

They will write an independent reflection in response to the debating process in response to having a voice and advocating on behalf of important global issues. In their reflection, student will be expected to generate a list of issues that they feel would be important to debate with others.


 * ASSESSMENTS **

** Nonfiction Text Features Chart of Researched Information Rubric **
 * Days 1-3 **
 * || 3  ||  2  ||  1  ||
 * ** Fonts & Special Effects ** || Chart includes at least 3 examples of the following: title, heading, bold-faced print, color print, italics, bullets, captions, or labels || Chart includes at least 2 examples of the following: title, heading, bold-faced print, color print, italics, bullets, captions, or labels || Chart includes only 1 example of the following: title, heading, bold-faced print, color print, italics, bullets, captions, or labels ||
 * ** Illustrations, Photographs, & Graphics ** || Chart includes at least 3 examples of the following: illustration, photograph, diagram, map, chart, graphs, timeline, or text/fact box || Chart includes at least 2 examples of the following: illustration, photograph, diagram, map, chart, graphs, timeline, or text/fact box || Chart includes only 1 example of the following: illustration, photograph, diagram, map, chart, graphs, timeline, or text/fact box ||
 * ** Facts ** || Information included in the chart is accurate. Student has included a minimum of three facts. || Information included in the chart is accurate. Student has included two facts. || Information included in the chart is not accurate. ||
 * ** Organization ** || Student planned out and clearly organized the chart with examples of researched text features and information. || Student mostly organized the chart with examples of researched text features and information. || Student did not organize the chart with examples of researched text features or information. ||
 * ** Neatness & Effort ** || Chart is very neat and exceptional effort is evident. || Chart is neat and effort is evident. || Chart is messy. Lack of effort is evident. ||


 * ** Website Credibility Checklist **


 * __ Author Identification: __ The author’s name is easy to find and it appears as though he or she would be an authority on the subject.
 * __ Author Contact: __ The author’s contact information is easy to find and is available through a direct link.
 * __ Sponsoring Organization: __ A well-known, respectable organization is clearly identified as a sponsor of the site.
 * __ Last Update: __ Current events have been updated within the last month. Historical evidence has been updated within the last year.
 * __ Factuality __ : The website gives just the facts and seems to be free from opinions or bias.
 * __ Purpose __ : The purpose of the site is to inform and educate its audience.
 * __ Source of Information and Ethics: __ The author explains where most of the listed information came from and provides direct links to the original information. ||


 * Days 4-6 **

** Author’s Persuasion Techniques Comparison Discussion Rubric **
 * || 3  ||  2  ||  1  ||
 * ** Discussion Focus ** ||  Student uniquely and effectively compared and contrasted the different persuasion techniques used by different authors and scientists in a small group discussion.  ||  Student compared different persuasion techniques by authors and scientists.  ||  Stated comparisons were off-topic, incomplete, or unfocused.  ||
 * ** Supporting Evidence ** ||  Student supported their comments with evidence of how the authors’ persuasion techniques affected their position on the topic.  ||  Supporting evidence as generic, although relevant to the student’s comments.  ||  Supporting evidence was irrational or unclear.  ||
 * ** Participation ** ||  Participation was consistent and comments were positively stated.  ||  Participation was adequate. Some comments stated may have been with negative connotation.  ||  Lack of participation was evident.  ||

** Single-Frame Comic Rubric ** ** (30 points each) ** ||  ** Medium ** ** (20 points each) ** ||  ** Low ** ** (10 points each) ** || The content of the comic thoroughly conveys the student’s debate position. ||  ||   ||   || The organization of the comic clearly identifies the learning goal and is creative and reflective. There is an attempt at humor. ||  ||   ||   || A single-frame comic was created and includes images related to their researched animal. Artwork and color/shading were approached with care and effort. ||  ||   ||   || Comic frame includes domain-specific vocabulary related to the topic. The text demonstrates comprehension of topic and addresses the student’s position persuasively. ||  ||   ||   ||
 * || ** High **
 * ** Content **
 * ** Appearance **
 * ** Illustrations **
 * ** Text **


