BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

Chronic Wasting Disease Debate --An Adirondack Challenge?
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Grade: 7th - 12th grade
Class: English Language Arts and/or High School Government class
Author: Ray & Maryann Gawlas
NYS Content Area Standard:
English Language Arts:
Standard 3: Language for Critical Analysis and Evaluation
NYS Interdisciplinary Standard:
Career Development & Occupational Studies:
Standard 3a: Universal Foundation Skills
Adirondack Curriculum Content Area:
Natural HistoryHealth, Recreation & Life Skills
Performance Indicators:

CDOS: Standard 3 - Thinking Skills: evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills

ELA: Standard 3 - Language for Critical Analysis - Speaking & Writing: present orally and in writing well-developed analyses of issues, ideas, and texts

NATIONAL STANDARDS

  • Life Skills: Thinking & Reasoning; Working with Others
  • Language Arts: Writing; Reading; Listening & Speaking
Keywords: chronic wasting disease, debate, wildlife management
The Challenge:
Investigative Question or Issue: How will the presence of Chronic Wasting Disease affect the lifestyles of the Adirondack residents?
Context:

This challenge may require some “coaching” from the teacher as students prepare for the task. At a minimum the teacher will want to research and arrange for access to several web sites that have current information relevant to the challenge. It might also be advisable to arrange for experts on the topic to visit the classroom to speak with students. The teacher may also want to guide students regarding classic debate strategies when presenting and rebutting an argument effectively.

The Challenge:

Prepare for a debate in which you take either the “pro” or “con” side of the Investigative Question cited above.

Distribute the Student Handout, organize teams, allow appropriate time for research, and create a classroom environment suitable for a debate or arrange to use the school auditorium. Students should turn in a Work Summary at the end of each day detailing what they accomplished.

Teaching Tip Conducting the debate in front of an audience would really make this activity meaningful, as it provides the students with a ‘real world’ application of skills and knowledge. The audience could be another class of students, parents, or perhaps even for members of a local Fish & Game club.

A Northern Forest Partnership Challenge

Quality Standards:
  • Team presents their position in the debate using accurate and effective arguments
  • Team uses specific data to support their arguments in the debate
  • Each team member presents a work summary sheet at the end of every work day. This summary details their contribution to the effort and their thoughts regarding the topic and/or process.
  • Each team member hands in a one page essay after the debate in which (s)he clearly explains his/her position on the issue. The essay contains at least 3 facts correctly cited.
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Standard/Criteria: Points Possible: Points Awarded:

Team presents their position in the debate using accurate and effective arguments

Team uses specific data to support their arguments in the debate

Each team member presents a work summary sheet at the end of every work day. This summary details their contribution to the effort and their thoughts regarding the topic and/or process.

Each team member hands in a one page essay after the debate in which (s)he clearly explains his/her position on the issue. The essay contains at least 3 facts correctly cited.

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