Dallas Zoological Society Partnership : Texas Ecology

Texas Aquatic Communities

Topic Overview
Quick Facts
Water is key to all life on Earth. The oceans occupy over 317 million cubic miles.
Humans rely heavily upon potable water from rivers. Earth has about 300 cubic miles of river water.
Texas’ Gulf Coastal region is over 300 miles long.
Nearly 500 species, including neotropical migratory birds, shorebirds, raptors, and waterfowl, can be found along the last 275 miles of the Rio Grande River Valley.
South Texas is home to over 300 species of butterflies.
Balmorhea State Park, located in west Texas is home to a rare desert wetland.
Artesian wells in the west Texas desert are home to many unique speices and even allow recreational scuba diving.
Caddo Lake State Park in northern Texas, near the Louisiana border is home to one of the most spectacular wetlands in Texas.
Begin the Lesson
When you think of aquatic environments in Texas, what environments can you name? Rivers, lakes, wetlands, marshes and the Gulf of Mexico should come to mind. These are the subject of our lesson – those regions and the animals found within. An interactive map that you might wish to use at various points of the introduction can be found at:
http://www.traveltex.com/TexasMap.aspx
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity and a projection device, a classroom with more than one computer, or access to a computer lab. This introduction will take approximately 10 minutes to complete.
Present pictures of several aquatic environments in Texas to the learners.
(several images can be found on:
http://www.texasexplorer.com/)
Ask them to identify what each can be classified as (a river, lake, marsh/wetlands, or Gulf Coast). Discuss the difference between each and the importance of each to humans.
Sample Questions:
Where does the water originate that flows across Texas? Answers will vary but the learners should realize that the oceans are the ultimate source of water on this planet and water is recycled to the land by the water cycle.
Which way do the rivers flow in Texas? Can you prove it? The rivers flow towards the Gulf of Mexico.
What characteristics might an animal living in/near water in northern Texas have from an animal living in Gulf of Mexico waters near Brownsville? The animal living near Brownsville must be adapted to salt water. The animal living in Northern Texas must be adapted to fresh water and to greater annual temperature variations.
As part of the introduction, you may want to review some of the glossary terms in advance of students going online. At this point you can launch the WebLesson as whole-class activity using a projection device, or you can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction
From the western high plains and prairies to the Gulf Coast and the coastal wetlands, Texas is a large and biologically diverse state. The pages that follow enable you to explore the river systems that carry water across the state, the kinds of life found within and along those rivers, and how conditions change as one approaches the brackish and salt waters found along and near the coastline. The coastal region is also dotted with extensive wetlands. Wetlands are marshy regions that host a wide variety of life forms, including animals that live there year-round and migratory birds that spend their winters in the Texas coastal wetlands and then migrate north in the Spring. The lesson ends with an opportunity to learn about the impact of the recent floods seen across much of the state and the long-term effects of these floods.
Scenario
You are a journalist for a national science magazine. You are on an expedition in Texas chronicling aquatic life across the state. What aquatic animals are dominant in the interior? What animals are found near or along the coastline? Watch for opportunities to create journal entries as you take a virtual journey across the state of Texas.
Lesson Pages
Texas State Map Collection
http://geology.com/state-map/texas.shtml
Where pollution occurs in Texas
http://www.texasep.org/html/wql/wql_1swq_303d.html
Texas Ecological Regions
http://www.texasep.org/html/lnd/lnd_1reg.html
Rich Media
The Edwards Aquifer Website
http://www.edwardsaquifer.net/intro.html
Texas Wetlands Walk Podcast
http://passporttotexas.org/texas-wetlands-walk-podcast/
Bays and Estuaries
http://www.cbbep.org/estuary/estuary.html
Rich Media
The Treasures of the Texas Gulf Coast
http://prtl.uhcl.edu/portal/page/portal/EIH/archives/projects_archive/treasure
Travel Texas - Gulf Coast
http://www.traveltex.com/Region.aspx?ID=4
Conclusion & Project
Conclusion
Texas is home to literally thousands of miles of surface water. The water is as varied as conditions across Texas. Freshwater rivers dominate in Texas higher elevation interior. As land elevations decrease, the rivers flow towards the coast. Large segments of several Texas rivers are threatened by various pollutants. Texas can be divided into several regions, each with its own characteristic climate and surface environment. Aquifers are found in the middle of the state. Aquifers contain highly adapted species to this unique environment. Within about 50 miles of the coast, the land flattens out and extensive wetlands occur. Near the coast, interaction between tidal forces and flowing river waters results in the formation of brackish waters in the form of brackish wetlands or estuaries. These wetlands are home to many varied species from shrimp to catfish.
Project
Study your journal entries; create a summary that describes how conditions change from west Texas and the panhandle region to the Gulf Coast region. Identify specific species found in each region. Describe how they are adapted to their environment.
Glossary
elevation - measure of a land surface’s location above (or below) sea level
orientation - pertaining to the flow of a river: compass orientation such as “north to south” or “east to west”
nutrients - any substance that provides nourishment
toxic - containing a poison or a toxin
aquifer - layer of permeable rock, sand, or gravel through which groundwater flows
topography - study and mapping of the features on the surface of land, including natural features such as mountains and rivers
aquifer - layer of permeable rock, sand, or gravel through which groundwater flows
subterranean - underground, beneath the surface
buffer - something that reduces shock or impact
sporadic - occurring occasionally
evaporation - process in which water is changed from a liquid to a vapor without its temperature reaching the boiling point
hypersaline - highly saline or very salty environment
compass - a device designed for finding directions
migration - a group of animals moving together from one region or country to another
salinity - measure of the concentration of dissolved salt in water
thermal - measure of temperature levels
Dallas Zoological Society Partnership : Texas Ecology

