Atlantic White Cedar Swamp Project
http://serc.carleton.edu/microbelife/k12/cedarswamp/index.html
PROTIST Children’s Story
You have been hired by the National Park Service to create a story for the acclaimed series “Protistan Tales
of Atlantic White Cedar Swamps”. In this project you and your team of three will create a story about the protists
of the Atlantic White Cedar Swamp and their habitat. You will use the art of storytelling to present your tale to
the rest of the class and prepare an illustrated short story to preserve your masterpiece.
Process:
Background research done individually:
1. Use Chapter 3 in your text to research animal-like protists, plant-like protists, saltwater algal blooms such
as red tide, freshwater algal blooms- eutrophication, and fungi to become the characters in your story.
Although fungi are not protists you can include them as characters, but make sure you show that they are
“outsiders” in some way. You may also use the provided website to research the characteristics of
protists and the Atlantic White Cedar Swamp habitat. Each person in the group should complete
individual research. Refer to the following website for information:
http://serc.carleton.edu/microbelife/k12/cedarswamp/index.html
2.
Each group member should individually take notes on the White Cedar Swamp from the book and
website to add to the setting of your story.
3.
Each group member will individually choose at least 3 protists to research in detail. This research will
later be compiled by the group. These may become your lead characters in the story and some may not
make your character list. Make sure you clearly understand and are able to demonstrate the
characteristics and life functions of the microorganisms including:
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Appearance/Anatomy
Diet
Movement
Eating habits (autotrophic or heterotrophic)
Reproduction
Classification (eukaryote or prokaryote)
4.
Compile and compare your research with your team members to get an understanding of the
microorganisms and their habitat. Create one “master” table listing the microorganism and the
characteristics and life functions. Make sure to list characteristics of the habitat in the “master” as
you will need to incorporate those into the setting of the story.
5.
Once your “master” list of microorganisms is compiled, you and your group members will brain storm
character “types” based on the characteristics of your protists and compile a list of ideas for each
microorganism. If you are stumped by one of the microorganisms, save it for later, you may find a
spot for it in your story or you may delete it completely.
(ex) The dinoflagellate has stiff plates, like a suit of armor, maybe it could be a soldier standing guard
for a princess, an evil protist robot that has come to destroy the swamp, or maybe he/she is just an
“uptight” person.)
6.
Based on the character “types” you and your group members have compiled, brainstorm a story theme.
(good vs evil, the underdog prevails, love conquers all, anti-bullying, etc)
7.
As a group, you will brainstorm one sentence story line ideas using your character “type” list and your
themes. This step is crucial. Do not get “locked” in on an idea too fast. Make sure that the storyline
works with the character “types” and that the character “types” will clearly express the character
traits and life functions of the protist!!!!!! The story line should be completely based on these
character “types” and life functions of the protist.
(ex A war between the heterotrophic protozoans that keep eating the autotrophic algae)
8.
Start “filling in” the story. As a group decide:
What other protists can fit into this storyline based on their character “type”?
How will we express their physical traits and life functions so they play a role in the story?
9.
As a group, choose the storyline that will show the most scientific knowledge and that has science
most closely connected to the main idea of the story.
10.
As a group, begin writing the story, don’t forget to include the setting and make sure it works with the
science of the White Cedar Swamp and the main idea of your story.
11. Using Book Press, create your story. Remember that it is a children’s story so each slide should only
contain a few sentences. Also, the book should be less than 25 pages including the title
page. Remember that each page needs illustrations to show what is happening in that scene. The
illustrations should be child like, yet scientifically accurate.
Group Member Roles:
You and your group will collectively create a story using your microorganisms as characters. Remember to include
“anthropomorphism” (making the protists have human qualities) in your story. Be creative but include factual
information. Your story must follow a plot line with rising action, a climax, and a conclusion. You may include a
prologue or an epilogue if you choose. Your characters should include traits that resemble their scientific
description. See rubric for specific details.
Roles:
Writer/Editor: Responsible for overseeing the typing of the story BUT DOES NOT WRITE THE WHOLE
THING ALONE.
Artist: Responsible for overseeing the artwork BUT DOES NOT DRAW/COLOR THE WHOLE THING
ALONE.
Storyteller: Responsible for orally presenting the story to the class WITH THE HELP OF THE OTHER
GROUP MEMBERS.
