5th grade assessment 1 - elementary language arts...

5th Grade

Assessment 1

Table of Contents

Assessment Guide ……………………………………………..…………………………………………………………. Pages 2-11

Assessment Rubric.……………………………………………………………………………….………………………. Pages 12-15

Life Span of Female African Elephants…………………………………………………………………………... 6

The Swazi Eleven……………………………………………………………………………………………………………. Pages 17-18

Zoochosis……………………………………………………………………………………………………………………….. Pages 19-20

Alternate Text – Zoos, The Historical Debate…………………………………………………………………. Pages 21-24

5th Grade Informational Reading/Argument Writing Performance Assessment –

Draft – 2013-2014

1

GRADE: Fifth

NAME OF ASSESSMENT:

Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment

STANDARDS ASSESSED:

Students will quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text. (RI.5.1)

By the end of the year, students will read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 4-5 text

complexity band independently and proficiently. (RI.5.10)

Students will write opinion pieces on topics or texts, supporting a point of view with

reasons and information. (W.5.1)

Depth of Knowledge Level of task: Levels 2-4

Duration of administration: Two class periods

Materials needed:

Video clip and video projection

―Phoenix Zoo Helps Save Endangered Species http://www.youtube.com/watch?v=nGns4ER0L_c

Zoochosis by Stephanie Santana and Shauwn Lukose

from the book Should There Be Zoos: A Persuasive Text, by Tony Stead and Judy

Ballester. (FAMIS order#: 59255)

The Swazi Eleven, adapted by Kelly Boland

Life Span of Female African Elephants chart

Alternate text: “Zoos: The Historical Debate,‖ adapted from globalanimal.org (this could

be used either as a pre-assessment, or substituted for either of the other texts/tasks in the

post-assessment)

Booklets for student responses

Important Note:

Here are three options for assessment plans using these texts and tasks. The same rubrics

will apply across any of these assessment plans.

Plan 1)

Give the same two texts and tasks as a pre-assessment and post-assessment.

Plan 2)

Give two of the texts and tasks as a pre-assessment, and substitute the alternate text (with

its reading task) for one text/task in the post-assessment.

Plan 3)

Have students read one of the texts only as a pre-assessment, using the related reading

task and the same writing task.

http://www.youtube.com/watch?v=nGns4ER0L_c


Draft – 2013-2014

2

Explanation of Standards Alignment:

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

Students will write in response to prompts to quote accurately while explaining explicit

and implicit information from the text. They will also quote accurately from sources

when supporting their position in an argument essay.

RI.5.10: By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 4-5 text

complexity band independently and proficiently. (RI.5.10)

Students will summarize the main idea of a written grade level text in paragraph form.

They will state the main ideas, and show how those are supported by key ideas and

details.

W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

Students will write an argument essay.


Draft – 2013-2014

3

Overview of Assessment

**Note: Suggested teacher prompts follow – please alter and make note of alterations based on

your own conversational style and the ways in which you’ve talked about reading and writing

nonfiction in your own classroom. The tasks below could be administered in many different

ways.**

Preparation for the Assessment:

o Make copies of booklets – (see student booklet template at the end of this document)

o Have loose leaf paper available for essay writing and if students need more writing space

for their summary writing.

o Cue the video “Phoenix Zoo Helps Save Endangered Species”:


o Make copies of the three articles for students:

o “Zoochosis‖

o ―The Swazi Eleven‖

o ―Life Span of Female African Elephants‖

o Chart expectations for opinion writing:

Quickly plan how your essay will go:

how your reasons and evidence will be grouped and organized

Introduce the topic

State your claim:

Take a clear position on whether zoos help or harm animals

Create body paragraphs to organize your reasons

Include relevant facts and details from the sources you’ve read and watched

Use transition words to link information and ideas

Write a conclusion

Introduction:

Take a few minutes to introduce the whole of the assessment to the kids. It might sound

something like:

―You’re going to have a chance over these two days to show off your powers as researchers,

critical thinkers, and writers. Here’s how it’s going to go – we are going to immerse ourselves in

a mini-research project on something fascinating – zoos and whether they are good or bad for

animals. You’ll get a chance to watch a video and to read some articles. Each text will give you

some more information about this issue – Your reading will set you up to figure out what’s your

stance, or position on this issue. Should zoos even exist? After you’ve done some research,

you’ll have a chance to decide which side of this issue is most supported by the information you

have, and to write an argument essay to persuade others to take your side.‖

―We’ll have three periods of class-time to work on this. In the first period, you’ll watch the

video and read an article. Each time you view or read a text, your task will be to summarize that

text by writing more than one main idea and explaining how key details in the text support those

ideas.