Texas Aquatic Communities

Introduction
Introduction
From the western high plains and prairies to the Gulf Coast and the coastal wetlands, Texas is a large and biologically diverse state. The pages that follow enable you to explore the river systems that carry water across the state, the kinds of life found within and along those rivers, and how conditions change as one approaches the brackish and salt waters found along and near the coastline....

Lesson Plan

Topic Overview
Quick Facts
Water is key to all life on Earth. The oceans occupy over 317 million cubic miles.
Humans rely heavily upon potable water from rivers. Earth has about 300 cubic miles of river water.
Texas’ Gulf Coastal region is over 300 miles long.
Nearly 500 species, including neotropical migratory birds, shorebirds, raptors, and waterfowl, can be found along the last 275 miles of the Rio Grande River Valley.
South Texas is home to over 300 species of butterflies.
Balmorhea State Park, located in west Texas is home to a rare desert wetland.
Artesian wells in the west Texas desert are home to many unique speices and even allow recreational scuba diving.
Caddo Lake State Park in northern Texas, near the Louisiana border is home to one of the most spectacular wetlands in Texas.
Begin the Lesson
When you think of aquatic environments in Texas, what environments can you name? Rivers, lakes, wetlands, marshes and the Gulf of Mexico should come to mind. These are the subject of our lesson – those regions and the animals found within. An interactive map that you might wish to use at various points of the introduction can be found at:
http://www.traveltex.com/TexasMap.aspx
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity and a projection device, a classroom with more than one computer, or access to a computer lab. This introduction will take approximately 10 minutes to complete.
Present pictures of several aquatic environments in Texas to the learners.
(several images can be found on:
http://www.texasexplorer.com/)
Ask them to identify what each can be classified as (a river, lake, marsh/wetlands, or Gulf Coast). Discuss the difference between each and the importance of each to humans.
Sample Questions:
Where does the water originate that flows across Texas? Answers will vary but the learners should realize that the oceans are the ultimate source of water on this planet and water is recycled to the land by the water cycle.
Which way do the rivers flow in Texas? Can you prove it? The rivers flow towards the Gulf of Mexico.
What characteristics might an animal living in/near water in northern Texas have from an animal living in Gulf of Mexico waters near Brownsville? The animal living near Brownsville must be adapted to salt water. The animal living in Northern Texas must be adapted to fresh water and to greater annual temperature variations.
As part of the introduction, you may want to review some of the glossary terms in advance of students going online. At this point you can launch the WebLesson as whole-class activity using a projection device, or you can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction
From the western high plains and prairies to the Gulf Coast and the coastal wetlands, Texas is a large and biologically diverse state. The pages that follow enable you to explore the river systems that carry water across the state, the kinds of life found within and along those rivers, and how conditions change as one approaches the brackish and salt waters found along and near the coastline. The coastal region is also dotted with extensive wetlands. Wetlands are marshy regions that host a wide variety of life forms, including animals that live there year-round and migratory birds that spend their winters in the Texas coastal wetlands and then migrate north in the Spring. The lesson ends with an opportunity to learn about the impact of the recent floods seen across much of the state and the long-term effects of these floods.
Scenario
You are a journalist for a national science magazine. You are on an expedition in Texas chronicling aquatic life across the state. What aquatic animals are dominant in the interior? What animals are found near or along the coastline? Watch for opportunities to create journal entries as you take a virtual journey across the state of Texas.
Lesson Pages
Texas State Map Collection
http://geology.com/state-map/texas.shtml
Where pollution occurs in Texas
http://www.texasep.org/html/wql/wql_1swq_303d.html
Texas Ecological Regions
http://www.texasep.org/html/lnd/lnd_1reg.html
Rich Media
The Edwards Aquifer Website
http://www.edwardsaquifer.net/intro.html
Texas Wetlands Walk Podcast
http://passporttotexas.org/texas-wetlands-walk-podcast/
Bays and Estuaries
http://www.cbbep.org/estuary/estuary.html
Rich Media
The Treasures of the Texas Gulf Coast
http://prtl.uhcl.edu/portal/page/portal/EIH/archives/projects_archive/treasure
Travel Texas - Gulf Coast
http://www.traveltex.com/Region.aspx?ID=4
Conclusion & Project
Conclusion
Texas is home to literally thousands of miles of surface water. The water is as varied as conditions across Texas. Freshwater rivers dominate in Texas higher elevation interior. As land elevations decrease, the rivers flow towards the coast. Large segments of several Texas rivers are threatened by various pollutants. Texas can be divided into several regions, each with its own characteristic climate and surface environment. Aquifers are found in the middle of the state. Aquifers contain highly adapted species to this unique environment. Within about 50 miles of the coast, the land flattens out and extensive wetlands occur. Near the coast, interaction between tidal forces and flowing river waters results in the formation of brackish waters in the form of brackish wetlands or estuaries. These wetlands are home to many varied species from shrimp to catfish.
Project
Study your journal entries; create a summary that describes how conditions change from west Texas and the panhandle region to the Gulf Coast region. Identify specific species found in each region. Describe how they are adapted to their environment.
Glossary
elevation - measure of a land surface’s location above (or below) sea level
orientation - pertaining to the flow of a river: compass orientation such as “north to south” or “east to west”
nutrients - any substance that provides nourishment
toxic - containing a poison or a toxin
aquifer - layer of permeable rock, sand, or gravel through which groundwater flows
topography - study and mapping of the features on the surface of land, including natural features such as mountains and rivers
aquifer - layer of permeable rock, sand, or gravel through which groundwater flows
subterranean - underground, beneath the surface
buffer - something that reduces shock or impact
sporadic - occurring occasionally
evaporation - process in which water is changed from a liquid to a vapor without its temperature reaching the boiling point
hypersaline - highly saline or very salty environment
compass - a device designed for finding directions
migration - a group of animals moving together from one region or country to another
salinity - measure of the concentration of dissolved salt in water
thermal - measure of temperature levels

Curriculum Standards

TEXAS
112.22. Science, Grade 6.
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;

(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D) communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

112.23. Science, Grade 7
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;

(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;

(D) communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:
(A) identify components of an ecosystem

112.24. Science, Grade 8
2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;

(D) communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

112.43. Biology
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(C) organize, analyze, evaluate, make inferences, and predict trends from data; and

