Wildlife Forensics Follow-up Lessons, all grades
This lesson is intended as a follow-up to your visit at the Environmental Study Center.
Lesson Overview:
In this lesson, students will use the knowledge they gained from their experiences at the
Environmental Study Center to write and debate about topics in wildlife conservation
and DNA technology.
Common Core Literacy Standards >> English Language Arts Standards >>
Science & Technical Subjects >> Grade 9-10
Integration of Knowledge and Ideas
 CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support
analysis of science and technical texts, attending to the precise details of
explanations or descriptions.
Key Ideas and Details
 CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and
evidence in a text support the author’s claim or a recommendation for solving a
scientific or technical problem.
Common Core Literacy Standards >> English Language Arts Standards >>
Writing >> Grade 9-10
Text Types and Purposes
 CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on disciplinespecific content.
 CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
 CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims
fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
 CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to
link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
 CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal
style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
 CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or
section that follows from or supports the argument presented.
Objective:
Students will write argumentative essays using evidence to support their position.
Materials:
Computer
Word Processor
Internet
Internet Resources:
 DNA fingerprinting is used to prosecute criminals http://articles.washingtonpost.com/2013-02-26/politics/37307789_1_dna-samplesdna-collections-maryland-court
 Using DNA barcoding to identify endangered animals from Popular Science http://www.popsci.com/science/article/2010-10/scientists-deploy-dna-forensicsprotect-overhunted-animals
 Background on chinchillas http://www.endangeredspecieshandbook.org/trade_chinchillas.php
 Wildlife conservation and DNA fingerprinting http://wp.stockton.edu/gfb1/2011/04/05/save-the-animals-dna-fingerprinting-ofendangered-species/
 Interactive website to look further into endangered species http://worldwildlife.org/species
Lesson Duration: 10-20 minute introduction + class time to work on the paper. Or
have students complete the papers outside of class.
Procedure:
 Give students a choice between three prompts to write an argumentative essay
based around DNA technology, conservation genetics, and endangered species.
o Should DNA fingerprinting be used to prosecute criminals?
o Can DNA technology like DNA fingerprinting and barcoding used to
protect endangered animals?
o Endangered animals are often eaten or used in medicine. If a culture
believes in the use of an endangered species, should that use be allowed
to continue?
 Provide students with the 5-paragraph essay template and rubric. If your school has
its own rubric, feel free to substitute.
 Provide students with the links above that include great starting articles of nonfiction
texts to start their writing process.
 Give students adequate time to write, edit, and revise their papers before
submission.
 Allow students to present their papers and their arguments during class discussion.
Modification: Instead of having students write a full paper, place them in groups to hold
an informal debate.
Extensions: Review the technology used virtually at the ESC here with this digital
interactive - http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html
Share your Student work with the Environmental Study Center:
Please let us see the fantastic work your students created after their experience at the
ESC through regular mail or email. Teachers that submit student work will be eligible
for a DNA Finger Printing Rental Kit.
Environmental Study Center:
7151 Avenue T
Brooklyn, NY 11234
esc@schools.nyc.gov
Argumentative Essay Template
Step 1 – Choose a prompt
o Should DNA fingerprinting be used to prosecute criminals?
o Can DNA technology like DNA fingerprinting and barcoding used to protect
endangered animals?
o Endangered animals are often eaten or used in medicine. If a culture believes in
the use of an endangered species, should that use be allowed to continue?
Step 2 – Choose a position: Are you for or against the argument presented?
Step 3 – Write your claim statement. What are you going to prove over the coarse of your
essay?
Step 4 – Research evidence to support your claim.
Step 5 – Write your paper.
Step 6 – Revise, edit, rewrite as necessary.
Step 7 – Publish.