 * Days 7-8 **
 * ** Social Media Debate Checklist **


 * __ Position: __ I posted the stance that I am taking in the debate.
 * __ Supporting Evidence: __ I provided evidence from print or digital media resources that help support my position in the debate.
 * __ Resources: __ I posted links to credible websites and/or listed the print resources titles and authors for my peers.
 * __ Replies: __ I replied to the postings within my group with counterclaims, rebuttals, and/or additional supporting evidence. ||


 * Days 9-13 **

** Persuasive Video Rubric **  Sjostromj. (2012). //iRubric: Persuasive video rubric.// Adapted from: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=K9W345& ** (3 points each) ** ||  ** Fair ** ** (2 points each) ** ||  ** Poor ** ** (1 point each) ** || Position is clearly stated and effectively supported with appropriate evidence. ||  ||   ||   || A variety of images and video clips, including at least one cameo appearance by the student, are effectively used to support their argument. ||  ||   ||   || Music and/or sound is effectively used to contribute to their argument. ||  ||   ||   || Organization is evident. Video sequence was developed previous to recording. ||  ||   ||   ||
 * || ** Good **
 * ** Argument **
 * ** Images **
 * ** Music & Sound **
 * ** Planning **


 * ** Peer Feedback Checklist **


 * __Feedback Responses__: I have posted comments on a minimum of two peer videos with an opposing position from my own.
 * __ Hook: __ I have provided feedback about whether or not their hook is easily recognizable, and if it grabbed my attention.
 * __ Reasons: __ I summarized their reasons in a numerical list. I commented on the impact of these reasons on my thinking.
 * __Supporting Evidence:__ I was able to easily identify their supporting evidence for the stated reasons.
 * __Persuasion:__ I explained why I was or was not persuaded by their video. I provided at least one thoughtful critique. ||


 * Days 14-15 **


 * ** Independent Reflection Checklist **


 * __Reflection__: My written reflection is thoughtful and shows my understanding of the debating process.
 * __Connections__: I made connections in my writing to the print and digital media texts that I researched.
 * __Language Usage:__ My writing is engaging, purposeful, and structured.
 * __Conventions__: I have demonstrated excellent control of the conventions, with essentially no errors.
 * __Future Interest Issues:__ I have included a list of issues that I feel would be important to debate with others. ||


 * Rationale **

Do you feel that it is necessary to build global, environment awareness in children so that they will have respect for the Earth in the future? Technology can be used as a tool to increase this awareness at a rapid, ever-changing pace. What better way to do so than by combining something old with something new in light of the investigating a current, scientific topic: human interaction and digital media resources. As referred to by Uzunboylu, Cavus, & Ercag (2009, 381-382), “Conversation theory assumes that learning requires continuous two-way conversations and interaction between teachers and students and among classmates.” Through exploration of a selected extinct and/or critically endangered animal, students can gain research skills and convey their message to others with effective evidence. The conversations that will be generated throughout the process of the unit should be geared toward developing persuasive language, scientific investigation, and an individual voice shared amongst a globalized generation.