(D) communicate valid conclusions.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (C) compare variations, tolerances, and adaptations of plants and animals in different biomes;
(13) Science concepts. The student knows the significance of plants in the environment. The student is expected to:

(A) evaluate the significance of structural and physiological adaptations of plants to their environments; and

112.46. Aquatic Science
(4) Science concepts. The student knows the components of aquatic ecosystems. The student is expected to: (A) differentiate among freshwater, brackish, and saltwater ecosystems;

(5) Science concepts. The student knows the relationships within and among the aquatic habitats and ecosystems in an aquatic environment. The student is expected to:
(A) observe and compile data over a period of time from an established aquatic habitat documenting seasonal changes and the behavior of organisms;

(C) identify the interdependence of organisms in an aquatic environment such as a pond, river, lake, ocean, or aquifer, and the biosphere; and

NATIONAL
NS.5-8.1 SCIENCE AS INQUIRY
As a result of activities in grades 5-8, all students should develop:
*Abilities necessary to do scientific inquiry
*Understandings about scientific inquiry

NS.5-8.3 LIFE SCIENCE
As a result of their activities in grades 5-8, all students should develop understanding:
*Structure and function in living systems
*Populations and ecosystems

NS.5-8.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades 5-8, all students should develop understanding:
*Populations, resources, and environments

NS.5-8.7 HISTORY AND NATURE OF SCIENCE
As a result of activities in grades 5-8, all students should develop understanding of:
*Science as a human endeavor


Differentiated Learning

Here are some projects that can be used after the students have completed the online assignment or as a complement to your lesson. The students can use any media deemed appropriate for the project. Each has been recommended with specific student groups in mind.
AS-All Students
GT-Gifted/Talented
ESL-English Second Language
SN-Special Needs
Individual and Group Projects
Select a river system and create a poster describing all aspects of it. SN, ESL
Create a powerpoint presentation illustrating all aspects of a river system, include members of the community and how they interact. AS, GT
Create a picture food web that exists within a habitat found within a river system, wetland region or in the Gulf of Mexico. Identify the kinds of interactions between the organisms and label these on the food web. AS, ESL, SN
Select a river system, wetland region or the Gulf of Mexico and identify the endangered species found within that biome. Report on actions being taken to protect those species. AS
Prepare a report detailing the environmental issues being faced in a biome of your choice. Identify possible solutions to those environmental issues, including those currently being employed by local, state and federal governments. AS, GT
Final Activity – Whole Class
For each Texas region identified on page three of the lesson, select one species and prepare a poster that includes a picture of the species you selected. Write about that species’ ideal habitat including what it eats and what eats it. Write a brief summary describing how it is well suited to the region in which it lives. The learner should then present their poster(s) to the class.
To complete this project, the learners will need Internet access and will need to know how to search the web for information. Encourage students to use digital libraries such as the National Science Digital Library (www.nsdl.org) A printer should also be available. Each poster will likely require between at least 30 minutes to prepare. If time is a consideration, break the learners into small teams and have each take ownership of one region.