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4

During the second period, you’ll read another article and a chart and learn more information.

You will be asked to summarize the main ideas and key details from these texts as well.

In the third period, you’ll have time to write your essay. As you write, remember everything you

know about writing essays. Your essays should be convincing because you’ll be writing them

based on the evidence you found in the video, the articles and the chart. You’ll want to quote

experts and reference important facts and details that will convince your readers. During the

research periods, when you’re watching the video and reading the articles, use what you know

about underlining and taking notes to get all the detailed information and specific references you

want to use in your essay.‖

Task 1

Video text: ―Phoenix Zoo Helps Save Endangered Species.‖

Show the video twice or three times.

―You’re about to watch a video that was aired on the news in Phoenix. It’s only a couple minutes

long, so let me tell you about it first. It’s a news report on how a zoo in Phoenix is interacting

with endangered animals. The information in the report comes from people who work at the zoo.

You’ll have a chance to watch the video more than once. You may want to just watch it first, and

then be ready to write down information that you may want to use later in your essay. In your

booklet, you should see a box-and-bullets outline for you to fill in with details from the video

that support the idea that the Phoenix Zoo is helping endangered species.‖

―Don’t forget to listen closely, and, when you hear important information, write down exact

quotes to fill in the box-and-bullets outline, and also to use later in your essay.‖

Task 2

Text: ―Zoochosis,‖ by Stephanie Santana and Shauwn Lukose

―I saw that you gathered some really important ideas and information from your first research

text. Now you’ll have a chance to read an article written by two fourth graders. Remember the

big question to keep in mind is this: What stance should I take about zoos based on what I’m

learning? You may underline or jot in the margins as you read. When you finish reading, answer

the question in your booklet. Be sure to include more than one detail in your response.‖

Task 3

Text: ―The Swazi Eleven‖ by Kelly Boland Hohne

―Researchers, you now will have the opportunity to read another article and add to your thinking

about the pros and cons of zoos. This one is called ―The Swazi Eleven,‖ and it’s based on

research by Tom French, a prize-winning journalist who spent six years studying zoos. After you

finish reading, fill in the table with details from the text that help us understand why it’s hard for

elephants to live in their natural habitat. Again, make sure to quote directly when you find

important details that you want to include.‖


Draft – 2013-2014

5

Text: ―Life Span of Female African Elephants in Zoos and the Wild‖ bar graph

―Finally, you’ll have a chance to read a chart to use in your essay. This chart is based on

scientific research that looked at hundreds of elephants over forty years. Your notes on this chart

are for you – I will not be scoring these, but you may want to jot down ideas and evidence from

this chart that you could use in your argument essay.‖

Task 4

―Researchers, this is it! You know the task: write a research-based argument essay to clearly

state a position on whether zoos help or harm endangered animals, and to support that position

persuasively with evidence from the texts you’ve watched and read. Use everything you know

about essay writing — taking a side and stating your claim clearly, and using information and

quotations from your research to back up your ideas—to write a convincing essay. You’ll have a

class period to write this important essay that will show everything you know about writing an

argument essay and incorporating research.‖

Name: ____________________________________________ Class: _______________

1

Fifth Grade Informational Reading/Argument Writing Performance Assessment

Student Packet

Task 1: Response to “Phoenix Zoo Helps Save Endangered Animals”

The title of this video gives us an idea about the Phoenix Zoo. Write down quotes or

other specific details from the video that help us understand how the zoo helps to save

endangered animals.

Text detail: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

Text detail:

__________________________________________________________________

__________________________________________________________________

The Phoenix Zoo helps save endangered animals.

Name: ____________________________________________ Class: _______________

2

Task 2: Response to “Zoochosis”

This article takes a clear position on whether or not zoos are good for animals. Write their

position, or what side they’re on, in the box below. Then write details from the text that

help us understand that position and that support the authors’ argument. Be sure to quote

accurately from the text. You may use some of these details later in your own argument

essay.

