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Cryobiology
Task
Ladder

by Anne Maxwell, Holly S. Particelli and Monica Cressman

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Overview

Description

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Students have just finished units on States and Properties of Matter.  They will take the concepts learned and expound upon them by examining the field of cryobiology.  Cryobiology is the study of living things at very low temperatures.  This science is filled with many technological advances.  Students will examine the pros and cons of the techniques used and formulate an argument based on scientific facts.
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Curriculum

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Grade

8 - 9

Discipline

Science

Course

Pacing

N/A
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Section 1: What Task?

Teaching Task

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Task Template 2 - Argumentation

Should cryobiology techniques be used to preserve living matter for future use? After reading texts on cryobiology, write an essay in which you address the question and argue if this technique should be used to preserve living matter for future use. Support your position with evidence from the text(s).
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Standards

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 All Standards  Focus Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
CCR.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCR.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCR.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCR.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
CCR.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCR.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCR.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
WHST.11-12.1
FOCUS
Write arguments focused on discipline-specific content.
WHST.11-12.9
FOCUS
Draw evidence from informational texts to support analysis, reflection, and research.
Next Generation Science Standards
MS-ETS1-3
FOCUS
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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Texts

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Immortality on Ice
Immortality on Ice. Discovery Channel Video, 1996. Videocassette.
Cryobiology
“Cryobiology.” World of Invention. Thomson, Gale, 2005-2006. BookRags. Web.
The World of Absolute Zero
The World of Absolute Zero: Films for the Humanities & Sciences, Inc. Videocassette.
Resources
Word
Cryobiology 1350 Lexile
Link
Cryobiology Lexile 1250
Link
Freezing for the Future Life Saving Cryobiology
Link
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Rubric

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LDC Student Work Rubric - Argumentation
Rubric Collection: LDC Collection 2.0 Content Dimensions: Default

1
Not Yet
2
Approaches Expectations
3
Meets Expectations
4
Advanced
Expand All / Collapse All

Focus

  • Attempts to address prompt, but lacks focus or is off-task.
  • Addresses prompt appropriately and establishes a position, but focus is uneven. D. Addresses additional demands superficially.
  • Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently
  • Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.

Controlling Idea

  • Attempts to establish a claim, but lacks a clear purpose.
  • Establishes a claim.
  • Establishes a credible claim.
  • Establishes and maintains a substantive and credible claim or proposal.

Reading/Research

  • Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.
  • Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
  • Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
  • Accurately and effectively presents important details from reading materials to develop argument or claim.

Development

  • Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.
  • Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.
  • Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.
  • Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

Organization

  • Attempts to organize ideas, but lacks control of structure.
  • Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
  • Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
  • Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Conventions

  • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
  • Demonstrates an uneven command of standard English conventions and cohesion.
  • Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
  • Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
  • Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

  • Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
  • Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
  • Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
  • Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
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Background for Students

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You have just finished units on States and Properties of Matter.  You will now take the concepts learned and expound upon them by examining the field of cryobiology. This science is filled with many technological advances.  You will examine the pros and cons of the techniques used and formulate an argument based on scientific facts.
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Extension

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Not provided
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Sections 2 & 3: What Skills & Instruction?

Instructional Ladder: Skills List and Mini-Tasks

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View Skills Only View Instruction
No skill clusters added

Preparing for the Task

No skills defined for this skill cluster.
Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns
Short Constructed Response

In a quick write, write your first reaction to the task prompt.  Prompt:  Mr. Kimmel is considering cryonic preservation when he passes away.  Write a letter to him that advises him what to do.  Be sure to explain why you think he should or should not be cryonically preserved.
Task and Rubric Analysis > Task Analysis
Ability to understand and explain the task's prompt and rubric.
List

In your own words, write a brief explanation of what you need to carry out the task.

Reading Process

No skills defined for this skill cluster.
Pre-Reading > Text Selection
Ability to identify appropriate texts.
Notes

*Use "Talking to the Text" strategy to understand the texts.
*Identify text structure of the articles.
Notes

For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and/or worthy of study.
Active Reading
Ability to identify the central point and main supporting elements of a text.
Short Constructed Response

What is the author trying to accomplish? Which parts of the text show you that? * L2 What competing arguments have you encountered or can you think of? * L3 What historical or current examples can you note that relate to the task prompt?
Active Reading > Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
List

•Compare and contrast the terms cryobiology, cryonics, and cryogenics.
•Using the vocabulary page in the Writer's Notebook, define words in context as you rea
Post-Reading > Academic Integrity
Ability to use and credit sources appropriately.
Short Constructed Response

Define "plagiarism" and list ways to avoid it.
Active Reading > Note-taking
Ability to select important facts and passages for use in one's own writing.
Notes

•Using a note taking method, select information (passages, facts, data) relevant to the task.
•List (bullet) each source and note relevant information. Refer to Writer's Notebook - "Cryobiology - Argumentative Module Notes".
•List pros and cons of cryobiology techniques.
•What does "plagiarism" mean and what strategies can you use to avoid it?
•Complete samples of paraphrasing.
Notes

Prioritize relevant information in your notes on which to build your sequence or process.

Transition to Writing

No skills defined for this skill cluster.
Bridging Conversation > Preparing for Writing
Ability to begin linking reading results to writing task.
Notes

Following Socratic Seminar guidelines, students explore both sides of the issue.

Writing Process

No skills defined for this skill cluster.
Initiation of Task > Establishing the Controlling Idea
Ability to establish a claim and consolidate information relevant to task.
Short Constructed Response

Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition
Planning > Planning the Writing
Ability to develop a line of thought and text structure appropriate to an argumentation task.
Outline

Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.
Development > Body Paragraphs
Ability to construct an initial draft with an emerging line of thought and structure.
Long Constructed Response

Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.
Revision, Editing, and Completion > Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Long Constructed Response

Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.
Revision
Ability to proofread and format a piece to make it more effective.
Long Constructed Response

Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.
Revision, Editing, and Completion > Final Draft
Ability to submit final piece that meets expectations.
Long Constructed Response

Turn in your complete set of drafts, plus the final version of your piece
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Instructional Resources

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Section 4: What Results?

Student Work Samples

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Advanced
Cryobiology Student Work Sample
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Meets Expectations
Cryobiology Student Work Sample
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Approaches Expectations
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Emerging
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Teacher Reflection

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