Reference

Biographies
Benjamin Tharp
http://www.tsha.utexas.edu/handbook/
online/articles/TT/fth1.html
Father of Texas Ecology
John Muir
http://www.sierraclub.org/
john_muir_exhibit/
World famous conservationist and naturalist
Charles Southerland Elton
http://www.wku.edu/~smithch/
chronob/ELTO1900.htm
Ecologist, zoologist
Rachel Louise Carson
http://www.rachelcarson.org/
Ecologist and author of “Silent Spring”
Paul Erlich
http://www.biography.com/
search/article.do?id=9285176
Ecologist and advocate of zero population growth
Aldo Leopold
http://www.naturenet.com/
alnc/aldo.html
Father of wildlife ecology
Timelines
Texas History Timeline
http://www.txstate.edu/commonexperience/
goodbyetoariver/txtimeline.htm
Key events in Texas
Timeline for Ballast Management Policy in the US
http://www.nemw.org/ballast_timeline.htm
Biological pollution mangagment timeline
Hurricane Katrina Timeline
http://www.sciencedaily.com/encyclopedia/
Timeline_of_Hurricane_Katrina/
Events of Hurricane Katrina
Facts about Texas Water
http://www.texas.sierraclub.org/
press/facts.asp
Includes a timeline on water planning
Conservation Timeline
http://www.texaslegacy.org/m/timeline.html
Events in Texas and beyond related to conservation
Additional Information
Texas Parks and Wildlife
http://www.tpwd.state.tx.us/landwater/land/maps/
gis/map_downloads/map_gallery/hydro/index.phtml
Texas GIS Lab: Maps and Downloads
Texas Parks and Wildlife
http://www.tpwd.state.tx.us/landwater/
water/environconcerns/regions/coast.phtml
Report on the condition of water in the Gulf Coast
Texas Parks and Wildlife
http://www.tpwd.state.tx.us/
kids/wild_things/tortuga/ttex1.phtml
Informative cartoons and links related to Texas ecology
Texas Parks and Wildlife
http://www.tpwd.state.tx.us/learning/resources/
Teaching tools, including lessons plans, posters, and workshops
Digital Universe
http://www.tmmsn.org/mmgulf/mmgulf.html
Links to sites related to Texas’ environment
Texas Watch
http://www.texaswatch.geo.txstate.edu/
educators.asp
Lessons plans and information on water monitoring

