Grade 7 – Disturbances on an EcosystemOutcome IE 7.4

By: Shannon JohnstoneNov 30/2017

These 5 lessons are an introduction to impacts and considerations when looking at ecosystem disturbances. We will look at the negative/positive impacts that human disturbances have had and also any remediation techniques or interventions that can be applied to lessen the negative impacts. In subsequent lessons students will identify a human disturbance to an ecosystem that they will research on their own (or in groups), following the model that has been laid out for them in these 5 lessons.

Lesson 1 – Making connectionsOverview: This lesson will differentiate between a natural and man-made disturbance. It will start discussion on what a disturbance to an ecosystem might look like, and what might cause it.

Lesson 2 – Exploring PerspectivesOverview: Perspectives on ecosystem disturbances will differ depending on beliefs, occupation and worldviews. This lesson will have students exploring different perspectives and developing their ideas as to why it’s important to acknowledge other peoples’ perspectives.

Lesson 3 – Unintended ImpactsOverview: Disturbances to an ecosystem will have unintended consequences. This lesson will explore soil degradation through a demonstration and will open discussion to other impacts an ecosystem might suffer from because of a disturbance.

Lesson 4 – Exploring ImpactsOverview: Students will explore the impacts further by researching one impact in specific and then sharing results with class. Students will be able to learn from other’s research to get a better understanding of the domino effect of a disturbance.

Lesson 5 – Where do you stand?Overview: Students will start to develop their own position on the disturbance and put it into writing.

Link to Google slides used throughout unit:https://docs.google.com/presentation/d/1uVP-WsI3Uy31E5AMSG-M64YQyulrzLLXGGqheuawv3Q/edit?usp=sharing

Extension resources:http://www.cbc.ca/natureofthings/episodes/what-trees-talk-aboutThis is an interesting documentary on boreal forests and complexities. This could be an interesting start to the unit plan or end.

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Lesson Title: _#1_Making connections____________________ Course: ___Science 7_________

Designer: __Shannon Johnstone_________________________________________________

Learning Outcomes/IntentionsFormal Unit Outcome(s): IE7.4 Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. [Decision Making, Cultural Perspectives]

Indicator a ) Predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems.

Understandings:Learners will understand that …

Human disturbances will change ecosystems.

Disturbances can be natural or human induced.

Essential Questions: Learners will be considering …

What causes ecological disturbances?

Knowledge:Learners will know …That disturbances will cause changes to ecosystem.

Skills:

Predictions – using background knowledge predict what impacts the disturbances has had on an ecosystemCommunicating – share information with class

“I can . . .” statements:I can communicate the impacts of a disturbance to an ecosystem.I can predict what will be lost when an ecosystem is disturbed.

Assessment Evidence3

Formative Assessments (Assessment for Learning): Learners will show they achieved the outcomes by …

Review Journals – Pictures: have the students been able to label the factors that would have been lost from a forest ecosystem?

If class has grasped idea that the forest ecosystem has lost abiotic/biotic factors because of a disturbance pictures should be labelled with at least 7 factors that would have been in the forest ecosystem before the disturbance. If there are 2 or more students who have any less than 7 labels on the picture than there will need to be a review of what abiotic/biotic factors would have been present in a forest ecosystem.

Summative Assessments (Assessment of Learning):Learners will show they really understand the outcome by evidence of …This is an introductory lesson there will be no summative assessment.

Safety

There are no safety concerns for this lesson.

Materials

Youtube video of song - https://www.youtube.com/watch?v=Zbp6mgIXa64

Students’ science journal

Lesson Plan

Learning Experiences & Instruction:We just finished a unit on ecosystems and students will have background knowledge of the attributes of each ecosystem and in particular a forest ecosystem.

Introduction (Engage 5 min)Make connection with previous unit on ecosystems to where we are going. 4

Play a song clip – What do you think this song is about? We will listen and then share.Play song clip of till 1:45 “Yellow Taxi” - https://www.youtube.com/watch?v=Zbp6mgIXa64

Have you heard the song before? How do you think it relates to ecosystems? What do they mean by paradise? What could another impact be besides paving? Who paves paradise? Are there other ways paradise can be impacted? Discussion to get students thinking of different disturbances.