Do the authors of ―Zoochosis‖ think zoos are good or bad for animals?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Text details or evidence that supports this position:

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Name: ____________________________________________ Class: _______________

3

Task 3: Response to “The Swazi Eleven”

In this article, we learn about elephants in Swaziland. There are problems for the

elephants in their natural habitat. According to the article, why is it a problem for

elephants to stay in Swaziland? What are some details from the text that help us

understand this problem?

According to this article, why is it a problem for elephants to stay in Swaziland?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Text details or evidence that supports this position:

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Name: ____________________________________________ Class: _______________

4

Task 4: Summary of “Life Span of Female African Elephants”

*This note-taking is for your research only. Your response to this chart will not be

scored, but you may want to summarize main ideas and key details for your own

research. You may want to use some of this information in your argument essay.

If you choose to, use the space below to write down main ideas and key details that this

chart offers on the topic of zoos and endangered animals.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Name: ____________________________________________ Class: _______________

5

Task 5: (use loose leaf paper for this)

Research-Based Argument Essay:

Do Zoos Help or Harm Animals?

Think about everything you’ve learned today and yesterday. Write a research-based

argument essay, convincing readers that zoos either help or harm animals. Be sure to use

what you know about writing essays to take a position on the topic and back it up with

evidence from your research. As you write, use information and quotations from the

video and any or all of the texts you read to support your claim.

Be sure to:

Make a quick plan for your essay using boxes and bullets or another

organizational tool

Introduce the topic

Take a position:

make clear whether you believe zoos help or harm animals

Create body paragraphs to organize your reasons

Include relevant facts and details from the sources you’ve read and watched

Use transition words to link information and ideas

Write a conclusion

Plan for Argument Essay:

Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric

1

TCRWP – Draft – 2013-2014

Reading Rubric Scoring Guide:

You may decide to score all of the responses to text (video response, text#1 and text#2). If so, average the score points for a final reading score.

You may decide to score only the response to the last text (text#2) as this is the grade level text. If so, use the score for this response as a final reading score.

In a post-assessment, use the same approach to achieve comparable results.

5th Reading

Rubric

Level 1-

Novice

1.5 Level 2-

Developing

2.5 Level 3-

Effective

3.5 Level 4

Highly Effective

R. Standard 5.1

Quote accurately when explaining what the text says explicitly and when drawing inferences from the text. Score

Attempts to reference source

material, but includes very few

references to details or examples

from the text.

References to source material

demonstrate inaccurate

understandings of the details or

the ideas in the text.

Refers details or examples from

the provided source(s). These

details are mostly relevant to the

idea or position the student is

discussing.


demonstrate mostly accurate

understanding of literal and

inferential details from the text.

Quotes accurately when referring

to relevant details from the

provided source(s).

Demonstrates an accurate



Provides citations for the source

material, helping the reader see

how particular passages from the

reading support (or counter) an

idea in the text.

5th Writing

Rubric

Level 1-

Novice

1.5 Level 2-

Developing

2.5 Level 3-

Effective

3.5 Level 4

Highly Effective

W. Standard 5.1

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Score:

Po

siti

on

Attempts to take a position on

the topic; position is unclear or

the writing is almost totally

informational..

Position on the topic is mostly

clear, though some parts of the

essay may veer from the stated

stance in ways that make it clear

this was not intended.

Makes a claim that takes a clear

position; maintains the position

throughout.

Establishes and maintains a

position while indicating an

understanding of the complexity

of the topic. This may be through

mentioning a possible counter-

argument or through making a

nuanced claim.

Str

uct

ure

:

Intr

od

uce

s to

pic

;

Pro

vid

es a

co

ncl

ud

ing

sta

tem

ent

Provides a very brief

introduction, which may not

connect closely to the claim.

Gestures towards a conclusion.

Provides an introduction to the

claim. Attempts to inspire readers

to care about the topic and/or

claim.

Provides a conclusion that

connects to the writer’s main

claim. May reflect on the original

claim.

Provides an introduction that

orients the reader to what is most

important in the argument.

Concludes the essay with a

section that highlights important

points and facts from across the

rest of the piece or brings in new,

effective evidence.

Orients the reader to what’s most

important in the argument and

offers some context.

Provides a conclusion that

strengthens or adds to the whole

of the argument through new

phrasing or insights.


2


5th Writing

Rubric

Level 1-

Novice

1.5 Level 2-

Developing

2.5 Level 3-

Effective

3.5 Level 4

Highly Effective

W. Standard 5.1

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Str

uct

ure

:

Cre

ate

s a

n o

rga

niz

ati

on

al

stru

ctu

re

Attempts some organization, but

this occurs mostly within a part

of the text – overall organization

is lacking.