Questions & Answer Keys

Study Questions and Answer Keys
  1. Identify the four longest river systems in Texas.
    Answer: The Rio Grande River, the Colorado River, the Red River, and the Brazos River.
  2. What is the orientation of most Texas rivers and in what direction do they flow? How did you determine the direction of flow?
    Answer: Most rivers in Texas are oriented northwest to southeast. They flow towards the southeast. This can be determined by the facts that elevation gradually declines from west to east and the Gulf of Mexico and Atlantic Ocean are the ultimate repository for surface waters flowing east of the Continental Divide.
  3. Study the surface water quality map posted on this page. What is your assessment of the condition of our surface waters? Can you find data presented within the article to support your answer? If so, summarize that data in your response.
    Answer: Student answers will vary, however, most will probably indicate that large portions of our surface waters seem to be polluted or “quality impaired.” According to the article, 177 streams and rivers covering over 2200 miles did not meet water quality standards.
  4. According to the article (written in 2002), how many fish kills were reported in the previous 5 years? What were the three primary causes of those fish kills?
    Answer: 358 fish kills were reported. Primary causes include oxygen depletion, presence of toxics and physical damage such as loss of habitats.
  5. The Hill Country region is the source of at least three major rivers – the Guadalupe, the Medina and the Nueces. In addition to serving as a source region in this highland country, what other major water related feature is discussed in the narrative describing this region? In what way(s) is this feature important?
    Answer: Underground lakes serve as fresh drinking water for humans and fulfill agricultural needs (farming) in addition to serving wildlife habitats.
  6. Identify the river that serves as the southern border for the South Texas Plains region. Describe the unique habitat of that region. What animals might be found within that river valley? Hint: Use the wildlife link on the South Texas Plains page to identify animals found in the river valley.
    Answer: The Rio Grande is found along the southern border of this region. This region is a subtropic, bordering on tropical environment with high humidity and many tropical species. Animals identified may include: Ocelot, Texas tortoise, jackrabbit, and the Texas longnose snake. Additional species noted by learners may include: rats, mice, rabbits, lizards, and birds.
  7. After studying several of the endangered and threatened species, identify at least three factors that contributed to their current status.
    Answer: Answers will vary but may include increased water temperature, diminished flow of fresh spring water, and water pollution are all responsible for stressing threatened and endangered species.
  8. What major cities are located closest to the Edwards Aquifer?
    Answer: San Antonio and Austin, Texas.
  9. Identify the sources that supply water to the wetlands.
    Answer: Aquifers, springs, rivers and streams.
  10. How do wetlands protect communites from flood impacts?
    Answer: Wetlands slow the flow of water.
  11. Wetlands are regions where water enters from two sources. Identify two sources of Texas wetlands.
    Answer: Water enters from rivers from the mainland and from the ocean (Gulf of Mexico) via tidal action.
  12. Estuaries in South Texas tend to be quite salty. What conditions contribute to the high saline content?
    Answer: Limited rainfall and excessive evaporation
  13. What is the Gulf of Mexico watershed?
    Answer: It is a region covering 70% of the United States through which fresh water flows, eventually reaching the Gulf of Mexico.
  14. When you reach the Texas Coastal State Parks and National Wildlife Refuges page, click on Mustang Island State Park. What type of natural event are visitors likely to be treated to if they visit in the spring and autumn?