Activity- (30 min)

1. Google Slide - Group is introduced to the idea that there are two types of disturbances - Human disturbance. Natural Disasters.

2. Put the two headings on chart paper - Human disturbance. Natural Disasters. 3. As a class brainstorm different disturbances and have the students write their disturbances under the

correct heading. natural disturbances have natural causes, such as weather, geological forces, or biological changes. Fires and floods are examples of natural disturbances that force change upon an ecosystem. Natural disturbances are also caused by diseases, severe storms, insects, volcanic activity, earthquakes, droughts, and long-term freezinghuman disturbances are induced by human behaviours, often prompted by the need/want for a resource or development. Introduce term balanced ecosystem and discuss with class. A balanced ecosystem is when the abiotic/biotic factors are working in harmony – this is the optimal state of an ecoystem

4. Google slide – introduce picture of a boreal forest area that was clear cut – start discussion: why do you think this area has been cleared? What are the motivations that you can think of? Do you think it is a good thing? Have them draw a picture in their Science Journal of what it looked like before the fire in a balanced ecosystem and have them label abiotic and biotic factors that would have been present. Tell class they should have at least 10 labels on their picture

Close (10 min)1. Ask students how many labels they have on their picture. Call on 4-5 people to share picture and discuss.

Class hands in picture.2. Save chart paper for lesson #5

Reflection

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Lesson #2

Lesson Title: _#2 Exploring Perspectives____________________ Course: ___Science 7_________

Designer: __Shannon Johnstone_________________________________________________

Learning Outcomes/IntentionsFormal Unit Outcome(s): IE7.4 Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. [Decision Making, Cultural Perspectives]

Indicator a) Predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems.

Understandings:Learners will understand that …

Human disturbances will change ecosystems.

Perspectives will influence how people feel about the changes and therefore their responses to it.

Essential Questions: Learners will be considering …

Why is it important to understand different perspectives?

Knowledge:Learners will know …That industry impacts ecosystems.That industry supports people and the economy.That people’s responses to changes in ecosystem can be influenced by their perspective.

Skills:

Observation – comparing picturesPredictions – using background knowledge predict what impacts the disturbances will have on the ecosystemCommunicating – share information with class

“I can . . .” statements:I can make predictions of the way the forest ecosystem will change as a result of human interactions in the clearcutting because of logging in aI can communicate the impacts of logging on a forest ecosystem.I can understand that different people might feel differently about the same change

Assessment Evidence6

Formative Assessments (Assessment for Learning): Learners will show they achieved the outcomes by …

Formative - Brainstorm papers and Exit slipThe important part of this lesson is getting students to draw on knowledge and make connections.

1) Observation – are students participating in development of brainstorm papers2) Observation - have students made inferences about the changes the ecosystem has gone through as a

result of the farmer’s field (human interaction). Are they able to apply someone else’s lens or perspective to the issue.

3) Journal exit slip – Why is it important to consider other people’s views?This information will help determine whether we are ready to move onto exploring some of the ecosystem impacts – or whether we need to focus more on what a human disturbance is. If they aren’t ready to move on, the next lesson will focus more on what each student does day to day that may have an impact. This will make it more relevant and easier for the students to make connections.

These assessments will be for teachers use. Each student will get a 1) Woohoo they got it! 2) Yeah, they are on their way!! 3) Oops, need to do that again!!

Summative Assessments (Assessment of Learning):Learners will show they really understand the outcome by evidence of …This is an introductory lesson there will be no summative assessment.

Safety

There are no safety concerns for this lesson.

