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Lesson Plan - Should We Bring Back Woolly Mammoths?
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Learning Objective
Students will evaluate reasons and evidence supporting each side of a debate about bringing back extinct species.
Text Structure
Argument
Content-Area Connections
Life Science
Standards Correlations
CCSS: RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.10, L.3.4, SL.3.1
NGSS: Inheritance and Variation of Traits; Interdependent Relationships in Ecosystems
TEKS: Science 3.9
1. Preparing to Read
Watch a Video: Animals of the Ice AgeAsk: How did Ice Age creatures survive in their harsh environment?
Preview Words to KnowProject the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for ReadingAs they read, have students note ways mammoths could help or hurt the Arctic.
2. Close-Reading Questions
1. What are three facts about woolly mammoths in the article? Woolly mammoths looked like furry elephants. They lived in cold places and became extinct thousands of years ago. (RI.3.1 TEXT EVIDENCE)
2. Why do some people say it would be good for mammoths to scrape snow from the ground?Snow acts like a blanket and keeps the soil warm. This lets greenhouse gases escape, which speeds up climate change. If mammoths scraped snow away, cold air would keep the soil frozen. The gases would stay in the soil. (RI.3.3 CAUSE AND EFFECT)
3. What does the word opponents mean, based on the article? Why are some people opponents of bringing back mammoths?Opponents are people who are against an idea. Opponents of bringing back mammoths say it would harm the habitat and would not really help fight climate change.(RI.3.4 VOCABULARY)
3. Skill Building
FEATURED SKILL: Opinion WritingUse “Seeing Both Sides” to have students identify arguments on both sides of the debate, then take a stand. (W.3.2 OPINION WRITING)
Multilingual Learners Display the video’s closed captions to help students make connections between spoken and written English.
Striving Readers Explain that the prefix “de-” can mean to undo. For example, defrosting a food means to unfreeze it. Have students circle the term de-extinction in the article and discuss its meaning.
Small Groups Have students read the article in small groups, using the KWL Chart in our Interactive Graphic Organizer library to guide their exploration.