Uses paragraphing to group

supporting ideas and their

relevant evidence.

It’s clear how most sections have

been organized.

Orders paragraphs in a structure

that demonstrates some planning:

may demonstrate least to most

importance; chronological order;

or follow the flow of the research

text.

Organizes evidence to support

each reason, making it clear

which evidence supports which

reasons.

Within supporting paragraphs or

sections, organizes evidence in an

order that reads well and makes

sense.

Str

uct

ure

: T

ran

siti

on

s

Some basic transitions are in

place: (for example, because.)

Reasons are connected to each

other using simple linking words

also, another)

Uses words and phrases to

connect different parts of the

piece together: to demonstrate

shifting from reasons to evidence

(e.g. “for instance”) or to

introduce a new point (e.g. “in

addition”).

Uses transition words and phrases

to connect evidence to reasons

using phrases like this shows

that...

Helps the reader move through

the essay with phrases such as

another reason, the most

important reason.*

To demonstrate cause and effect,

uses terms like consequently,

because of.

Uses a variety of transitional

phrases to help the reader

understand the flow of the

argument and the connection

between evidence, reasons, and

the writer’s position.

Dev

elo

pm

ent:

Ela

bo

rati

on

The writer provides reasons for

the claim.

Some information or explanation

is provided..

Writes 2-3 sentences about each

reason, including relevant

examples and information.

Most information supports the

claim.

Includes a variety of evidence to

support each reason (facts,

examples, quotations, micro-

stories, information). Discusses/explains some

evidence.

Includes a variety of evidence

from reliable sources to support

each reason.

Discusses/explains evidence and

how it supports the claim.

x 2:


3


5th Writing

Rubric

Level 1-

Novice

1.5 Level 2-

Developing

2.5 Level 3-

Effective

3.5 Level 4

Highly Effective

W. Standard 5.1

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Score

La

ngu

ag

e C

on

ven

tion

s

Most words are spelled

conventionally, including some

domain-specific vocabulary

relevant to the topic.

Capitalization, ending

punctuation and use of commas

in lists is mostly accurate.

The writer uses a variety of

sentences lengths.

High-frequency words and many

Tier II and domain-specific

vocabulary words are spelled

conventionally.

Some complex sentences are

punctuated correctly with internal

commas.

Uses commas to set off

introductory parts of sentences (At

this time in history, it was common

to...)

Approximates correct punctuation

when quoting from sources.

Uses punctuation such as dashes,

colons, parentheses, and

semicolons to help include or

connect extra information in some

sentences.

Uses correct punctuation when

quoting from sources.

R. Standard 5.1

Quote accurately when explaining what the text says explicitly and when drawing inferences from the text.

Dev

elo

pm

ent:

Rea

din

g/R

esea

rch

Refers to more than one detail or

example from the provided

source(s).


demonstrate a literal and

inferential understanding of the

details included.

Refers to multiple relevant,

important details or examples

from the provided source(s).


demonstrate an accurate



Quotes accurately when referring

to the most relevant details from

the provided source(s) to support

the

main claim.

Demonstrates insightful



Uses accurate citations to

demonstrate an analytic reading of

the source material, helping the

reader see how particular passages

from the reading support (or

counter) the writer’s position on

the topic.


4


Writing Rubric Scoring Instructions:

Circle the descriptor in each row that best describes the student’s work in this category. If the work falls between two descriptors, check a mid-point box to indicate this.

Use the scoring box to the right of the table to record the score for each category.

For the category “Development: Elaboration,” double the points and record in the box to the right, as indicated by the “x 2.” This is because elaboration counts more

towards the overall success of the piece than other individual categories.

Finding an overall Reading/Writing Scaled Score:

Add the total points from the reading and writing rubrics to come up with a raw score.

Use the following table to calculate a scaled score:

To look closely at growth between pre- and post-assessments, keep this rubric with the circled descriptors.

You will want to track growth across sub-sections, not just in the scaled score.

Total Points Scaled Score

1-9 1

9.5-13.5 1.5

14-18 2

18.5-22.5 2.5

23-27 3

27.5-31.5 3.5

32-36 4

This chart shows the results of a study by scientists around the world. These scientists looked at 40 years of information from zoos, about 800 elephants. They also looked at information about hundreds of elephants in the wild for about the same number of years.