MaterialsStudents’ science journal

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Powerpoint – presentation, screen and projectorVideo on clearcutting:https://www.youtube.com/watch?v=1kfa4jYkq9k

Print 3 copies of each disturbance picture; 6 groups x 2 envelopes = 12 envelopes6 groups x 2 pieces of paper = 12 papersmarkerstapeForest information sheet (for teacher reference) https://www.treehugger.com/natural-sciences/30-fascinating-facts-about-the-boreal-forest.htmlPicture of boreal forest before logging to give out to each group

Picture of boreal forest to put in 3 envelopes labelled #1- https://i.pinimg.com/originals/ce/2b/04/ce2b047fd3b2dbba9f459bbcb848d6a2.jpgPicture of boreal forest cleared because of fire to put in 3 envelopes labelled #1 -

Piece of paper with a stakeholder or “hat” wearer on it to put in envelope #2. 1. Logger (x2)2. Indigenous Elder on nearby reserve(x2)3. Hunter(x2)

Lesson PlanLearning Experiences & Instruction:First lesson introduced us to types of disturbances – human/natural. This lesson will follow that with students deciding whether the picture they have in envelope 1 is a human or natural disturbance and how people may see a disturbance different based on their perspective. 8

Introduction – Engage/Explore (10 min)– Show video on clearcutting. Stop it at 45 seconds. Who is talking? Why is this important? (Weyerhauser employee – company’s perspective)Why did he say clearcutting is good? (efficient, safe – is he considering environment? Or just company?)

Activity Explore/Elaborate (30 min)1. Each group is given one forest ecosystem picture and two envelopes, 1 piece of poster board2. Powerpoint follows each envelope 3. Students are given a picture of boreal forest and are to glue it to poster board4. 1st envelope represents the disturbance that has happened to the boreal forest ecosystem – picture of

cleared forest (3 will be human/3 will be natural). Students are asked to glue this picture to the paper and make connections between the balanced ecosystem and the disturbance. Present the scenario – someone new has bought this property. What has changed this ecosystem? Did the changes happen fast or slow? What has happened to the ecosystem? How has it changed? What’s gone? How did the disturbance change the ecosystem? What happens to the remaining abiotic/biotic factors? What happens with the loss of a species

5. Present findings to class – summarize 3 things from brainstorming pageAre there similarities/differences?

6. 2nd envelope with a scenario and a certain perspective – wearing the hat Wearing your hat. How do the changes impact you? How do you feel about it? Come up with two things they might feel about the change. Why would I include the hat of a bear? What about the hat of an Indigenous Elder?

7. Groups present information to class – what changed from group to group? – same ecosystem, similar disturbance Looking for connections that perspectives may influence how people see ecosystem change. Are there issues with this?

8. Compare similarities and differences between each - important to understand that everyone will have their own opinion whether development is good – depending on perspective. It’s important to try and understand their perspective – so decisions can be made that balance those perspectives.

This ecosystem has changed – is it all good? All bad? Why might logging be important? Who is it important too?Who has a notebook? Or lives in a house? Why might the answer change with perspectives?

Close (10 min)Journal exit slip – Why is it important to consider other people’s perspectives?

Reflection

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Lesson #3

Lesson Title: #3 Unintended Impacts - Soil degredation Course: Science 7

Designers: Shannon Johnstone

Learning Outcomes/IntentionsFormal Unit Outcome(s): IE7.4 Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. [Decision Making, Cultural Perspectives]

Indicator a) Propose ecological questions to investigate arising from practical problems and issues (e.g., “What is the impact of clearing land for farming?”, “How could a community prolong the life of its landfill site?”, “How could a community reduce the amount of garbage it produces?”, “What is the impact of a sports field being constructed in a particular location?”).

Understandings:

That human disturbances will have intended and unintended consequences on an ecosystem.

Essential Questions:

What are some of the unintended consequences of forestry practices?

Knowledge:Students will know that forestry practices can destroy ecosystems and lead to soil erosion.

Skills:Infer – how the lack of vegetation can degrade the soil quality.

“I can . . .” statements:I can predict what some of the unintended impacts of human disturbances are.

Assessment EvidenceFormative Assessments (Assessment for Learning): Observation – is class participating, Exit slip – Why do you think soil erosion is an intended or unintended impact of clearcutting? looking for basic understanding of an unintended impact. If more than 5 students have exit slips that show that they didn’t understand the concept it will have to be reviewed in following lesson.

Summative Assessments (Assessment of Learning):no summative assessment in this lesson

SAFETY

The students will be cutting plastic bottles.Communicate to students: There is basic cutting safety but also the bottles will be sharp after they are cut.

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Material1. Computer/screen/projector2. Video of soil erosion https://www.youtube.com/watch?v=ZNJe6hrdL3M3. Students’ science journal

Materials for demonstration:

1 small bag of soil (soil from your yard or potting soil from the store will work, as long as all three containers have the same soil).

2 6 (groups) x 3 empty 1-liter clear plastic bottles 3 6 x 3 empty 12oz clear empty plastic bottles 4 For grass (either buy a quick sprouting seed like perennial ryegrass and grow it a week before the

experiment or use a plug from turfgrass that is about 2’’x 7’’) 5 String (at least 30 inches) 6 Half a grocery sack of dried dead leaves (if dead leaves aren’t available straw or mulch can be used). 7 Scissors 8 Three containers the same size to pour the water from.

9  Water

Copy instructions to provide to each group

Vocabulary – Erode (Erosion) – To wear away, or remove, rock or soil particles by water, ice, and/or gravity Horizon – A layer of soil with properties that differ from the layers above or below it Humus – Organic matter such as highly decomposed leaves No-till – A way of growing crops that doesn’t disturb the soil surface minimizing soil erosion Sediment – Any particle of soil or rock that has been deposited by water, wind, glaciers, or gravity Sedimentation - tendency for particles in suspension to settle out of fluid Slope – A landscape, or surface, that is tilted or inclined Suspension - a fluid containing solid particles that are large enough for sedimentation Topsoil (A horizon) – Mostly weathered minerals from parent material with a little organic matter added, the horizon that formed at the land surface Turbidity – The cloudiness of a liquid caused by individual particles suspended in the liquid

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Demonstration outline – testing soil permeability1) With scissors cut the same opening on all three large bottles. (See photo) 2) Lay the bottles cut side up and fill the bottles with the same amount of soil. Fill them to just below the

bottom of the spout. 3) For the second bottle add leaves to the remaining portion of the bottle. Make sure to get the leaves in the

front and back crevasse of the bottle. 4) For the third bottle, transfer your grass seed (either the newly grown seed or the turf plugs). Make sure the

grass fills the bottle. 5) Next cut the smaller pop bottles. 6) In each small bottle, puncture two small holes towards the top of the bottle on opposite sides to run a

string thru. 7) Cut about 10 inches of string and tie to large bottle, on the neck. When you tie the string make sure there’s

an even amount on each side. Tie the excess string to one of the small bottles by threading one piece of string into one side and securing a knot. Then tie the second piece of string into the other hole. Repeat for all three.

8) After the bottles have been filled and tied place them on the edge of a sturdy, flat surface. Let the smaller bottle dangle off the side. Make sure it lines up to the spout because the smaller bottle will catch the over flow of water.

Repeat for the next bottles.

Learning Plan

Activity - Engage/Extend (60min):Class will be divided into 6 groups. On each table they will have the materials to build their demonstration and directions. After demonstration lab has been set up, as a class we will add water to it slowly, and see the results. With each bottle your overflow water should become more clear.

Q: Which one of the bottles can you relate to a boreal forest? Why? -more vegetationQ: What about a clear cut boreal forest? -the one with no vegetationQ: What has happened to the soil because of the water runoff? What has happened to the water?Q: What can you infer about the soil when there is no vegetation?Q: Why would a forest be clear cut? Is this important?

Watch video on soil erosion - https://www.youtube.com/watch?v=wy0dPJzMYME

Introduce the concept of environmental impacts and unintended consequences.First write that on the board “environmental impacts” and ask class if they know what that means? How does our lab demonstrate an environmental impact from forestry practices?The impact is the consequence of the actions often not intended – or unintended consequences.Read out the first example of an unintended consequence and discuss as class and repeat for second example.

Password policies which require people to use mixed case, special characters, numbers, not vary old passwords, etc. Passwords that follow these rules are theoretically more secure. But because people can’t remember them, they write them down or store them in a text file – both of which are less secure than letting the user pick a password he can remember.