    Answer: Large numbers of migratory birds pass through the park.
  15. In which environment (salt, fresh, or brackish water) would you most likely find oysters? How does their presence benefit the environment in which they live?
    Answer: Oysters are found in brackish water. They are filter feeders. This results in filtering and hence cleaning the water in which they live. They improve light penetration to greater depths.
  16. Many species “winter” in the coastal wetlands. Why does this occur?
    Answer: Many species winter in the coastal wetlands due to an abundance of food.
Quiz Questions & Answers
  1. Estuaries are a place where
    Answer: A. ocean tidal waters meet rivers flowing towards the ocean.
  2. The highest elevations found in Texas are found in which part of the state?
    Answer: D. the far western region
  3. Identify the animal that has the head of a horse, eyes of a chameleon, pouch of a kangaroo, and tail of a monkey.
    Answer: B. the sea horse
  4. What types of wetlands are most likely to be found in the interior of Texas?
    Answer: B. freshwater marsh
  5. Which region is most likely characterized by both brackish and salt water?
    Answer: B. Gulf Coast
  6. If you want to see tropical birds from South America you should visit the
    Answer: D. south Texas plains region.
  7. Aquifers generally occur within a type of rock called.
    Answer: C. limestone
  8. The water in the Hill Country region is most likely…
    Answer: D. generally fresh water.
  9. Wetlands generally
    Answer: C. filter water passing through rendering it cleaner when it leaves than when it entered.
  10. The region in Texas with the most quality impaired river segments is located where?
    Answer: A. Southeastern Texas, near and along the Gulf Coast
  11. The Gulf of Mexico watershed stretches from the
    Answer: B. Rockies to the Appalachian Mountains.
  12. The most common concern over Texas water quality is
    Answer: A. elevated levels of nutrients.
  13. Approximately what percentage of Earth’s surface is covered by water?
    Answer: C. 70%
  14. The Texas coastline borders the
    Answer: B. Gulf of Mexico
  15. In an estuary, the top predator is
    Answer: C. birds.
  16. Coastal areas are home to many permanent as well as migrating species. The best explanation for this is…
    Answer: C. the abundance of food in this region.
  17. The river that separates Texas from Mexico along much of its border is the…
    Answer: C. Rio Grande.
  18. Wetlands are often called
    Answer: A. natures nurseries.
Project
Study your journal entries; create a summary that describes how conditions change from west Texas and the panhandle region to the Gulf Coast region. Identify specific species found in each region. Describe how they are adapted to their environment.
Rubric
Excellent (30 – 20)
An excellent student response meets all the project requirements and demonstrates that the student absorbed key lesson concepts and gave them thoughtful consideration. The response shows original thinking, creativity, and a strong sense of purpose. Ideas are organized and clearly articulated according to the proper conventions of writing (at this grade level).
Satisfactory (20 – 10)
A satisfactory student response meets most of the project requirements but overlooks one or more important elements. It reflects a general understanding of the key lesson concepts but shows little depth. The response shows little creativity or originality. Ideas are somewhat disorganized and difficult to follow, and there are numerous grammatical and mechanical errors.
Needs Improvement (10 – 0)
The student response is perfunctory, showing little or no effort. It is unclear if the student thought about or even read any of the lesson content. Ideas are scattered or off-topic. If possible, ask the student to revisit the lesson with a peer or mentor and then rewrite his or her response.