0

10

20

30

40

50

60

Life Span of African Elephants Life Span of Asian Elephants

Ye

ars

Live

d

Life Span of Female Elephants in Zoos and the Wild

In Zoos

In the Wild

The Swazi Eleven

Tom French, Pulitzer Prize-winning journalist, spent six years studying zoos and wrote

about his experiences in his book Zoo Story. His book opens with the story of eleven elephants

who were taken from Swaziland in Africa and flown to zoos in San Diego and Tampa.

It was August 21, 2003 on a Thursday morning. The elephants were in the hold of the

plane in crates. Some of them were sleeping on their sides; others were awake and drinking

water. Mick Reilly was with them. He and his father ran the Mkhaya and Hlane Game Reserves

in Africa where the elephants had lived. Mick had grown up with these elephants. “It’s not so

bad,” Mick told the elephants as he refilled their water.

Mick was tired. It had been a long fight to get the elephants on this flight. Animal rights

activists had tried to stop the elephants from going to zoos. Groups like Born Free and PETA

(People for the Ethical Treatment of Animals) filed a lawsuit and wrote angry letters. The

government and even the local newspapers of Swaziland had blamed Mick and his father for

sending the elephants to zoos. Mick was upset. Didn’t people understand? The elephants

couldn’t stay on the land.

There were too many elephants living in the Mkhaya and Hlane Game Reserves. They

were ruining the land. Elephants eat for up to eighteen hours a day. When they eat they tear bark

off trees and even knock trees down. Elephants had destroyed so many trees that a big part of the

parks was now only black and dead trees.

Animals like eagles, owls and vultures had no place to nest. In addition, the black rhino,

one of Africa’s most endangered species, also needed the trees to eat. Now the rhino had no

food. If the situation continued many animals and plants would be wiped out.

Mick and his father tried to find another park nearby, but South Africa was overrun with

elephants. No park could take any more. The Reillys looked in other places in Africa but there

was a threat of poaching. They did not want their elephants to be shot as trophies and have their

tusks sold on the black market.

In other parks rangers had killed elephants to make sure the population stayed low. Mick

didn’t want to kill his elephants.

Of course, none of this was the elephants’ fault in the first place. In Swaziland, as in other

parts of Africa, elephants have struggled to survive. Humans have taken so much land in Africa

and occupy so much space that most animals are confined inside game parks. Fifty years ago

there weren’t even any elephants in Swaziland. They had all died or been killed off by hunters.

Mick’s father, Ted, tried to help. He built three parks to protect endangered species. The

elephants arrived in 1987 and they survived so well in the parks, there were soon too many of

them.

Humans had created this problem. Now it was up to humans to fix it. Zoos were the only

option.

“On this plane I’m giving them a chance,” Mick thought.

Before his family had agreed to send the animals to zoos Mick had visited the zoos and

talked to the keepers. He saw that the elephants would be treated well and given as much space

as possible. He said the animal clinic at the San Diego Zoo was better than any hospital in

Swaziland.

The zoos offered to pay $12,000 for each elephant and Mick and his family would use the

money to protect the other animals in the park and buy more land for the animals.

Zoos: The Historical Debate

Adapted from an article on Globalanimal.org

For hundreds of years, people have flocked to zoos to see wild animals up close. But many

believe that keeping an animal in a zoo is not in the best interest of the animal. Read on for both

sides of this debate, told from the perspective of an animal rights activist. — Global Animal

Humans have a fascination with wild animals. Every year, millions of people go on safaris, board

whale-watching cruises and watch Jeff Corwin get attacked by snakes on Animal Planet; others

drive to their local zoo for a full day of animal gazing.

Millions of people visit the thousands of zoos around the world. We never seem to get tired of

watching wildlife! Depending on your point of view, though, zoos are either places of education

and conservation or unnecessary prisons. While some people argue that zoos play an important

role in conservation of endangered animals, others say that zoos do more harm than good.

So which is it? Are zoos good or bad?

One Side of the Story: Education, Conservation, Entertainment

Zoos have improved a lot in the last 4,000 years. They are no longer filled with cages of cold

cement and steel bars. These days, most zoos create friendlier environment for animals. They

include moats or ditches to separate animals from people, and mini-habitats that look like the

animals’ natural environment.

The procedure for acquiring animals has also changed. Zoos used to capture most of their

animals directly from the wild. Now, however, they get their animals through captive breeding

programs and other zoos. Some breeding programs also help to restore threatened species. After

10 years of working to strengthen the population numbers of the endangered California condor, a

type of vulture, the Los Angeles and San Diego zoos were able to rebuild a population of fewer

than two dozen birds to around 170 birds!

Some zoos also take in abandoned animals that wouldn’t otherwise have a home. Both the

Baltimore Zoo and the Detroit Zoo have taken in polar bears rescued from a traveling circus, and

the Bronx Zoo took in an orphaned snow leopard from Pakistan in 2007. The cub, Leo, now

spends his time frolicking and chasing small animals that wander into his enclosure.

And although zoo animals aren’t treated quite like guests at a four-star hotel, their care has

improved a lot. Zookeepers now understand that many animals, such as monkeys, bears and

elephants, need engaging activities to prevent boredom. This is why you’ll often see chimps

playing with toys or tigers “hunting” for a meal.

Zoos also give scientists a chance to conduct research. In 2002, zoos participated in 2,230

research and conservation projects in more than 80 countries. The information they gather helps

them to develop new medicines and techniques to improve animal health.

Beyond the positive impact zoos try to have on animals, they often affect the people visiting as

well. Zoos don’t just entertain, they also try to educate. With a variety of programs geared

toward children and adults, zoos teach people about the needs of animals and the importance of

conservation.

The fact that zoos impact people in a positive way is nice, but it’s not the people critics worry

about — it’s the animals.

Another Perspective: Wild Animals Are Meant to Be Wild

Maggie the elephant is a perfect example of why zoos are not good. For years, Maggie was

forced to spend her days in a small indoor enclosure because it was too cold for her to go outside.

The zoo put an elephant-sized treadmill in her cage so that she could exercise, but she refused to

use it.

It can be incredibly difficult to provide for the needs of animals like elephants. If Maggie and

other zoo elephants lived in the wild, they would wander as much as 30 miles a day in large

groups, grazing on leaves and stopping to splash in watering holes. In a zoo, they’re lucky to get

a few acres and a roommate or two.

Maggie’s story is just one of many. Zebras at the National Zoo in Washington D.C. starved to

death because of insufficient or incorrect food, and the same zoo’s red pandas died after eating

rat poison.

The Animal Welfare Act in the United States sets standards for zoos here, and some conditions

have improved—but some say it is still not good enough. Although natural-looking habitats are

more attractive, people like David Hancocks, a zoo consultant and former zoo director, describe

them as mere illusions. The animals’ homes look prettier, but they really aren’t any better than

they were before. Indeed, many captive animals exhibit signs of severe distress: People have

witnessed elephants bobbing their heads, bears pacing back and forth and wild cats obsessively

grooming themselves.

Zoos may not even benefit people as much as we once thought. According to one study, many

visitors don’t pay much attention to the animals — they’re actually talking to each other about

unrelated things and spending only a few minutes at each display.

It is unclear whether zoos are good or bad for animals. As you’ve seen, it depends a lot on what

zoo you’re talking about, and what the animals are experiencing. If you could talk to animals,

Leo the snow leopard would probably tell you that zoos are great; however Maggie the elephant

might respond by slapping you with her trunk.

Response to: “Zoos: The Historical Debate”

This article presents some pros (positive sides) and cons (negative sides) of zoos. Use the chart

below to sort the reasons and evidence that the author gives us into these categories. Be sure to

find more than one text detail for each category. Then think about whether there is stronger

evidence for or against zoos, and write to explain your thinking.

Pros: Why Zoos Are Good Cons: Why Zoos Are Bad

Text Details:

Text Details:

Which side has the strongest evidence? Choose one piece of evidence and explain why it is a

strong piece of evidence in this debate.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

On August 15th

the courts denied the lawsuit filed by animal rights groups. The elephants

would go to the zoos. Four would go to Tampa to the Lowry Park Zoo and the other seven were

headed to San Diego.

As the plane began its final descent toward Tampa, the elephants were restless. Mick

knew the trip could not be easy for them. Surely, they would wonder about the strange noises

and rumblings around them. Surely, they would be confused. He was certain the elephants were

hungry after the long flight. Mick went to the elephants and stroked each one. “Kunekudla

lukunengi,” he told them. “There’s lots of food where you’re going.”

Adapted from Zoo Story, by Thomas French

by Kelly Boland Hohne

5th grade assessment 1 - elementary language arts...

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