Micro-Organisms: Friend Or Foe

Micro-organisms: Friend or Foe?

Are microbes our friends? Or do they cause more problems than they are worth?

For this summative assignment, you will choose a side and convince us which is true!

You will choose to convince us that they are friends or you will choose foe. You will then research your argument, choose the 3 most convincing reasons, and present the information in a one-page persuasive article. You will also draw a picture of a representative microbe, using cartooning techniques to communicate your theme!

STEPS:

Phase 1: Research

1)  Choose an editing partner and a topic (i.e. fungi, bacteria, protists).

2)  Pick one side of the argument – friend or foe.

3)  Individually, research the reasons why your microbe of choice is either a friend or foe. Make sure you keep track of your sources! You will need to cite them in your article.

Phase 2: Writing

1)  Select the three most convincing reasons to put into your article.

2)  Write your article, using the “Writing a Persuasive Essay” handout to guide you.

3)  Give your article a title (should make your argument clear).

4)  Swap articles with your partner, and proofread their article. Make any adjustments you feel are necessary.

Phase 3: Drawing

1)  Find at least 2 examples of cartoons that look either friendly or evil.

2)  Draw your microbe, keeping the following in mind:

a.  the drawing should be of one of the microbes discussed in your article

b.  it should illustrate the important structures/characteristics of the microbe

Phase 4: Tying it all together

1)  Mount your drawings and arguments on construction paper or Bristol board.

2)  Hand in to be marked (include first drafts and proof-reading comments).

Need some ideas? Here are a few to get you started:

Some ‘friendly’ things that bacteria do:

·  food preparation

·  nitrogen fixation and plant fertilization

·  genetic engineering

·  hot springs and/or undersea thermal vents

Some not-so-good things:

·  food poisoning

·  pneumonia

·  influenza

·  sexually transmitted disease

Friend or Foe? - Project Timeline Name:______

TASK / DUE DATE / DATE COMPLETED
Phase 1 – Research / Finish research
Phase 2 - Article / Finish first draft
Proofread partner’s article
Phase 3 - Cartoon / Bring in at least 2 examples
Complete cartoon
Phase 4 – Tying it all together / Hand in:
- finished product
- first draft
- peer assessment
- rubric

Peer Assessment – Article

Author of article:______

Assessed by:______

Instructions:

1)  Read over your partner’s article.

2)  Fill in the article summary, to record the main ideas of the article.

3)  Circle any spelling/grammar mistakes that you notice.

4)  Check off whether the article meets each of the criteria.

Summary:

a) Thesis statement:

b) Three main arguments:

1)

2)

3)

Criteria

/

Yes

/

Somewhat

/

No

Does the article contain terminology learned in the unit?
Is the argument clear?
Is the article well-organized?
(i.e. title, intro, 3 arguments, conclusion)
Are specific examples used and explained to back up each argument?
Are the arguments based on at least two different topics? (i.e. human health, consumer products, biotechnology, ecological role)

Rubrics – Friend or Foe? Name:______

ARTICLE RUBRIC

Criteria / Level 4
(100-80%) / Level 3
(79-70%) / Level 2
(69-60%) / Level 1
(59-50%)
Knowledge/Understanding ( /5 marks)
Does the article contain terminology learned in the unit?
/5 / - several terms are used correctly in each paragraph / - several terms are used correctly in most paragraphs / - some words are used correctly / - only a few words are used correctly
Communication ( /15 marks)
Is the argument clear?
/5 / - argument is clear and very convincing / - argument is clear / - argument is somewhat clear / - argument is unclear
Is the article well-organized?
(i.e. title, intro, 3 arguments, conclusion)
/5 / - the article is well organized, and appears authentic / - the article is well organized / - the article is fairly well organized / - the article is somewhat organized
Is there evidence of proofreading?
/5 / - almost no errors / - a few errors / - some errors / - many errors
Making Connections ( /10 marks)
Are specific examples used and explained to back up each argument?
/5 / - specific examples are used to back up each argument
- examples are explained / - specific examples are used to back up each argument / - specific examples are used to back up 1 or 2 arguments / - only general examples are used
Are the arguments based on at least two different topics?
(i.e. human health, consumer products, biotechnology, ecological role)
/5 / - three different topics are clearly addressed / - two different topics are clearly addressed / - one topic is clearly addressed / - one topic is somewhat clearly addressed

CARTOON RUBRIC

Criteria / Level 4 / Level 3 / Level 2 / Level 1
Knowledge/Understanding ( /5 marks)
Does the cartoon demonstrate an understanding of physical characteristics?
/5 / - drawing presents physical characteristics accurately, as well as its impact/effect / - drawing presents physical characteristics accurately / - drawing presents physical characteristics with some accuracy / - drawing presents physical characteristics with limited accuracy
Communication ( /10 marks)
Does the cartoon communicate the theme?
/5 / - theme of cartoon is very convincing / - theme of cartoon is convincing / - theme of cartoon is somewhat convincing / - theme of cartoon is unclear
Is the cartoon neatly done?
/5 / - cartoon is neatly drawn and coloured
- very creative / - cartoon is neatly drawn and coloured / - cartoon is neatly drawn, limited colour added / - cartoon appears sloppy
- cartoon lacks colour

Overall Comments: