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A Stopover Worth Protecting? worksheet preview

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A Stopover Worth Protecting?

Analyze an argument about protecting monarch migration habitat. Evaluate reasoning, evidence, limitations, and irrelevant details.

Grade 8ELAInteractive · Printable

Aligned toRI.8.8

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students outline an argument by identifying its claim, reasons, evidence, and counterargument.
  • Students judge whether evidence is relevant and sufficient to support an argument.
  • Students identify unsupported reasoning and irrelevant evidence.

How to use

Have students annotate the article's claim, reasons, and evidence before answering. Discuss how evidence can be relevant without being sufficient.

Curriculum

Common Core standard covered

RI.8.8

Outline and evaluate an argument, judging its reasoning and evidence, and notice when irrelevant evidence is brought in.

Preview

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Name Date

A Stopover Worth Protecting?

Trace an argument about monarch migration and test the evidence behind it.

Read the argument

This original article considers a proposed school grounds policy. Separate established facts from predictions about the proposal.

Leave a Landing Place

1Each fall, monarch butterflies east of the Rocky Mountains travel toward wintering areas in central Mexico. Their journey crosses many properties, most of which were not designed with migrating insects in mind. Consider a school deciding how to manage a strip of grass beside its athletic field. The school should test a plan to plant regionally appropriate, fall-blooming native flowers there and delay mowing that strip until after its flowering season.

2Adult monarchs drink nectar, which supplies energy for flight and helps them build fat reserves for migration and winter. A strip with flowers blooming during fall migration could therefore provide a feeding stop. This does not mean every patch of flowers becomes an important stopover. Blooming times, local conditions, and whether butterflies actually pass the site would affect its usefulness. Choosing plants with guidance from a regional plant specialist would be more sensible than selecting them only for color.

3The proposal also requires a distinction that attractive butterfly posters sometimes blur. Monarch caterpillars depend on milkweed as their food source, while adult monarchs obtain nectar from many kinds of flowers. Planting milkweed can support monarch reproduction, but milkweed alone does not establish that a site will offer nectar during fall migration. A planting list must identify when its flowers bloom, not merely display a butterfly symbol beside their names.

4Opponents could reasonably worry about keeping the field edge usable. Tall growth might block sightlines, and plants leaning across a path could interfere with access. The proposal should therefore leave a regularly mowed border beside the path and keep the planting outside the playing area. That design addresses access more directly than simply promising that everyone will enjoy the flowers. The school's orange-and-black team banners would also match monarch wings. That resemblance may be appealing, but it says nothing about whether the planting would help migrating butterflies.

5Supporters should be equally careful about promises. General facts about monarchs explain why nectar could matter; they do not show how many monarchs would use this particular strip. A claim that the project would increase the entire eastern monarch population would reach far beyond the evidence presented here. The school could instead record flowering dates, monarch feeding visits, and maintenance problems during a trial, while recognizing that observations from one site cannot establish a population-wide effect.

6A trial offers a decision the school can revisit rather than a promise it cannot check. If flowers fail to bloom during migration or the strip creates access problems, the design should change. If observations show useful flowering and feeding opportunities, the school would have a stronger local basis for continuing the project.

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