Paragraph 1 – Introduction
 Attention grabber
 Summarize your main points of support
 Claim statement
Paragraph 2 – Evidence
 Introduce your first piece of evidence to support your claim
 Back up the evidence with several details, cite where the information came from
 Link the evidence to your claim
 Transitional sentence to your counterclaim
Paragraph 3 - Counterclaim
 Introduce the counterclaim or other side of the argument
 Give evidence that despites the counterclaim
 Transition to another piece of evidence
Paragraph 4 – Evidence (repeat as necessary for more evidence)
 Introduce your second piece of evidence to support your claim
 Back up the evidence with several details, cite where the information came from
 Link the evidence to your claim
 Transitional sentence
Final paragraph – Conclusion
 Restate your claim statement
 Summarize your evidence to support the claim
 Call to action, what should the reader do next
References – Bibliography
Be sure to list all of the resources you used in your research. Include title, author, date
published, date used, web address, and other pertinent information.
Argumentative Essay Rubric: Common Core for Reading and Writing Standards
Exceeds Standard
Thesis/Claim
Use of
Evidence
Use of
Analysis
Organization,
Writing Style
and
Conventions
Meets Standard
Almost to Standard
Below
Thesis/Claim is precise,
knowledgeable, significant, and
distinguished from alternate or
opposing claims
Develops the topic thoroughly by
selecting the most significant and relevant
facts, concrete details, quotations, or other
information and examples from the text(s)
Skillfully integrates information into
the text selectively to maintain the flow
of ideas and advance the thesis
Skillfully assesses the strengths and
limitations of each source
Thesis/Claim is precise and
knowledgeable, and answers the
prompt (W1)
Thesis/Claim may be unclear or
irrelevant, and/or may not answer prompt
Develops the topic by selecting
significant and relevant facts, concrete
details, quotations, or other
information and examples from the
text(s) (W2)
Integrates information into the text
selectively to maintain the flow of
ideas and advance the thesis(W8)
Assesses the strengths and
limitations of each source (W8)
Attempts to develop the topic using
facts and other information, but evidence
is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into
the text selectively to maintain the flow of
ideas and advance the thesis, but
information is insufficient or irrelevant
Attempts to assess the strengths and
limitations of each source, but
misinterprets information
Does not develop the
topic by selecting
information and examples
from the text(s)
Does not integrate
information from the text
Does not assess the
strengths and limitations of
each source
Skillfully draws evidence from
informational texts to support analysis
and thesis/claim
Skillfully delineates and evaluates
the argument and specific claims in
cited texts, assessing whether the
reasoning is valid and the evidence is
relevant and sufficient
Skillfully identifies false statements
and fallacious reasoning
Draws evidence from informational
texts to support analysis and
thesis/claim (W9)
Delineates and evaluates the
argument and specific claims in cited
texts, assessing whether the
reasoning is valid and the evidence is
relevant and sufficient (R8)
Identifies false statements and
fallacious reasoning.(R8)
Attempts to draw evidence from
informational texts to support analysis and
thesis/claim but evidence is insufficient
and/or irrelevant
Attempts to delineate and evaluate the
argument and specific claims in cited
texts, assessing whether the reasoning is
valid and the evidence is relevant and
sufficient, but analysis is insufficient
Attempts to identify false statements
and fallacious reasoning, but argument is
incomplete or insufficient
Does not use evidence
from the informational
texts to support analysis
and/or thesis/claim
Does not delineate or
evaluate claims in text
Does not identify false
claims or fallacious
reasoning
Organization skillfully sequences the
claim(s), counterclaims, reasons, and
evidence.
Organization logically sequences
the claim(s), counterclaims, reasons,
and evidence.(W1)
Provides a concluding statement or
section that follows from or supports
the argument presented (W1)
Produces clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience (W4)
Attempts to create a logical
organization, but may be missing some
elements of the assignment, such as a
counterclaim
Attempts to provide a concluding
statement or section that follows from or
supports the argument presented, but
statement does not support thesis
Attempts to produce clear and coherent
writing, but errors in conventions and
writing style detract from understanding
Does not provide logical
organization
Does not provide
a concluding statement or
section that follows from or
supports the argument
presented
Does not produce clear
and coherent writing
Provides a concluding statement or
section that skillfully follows from or
supports the argument presented
Skillfully produces clear, coherent,
sophisticated writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience
Thesis/Claim is missing