One-Child PolicyChina’s one-child, family-planning policy may have seemed like a good idea, but it’s led to all manner of social problems since. The population was booming and resources in short supply, so a policy that could curb the birth rate was proposed. Although it was never, as is often erroneously believed, applied to everyone, it’s been widely-implemented enough to have prevented an estimated 400 million births (this is the uppermost estimate). So, it would seem to be a success, wouldn’t it? Well, it is if you disregard the fact that, owing to a cultural preference for boys, it’s led to a rise in female infanticide, dangerous backstreet abortions (and government forced abortions) and child abduction. In turn this has caused a gender imbalance of roughly 120 men for every 100 women. 1

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That’s a lot of guys who are never going to get married or find girlfriends. 

What is the intended consequence? What is the unintended consequence? What are the environmental impacts associated with clearcutting?

Close (Extend): Journal exit slip – Why do you think soil erosion is an intended or unintended impact of clearcutting?

Reflection

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Lesson #4

Lesson Title: #4 Exploring Impacts Course: ___Science 7_________

Designer: __Shannon Johnstone_________________________________________________

Learning Outcomes/IntentionsFormal Unit Outcome(s): IE7.4 Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. [Decision Making, Cultural Perspectives]

Indicator a) Propose ecological questions to investigate arising from practical problems and issues (e.g., “What is the impact of clearing land for farming?”, “How could a community prolong the life of its landfill site?”, “How could a community reduce the amount of garbage it produces?”, “What is the impact of a sports field being constructed in a particular location?”).

Understandings:Learners will understand that …

Having a deeper understanding of the impacts will help make educated opinions.

Essential Questions: Learners will be considering …

Do the benefits of clearcutting make up for the impacts left on the environment?

Knowledge:Learners will know …The extent to which clearcutting has impacted a certain part of the environment.

Skills:Research – research with groupCommunicate – communicate findings and listen to others

“I can . . .” statements:I can research, record, and communicate my findings of how clearcutting has impacted a certain part of the environment.

Assessment EvidenceFormative Assessments (Assessment for Learning): Learners will show they achieved the outcomes by …

Peer feedback - Each poster must have a description of their topic and at least 5 different points about their topic and how it relates to clearcutting. Peers will provide feedback on each of the other groups posters – this will happen at the start of next class.

Summative Assessments (Assessment of Learning):Learners will show they really understand the outcome by evidence of …

No summative assessment this lesson

SafetyBe aware of safety at all times. 1

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There are no safety concerns for this lesson.

MaterialsComputer/screen/projector – to show video on clear cutting

Library – look for books that might help their researchComputer lab – computer for each student to research on their specific topic related to clear cutting.

Learning PlanExtend/ExploreClear cutting video – https://www.youtube.com/watch?v=HteYkUYGEdwLast class we saw a video distributed by Weyerhaeuser – what is different from that video to this video?This video focusses on the environmental impacts.Do you think a pulp mill would make this kind of video?What group would make a video like this?In understanding an issue, it’s important to have an understanding of different perspectives, before being able to make an educated response.As a class we are going to work to come up with as much information as we can on clearcutting – and then you can decide your opinion on it.

Review the term impacts and unintended consequences. Class will be broken into same 6 groups that they have been working in.Jigsaw - In these groups students will have to research and create a poster board about one topic in forest clearcutting.

1. Soil impacts2. Water impacts3. Climate change4. Motivations for clearcutting5. Alternatives6. Remediation - not something we’ve talked a lot about but group can research if there are ways to make the site

better – help the environmental issues.Go over the topics and make sure everyone knows what each means.Teacher will write out each topic and groups will pick a topic from hat.We will be learning from each other’s posters – peers will provide feedback on a poster.Expectations of poster - each poster must have a description of their topic and at least 5 different points about their topic and how it relates to clearcutting.

Reflection:

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Lesson #5

Lesson Title: __#5 __Where do you stand?__________________ Course: ___Science 7_________

Designer: __Shannon Johnstone_________________________________________________

Learning Outcomes/IntentionsFormal Unit Outcome(s): IE7.4 Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. [Decision Making, Cultural Perspectives]

Indicator e): Select and synthesize information from various sources to develop a response to specific questions related to natural or human influences on a particular ecosystem

Understandings:Learners will understand that …

That there are many different factors to consider when investigating the impacts of an ecosystem disturbance.