Evaluation:
Make a quality product. Your book will be assessed for scientific accuracy, character and setting
development, plot formation, written mechanics, and creativity using the attached rubric.
REMEMBER: EVERY MEMBER OF THE GROUP MUST CONTRIBUTE TO THE RESEARCH AND THE
STORY. PART OF YOUR GRADE WILL BE BASED ON YOUR PARTICIPATION AND COOPERATION
WITHIN THE GROUP.
Individual Research
Protist Name (include a
picture)
Character “Type”
Name
Appearance/
Anatomy
Diet Movement Reproduction Classification (Euk or
Prok)
Other Distinguishable
features
Master
Protist Name and
Picture
Group Name and Leader
Appearance/
Anatomy
Diet
(Auto or Hetero and
what??)
Movement Reproduction
(Asexual or
Sexual)
Classification Other Distinguishable
(Euk or Prok) Features
Beginning
Storyteller
Emerging
Storyteller
Great Storyteller
Expert Storyteller
Written
Scientific
Accuracy
The story either
includes many
factual errors or
many traits are
missing.
The story includes
an accurate
description for most
of the characters
but there may be a
few inaccuracies or
more than 3 traits
of missing .
The story includes an
accurate description
of most of the traits
for most of the main
characters.
The story includes an
accurate description of all
5 traits (appearance, diet,
movement, reproduction,
and classification) for
each “main” protist.
30
Plot
The plot interferes
with the reader’s
understanding
of the story
because it jumps
around or is
missing many parts
of the plot line.
The plot is includes
a setting, rising
action, climax and
resolution, but is
difficult to follow at
times OR part of
the plot is missing.
The plot includes a
setting, rising action,
climax and
resolution, but is
somewhat bland.
The plot is original and
well developed, which
includes a setting, rising
action, climax and
resolution. The character
traits are well developed
and bring the story alive.
10
THE PLOT IS
LOOSELY
CONNECTED TO
THE TRAITS OF
THE
PROTISTS OR IS
VERY FORCED
THE PLOT IS
SOMEWHAT
CONNECTED TO
THE TRAITS OF
THE PROTIST BUT
MAY BE A LITTLE
“FORCED”
THE PLOT IS BASED ON
OR VERY CLOSELY
CONNECTED TO THE
TRAITS OF THE
PROTIST.
Illustrations are
somewhat messy
and/or many
drawings lack
scientific accuracy.
Illustrations are
mostly scientifically
accurate in terms of
physical description
but also resemble a
Illustrations are all
scientifically accurate in
terms of physical
description but also
resemble a children’s
THE
CONNECTION
BETWEEN THE
PLOT AND
SCIENCE IS
HARD TO NOTICE
Illustrations
Most drawings are
messy and lack
scientific
accuracy.
Points Possible
Earned Points
10
10
children’s story.
story. Drawings and
coloring are creative and
neatly done.
Editing
Contains numerous
(more than 8)
grammar, spelling,
or punctuation
errors.
Contains many
(less than 8)
grammar, spelling,
or punctuation
errors.
Contains few (less
than 4) grammar,
spelling, or
punctuation
errors.
Contains no grammar,
spelling, or punctuation
errors. Writing
contains strong word
usage.
10
Book
Appearance
Book is not in
order and lacks
creativity and
Books lacks in
creativity but is
neatly bound and
in order.
All pages
numbered and in
order. The book
is bound
neatly. The cover
is neatly
decorated.
A publishable
piece. All pages
numbered and in
order. The book is
bound neatly. The
cover is creative and
alluring.
10
The presenter
inconsistently
used some of the
traits listed. The
presentation
needed more of a
group effort.
The presenter did
a good job but
lacked in one or
more areas listed
to the right. One
member did not
find a way to
participate.
The presenter
captured his or her
audience using
appropriate volume
changes, pace, and
expression to present
the appropriate tone
at each stage of the
story. Every group
member found a way to
participate.
10
effort.
Presentation
The
presentation did
not appear
rehearsed and
was simply read
aloud.
Participation
(Individually)
You needed
frequent
redirection and
your group had
to complete
parts of your
task.
You needed
frequent
redirection but
completed your
task.
You completed
your role with
little or no
redirection but
could have helped
your group more.
You completed every
part of your role
without redirection
and helped other group
members complete
theirs without
overtaking the project.
Total Points=
10
/100