The rationale behind including a debate that will be completed on a social media website is to encourage risk-taking and prevent a closeout debate from occurring. If the debate is performed online, students may be more likely to share their opinions than they would be in a classroom. They, also, have immediate access to digital resources in order to support their claims with credible evidence. The effectiveness of supporting your ideas with evidence is a skill that students can identify as a useful persuasion technique. Similarly, the creative display of information through a single-frame comic strip, can aid to innovation and focus on the addressed topic since humor and sketches can be utilized as a learning trigger. Students can learn persuasive language through the process of collaboration. “Developments in new technologies, and especially in the burgeoning reach, power, and collaborative potential of the internet, have generated diverse contexts and opportunities for situated, activity-based learning of kinds that diverge strickingly from conventional classroom learning approaches,” (Lankshear & Knobel, 2011, p. 214). The social media website, Edmodo, was extensively utilized through this unit in order to gain access to Internet resources and peers. Also supporting this rationale, Thomas & Brown (2011) suggest that a learning environment should provide access to digital media in order for participants to embrace the rich source of information available. This affinity space can contribute to participation, collaboration, and distribution within the context of the debate (Lankshear & Knobel, 2011). Sharing and contributing to the world can give an individual a sense of pride and accomplishment. If students recognize that they will be expected to not only participate in a debate, but create a persuasive video their engagement may be increased simply because they have the opportunity to share their opinions and attempt to persuade their peers to agree with them. These skills are representative of becoming a 21st century participant. Students do not just consume knowledge, but share, develop, and problem solve on behalf of relevant, real-life issues (21st Century Fluency Project, 2013).

Differentiation is embedded within the unit plan itself, but is not written out. This was addressed by allowing creativity and experimentation to develop at the students’ own pace. Each student’s strengths and weaknesses can be modified naturally throughout the process of the unit plan itself. Students have been allotted many choices, and the role of the teacher can be identified as a facilitator rather than a director. Assessments of the skills and Common Core Standards that should be acquired by the end of the unit are a mixture of formative and summative rubrics and checklists. Students should be able to use these assessments as guiding tools rather than forced learning outcomes.

The literacy skills stated within the standards have been strategically embedded throughout the unit plan. They are not necessarily in order, but they do intertwine with one another, almost naturally. Analyzing author’s craft and the credibility of print and digital resources can help provide writing models for students so that they can produce their own writing pieces. Then, they can find a purpose for utilizing textual evidence to support their own opinion while collaborating with their peers. Assessing the credibility of published authors can help make students “think of credibility as a measure of the degree to which you believe the information you are evaluating is accurate,” (Rheingold, 2012, p. 81).

Throughout this process, inspiration to develop an integrated, active learner unit came from the idea of collectively coming together to learn for the great good. As educators within this rapidly changing world, it is our responsibility to become aware of and reflect upon new learning platforms. “As implied by Brown & Adler (2008), we should be acquiring new knowledge and skills consistently in order to be effective. One of the main components to this new style of learning is participating within passionate and nurturing affinity spaces where, as Rheingold (2009) suggests, 21st century learners can organize to create global, emergent collective action. Fostering cooperative learning within the classroom provides students with challenging, yet relevant access to information through peer collaboration. I n turn, they become a resource for others, and they can realize that they are valued and feel recognized as important individuals within the school and global community,” (Frederick, 2013, p. 1).

** References ** 21st Century Fluency Project, Inc. (2013). Fluency 21: Vision. Retrieved from: http://fluency21.com/vision.html

Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. //Educase// (January/February): 17-32.

Edmodo. (2013). San Mateo, CA. Website retrieved at http://www.edmodo.com

Frederick, S. (2013). //Dear colleagues: Push versus pull letter//. (Unpublished). Montclair State University, NJ.

Lankshear, C. & Knobel, M. (2011). //New literacies.// 3rd edition. Maidenhead and New York: Open University Press/McGraw-Hill.

Rheingold, H. (2009, July). 21st century literacies. Video retrieved from http://vlog.rheingold.com/index.php/site/video/21st-century-literacies/

Rheingold, H. (2012). //Net smart: How to thrive online.// Cambridge, MA: MIT Press, 77- 109.

Shamburg, C. (2008). //English language arts: Units for grade 9-12.// Washington, DC: International Society for Technology in Education.

Thomas, D., & Brown, J. S. (2011). //A new culture of learning: Cultivating the// // imagination for a world of constant change //. CreateSpace Independent Publishing Platform.

Uzunboylu, H. Cavus, N., & Ercag, E. (2009). Using mobile learning to increase environmental awareness. //Computers & Education//, 52:2, 381-389.