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This lesson provided by:
Author: Nancy Caffee
System:Blount County
School:Cleveland High School
Lesson Plan ID: 23965
Title:

Endangered Species

Overview/Annotation:

Students research and create a brochure project on an endangered species of their choice integrating aspects of math, science, social studies, art, reading and writing. This project allows the students to make connections across the curriculum. Students present their ideas to a group of peers persuading the group to help save or become interested in helping the endangered species. Students are also encouraged to make connections between the activities of the human population and their effect on the natural world. This project may be completed using the media center computers, computer lab, or individual computers as a homework project.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
SC(9-12) Biology9. Differentiate between the previous five-kingdom and current six-kingdom classification systems.
SC(9-12) Biology10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.
SC(9-12) Biology11. Classify animals according to type of skeletal structure, method of fertilization and reproduction, body symmetry, body coverings, and locomotion.
SC(9-12) Biology12. Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation.
SC(9-12) Biology15. Identify biomes based on environmental factors and native organisms.
TC2(6-8) 5. Use basic features of word processing, spreadsheets, databases, and presentation software.
TC2(6-8) 6. Select specific digital tools for completing curriculum-related tasks.
TC2(6-8) 9. Practice responsible and legal use of technology systems and digital content.
TC2(6-8) 11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
ELA2013(9) 23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.9-10.4]
ELA2013(9) 26. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
Local/National Standards:

National Science Education Standards Life Science CONTENT STANDARD C: As a result of their activities in grades 5-8, all students should develop understanding of Structure and function in living systems Reproduction and heredity Regulation and behavior Populations and ecosystems Diversity and adaptations of organisms DIVERSITY AND ADAPTATIONS OF ORGANISMS Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist.

Primary Learning Objective(s):

Students will be able to create a brochure on an endangered species and communicate to a group of peers the major characteristics of the species and steps needed to protect or conserve the species.

Additional Learning Objective(s):

Students will write a persuasive paragraph. Students will create a graph or chart on the animal. Students will identify the domain, kingdom, phylum, class, order, family, genus, and species of an organism. Students will use organization and creativity to complete an integrated brochure project.

Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

Brochure outline example Brochure document

Technology Resources Needed:

Internet Access Computer lab or students work at home using computer Classroom Computer and A/V connection

Background/Preparation:

Prepare a template of the brochure project for each student. Discuss endangered species and ask students to begin thinking about animals that they care about that may be endangered. Post a list of endangered species in the classroom for students to begin researching.

Procedures/Activities:
1.)Engage the students in learning about endangered species by exploring as a class one or two animals of their choice on Crittercam.
(Crittercam)
Students are able to use Crittercam to explore how scenic study animals. Crittercams are worn by animals and capture video, sound, and other information. Students are able to interact with the website to explore the animals world.

2.)Review animals listed on the U. S. Fish and Wildlife Endangered Species list.
(U. S. Fish and Wildlife Endangered Species Program)
This site doesn’t have a lot of bells and whistles. It does, however, contain useful information on what species are currently endangered, which is updated monthly. The entire list can be downloaded. This information includes species information by type

3.)Choose an animal or plant that is considered to be an endangered species and complete a brochure of information describing the species.

4.) Science Panel 1 – Common name and picture of your plant or animal (color copy or drawing). List the domain, kingdom, phylum, class, order, family, genus, and species. The genus is capitalized and written in italics. The species is not capitalized, and is written in italics.
(Kingdom to Subphylum)
This website reviews the major classification systems of living things.

5.) Social Studies Panel 2- A picture of the continent where the species lives (areas should be colored on the map where the species is located). Write a paragraph describing the area or location, climate, and environment of the species.
(IUCN Red List of Threatened Species)
Students can search the IUCN database to find information about endangered species. IUCN, the International Union for Conservation of Nature, helps the world find pragmatic solutions to our most pressing environment and development challenges.

6.)Social Studies Panel 2- Student may use the information on Google Earth to find up to date information on endangered species.
(Google Earth)
You will be prompted to download the Google Earth Toolbar. This is a handy tool to have on your desktop. Google Earth's Endangered Species Layer provides links to sites with a wealth of information about endangered species.

7.)English, Reading, and Science Panel 3- Describe the appearance and habitat of the animal. Explain why the animal is best suited for the environment. Explain why it has been selected for the endangered list and describe plans for protecting or breeding these organisms. What steps are being taken to save the species? Why should we try to save these organisms? What benefit do we get from them?
(U. S. Fish and Wildlife Endangered Species Program)
This site doesn’t have a lot of bells and whistles. It does, however, contain useful information on what species are currently endangered, which is updated monthly. The entire list can be downloaded. This information includes species information by type

8.)English and Reading Panel 4- Write a persuasive paragraph on how you feel about the organism and what you can do to help.
(U. S. Fish and Wildlife Endangered Species Program)
This site doesn’t have a lot of bells and whistles. It does, however, contain useful information on what species are currently endangered, which is updated monthly. The entire list can be downloaded. This information includes species information by type

9.)Math Panel 5- Investigate how many living members of that species are still alive and create a bar graph showing the decline of the species over the past 20-100 years: OR you may do a bar graph on the weight or reproduction rate of the species. Any Mathematical statistics can be used in the section of the brochure. Write a paragraph explaining the statistics or graph.
(U. S. Fish and Wildlife Endangered Species Program)
This site doesn’t have a lot of bells and whistles. It does, however, contain useful information on what species are currently endangered, which is updated monthly. The entire list can be downloaded. This information includes species information by type

10.)English and Reading Panel 6- Be sure to include your name, teacher, class, and date. Document your research by listing the sources you use on a resource page. Three resources are required. You must give credit to any internet recourses you use by listing them on the page used and on the resource page. List the title of the book or article, the author, and the page number. List the title of the program when using a computer resource. Internet resources may be used as long as the web site is documented. The school computer lab internet may be used if the student has turned in the permission form. Please give credit to anyone who helps you with the art or typing of the brochure. All other information must be from your research.
(U. S. Fish and Wildlife Endangered Species Program)
This site doesn’t have a lot of bells and whistles. It does, however, contain useful information on what species are currently endangered, which is updated monthly. The entire list can be downloaded. This information includes species information by type

11.)Use the scoring rubric to evaluate the brochure.

12.)Students may need a detailed list for parents to be informed about the lesson. This format is attached.

13.)Once the project is complete, students will work in diverse learning groups to create a Powerpoint presentation of their animals.
(Read, Write, Think)
This site provides scoring rubrics for teachers.

Attachments:**Some files will display in a new window. Others will prompt you to download. Endangered Species Brochure Rubric.dot
Endangered Specie.doc
Assessment Strategies:

Scoring Rubric is provided in the instructions to the brochure.

Extension:

Extension if time Permits A Power Point Presentation will be considered an extension to the project. The presentation should include: 1. Title slide with topic and student name 2. Picture of the animal 3. Important facts about the animal 4. Picture of the habitat where the animal lives 5. Ending slide of choice

Remediation:

A template with information outlined for the student to fill in will be provided for exceptional education students. A peer tutor will be assigned to work along with students who need extra help with grammar, spelling and computer skills.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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