Essential Questions: Learners will be considering …

Should clearcutting be allowed?

Knowledge:Learners will know …

That clearcutting is efficient for the company but has negative impacts on the environment.

Skills:Communication – Assessing another groups workCommunication – writing a persuasive paper using graphic organizer

“I can . . .” statements:I can develop a position on an ecological disturbance/impact and communicate my reasons in a logical way.

Assessment EvidenceFormative Assessments (Assessment for Learning): Learners will show they achieved the outcomes by …

Persuasive writing graphic organizer - students will decide how they feel about clear cutting and communicate their experiences in the graphic organizer

Students will conference with teacher about the information they have in their graphic organizer before proceeding to convert organizer to personal essay with visual

Teacher will provide feedback on the evidence students provide in graphic organizer to support their position.

Summative Assessments (Assessment of Learning):Learners will show they really understand the outcome by evidence of …

Students will convert their graphic organizer into an essay after conferencing with teacher. Essay will be handed in and will be used as summative assessment. Rubric attached at end of unit

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SafetyBe aware of safety at all times.There are no safety concerns for this lesson.

Materials

Peer assessment sheet (attached at end of unit plan)Graphic organizer – Persuasive writing (attached at end of unit plan)

Continuation of unit:Extension – This lesson would follow and allow students to come up with their own issue to investigateWebquest – Environmental Solutions Lesson Planhttps://educators.brainpop.com/lesson-plan/environmental-solutions-lesson-plan-webquest/?bp-topic=humans-and-the-environment

Learning PlanLearning Experiences & Instruction:Introduction – Explore

1. Gallery wall – display posters that class made last lesson throughout classroom. 2. Peer assessment sheet handed out (TAG)3. Go over TAG handout with one on slide – shows what needs to be filled in.4. T – Tell them what you liked5. A – Ask them something about the poster. What did you mean by? I am confused by… Could you clarify…6. G – Give them a suggestion of how they could of improved poster.7. Students will get to spend about 3-5 minutes at each poster, reading and making notes if it is the one they are

assessing. 8. Each student will provide a peer assessment for one of the posters. 9. Group 6 students will assess group 5. Group 5 students will assess group 1. Group 4 will assess 2. Group 3 will

assess 6. Group 2 will assess 3. Group 1 will assess 4.

Once everyone has had a chance to review the posters – go back to groups and review peer assessment sheets as group and can make small changes as suggested or leave it.

Activity – Explain/Elaborate (will take another full lesson or two to let students complete essay)Go over the graphic organizer with students – show them how it is laid out to organize an essay on clear cutting.Question: Should people be allowed to clearcut? Why or why not?

1. Using graphic organizer students will work on developing their opinion on clearcutting. 2. Using the information that is displayed throughout the class, students can draw on other’s groups work to develop

their own opinion. 3. The graphic organizer will help organize their thoughts and re-enforce the idea that an opinion or position on an issue

should be backed up with evidence, and thoughtful consideration. 4. After graphic organizer filled out – students will conference with teacher to see if there are areas that can be

strengthened for their final essay5. Once teacher has seen graphic organizer students will transfer information into a position paper to be handed in and

graded according to the rubric that the students are familiar with from other positional papers.

Reflection

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Rubric for Persuasive writing

1- Beginning 2- Progressing 3- Meeting 4- Exceeding

Organization No evidence of argument, lacks logic

Some attempt to present a logical and specific point of view

Offers a well-developed argument with a specific point of view

Provides a detailed argument, counter-argument and supporting research

Use of Scientific Evidence

No evidence used to support argument

Limited evidence used to support argument

Evidence is present but not in detail, and may not directly support position

Detailed evidence to support argument and supports position

Word Choice Does not provide any scientific language ie, ecosystem, disturbance, etc

Limited use of scientific language; may be used inappropriately

Scientific language used and used appropriately; not throughout document

Scientific language used appropriately throughout the document

Structure Lacks proper use of complete sentences, spelling or punctuation

Exhibits some understandings of sentence structure, many spelling mistakes, grammatical errors

Shows sentence variety with few errors in spelling and grammar

Offers reading compelling and engaging read without spelling or grammatical errors

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