ALEX Lesson Plan

     

Endangered Species!

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  This lesson provided by:  
Author:Nancy Caffee
System: Blount County
School: Blount County Career Technical Center
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 34691

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 lesson results from a collaboration between the Alabama State Department of Education and ASTA.

 Associated Standards and Objectives 
Content Standard(s):
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Reading Standards for Literacy in Science and Technical Subjects
2 ) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence Of Student Attainment:
Students:
  • determine the central ideas or conclusions of science texts
  • determine the central ideas or conclusions of technical texts
  • compose (writing or speaking) an accurate summary of a science or technical text
  • trace a text's explanation or depiction of a complex process, phenomenon, or concept
Teacher Vocabulary:
  • determine
  • central ideas
  • conclusions
  • text
  • trace
  • explanation
  • depiction
  • complex process
  • complex phenomenon
  • complex concept
  • accurate summary
Knowledge:
Students know:
  • techniques for determining central ideas or conclusions from science texts
  • techniques for determining central ideas or conclusions from technical texts
  • qualities of an accurate summary of a science and technical text
  • techniques for tracing a text's explanation or depiction of a complex process, phenomenon, or concept
  • VOCABULARY: summary
Skills:
Students are able to:
  • determine central ideas or conclusions from science texts
  • determine central ideas or conclusions from technical texts
  • summarize accurately (in writing or speaking) science and technical texts
  • trace the text's explanation or depiction of a complex process, phenomenon, or concept
Understanding:
Students understand that an accurate summary of a science or technical text may include tracing the text's explanation or description of a complex process, phenomenon, or process.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of styles of writing (argument, informative / explanatory, and narrative)
Teacher Vocabulary:
  • clear and coherent writing
  • development
  • organization
  • style
  • appropriate to task, purpose, and audience
  • grade-specific expectations
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety of types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
5 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students develop and strengthen writing by:
  • planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.
Teacher Vocabulary:
  • develop and strengthen writing as needed
  • planning
  • revising
  • editing
  • rewriting
  • trying a new approach
  • how well audience and purpose have been addressed
  • conventions
Knowledge:
Students know:
  • qualities of well-developed and strong writing
  • techniques for planning writing
  • techniques for editing writing
  • techniques for rewriting
  • a variety of approaches to writing
Skills:
Students are able to:
  • use planning, revision, editing, rewriting, or a new approach to strengthen writing
  • explain techniques used to make writing appropriate for purpose and audience
  • produce writing that is well-developed and strong
Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Science
SC2015 (2015)
Grade: 9-12
Biology
13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

Insight Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence; Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Unity and Diversity
Evidence Of Student Attainment:
Students:
  • Use major features to classify unfamiliar organisms using accepted classification schemes and justify classification.
  • Use binomial nomenclature and tools such as dichotomous keys to classify unfamiliar organisms and determine where they fit into accepted taxonomic schemes.
  • Identify characteristics of organisms within each of the six kingdoms of life.
  • Distinguish biotic from abiotic materials using the scientifically accepted characteristics of life.
  • Create a logical argument based on evidence and reasoning, to support the premise that viruses are not living things.
Teacher Vocabulary:
  • Classification
  • Taxonomy
  • Binomial nomenclature
  • Taxon
  • Genus
  • Family
  • Order
  • Class
  • Phylum
  • Division
  • Kingdom
  • Domain
  • Dichotomous key
  • Virus
  • Capsid
  • Lytic cycle
  • Lysogenic cycle
  • Retrovirus
  • Prion
Knowledge:
Students know:
  • Historical systems of classification (Aristotle, Linnaeus).
  • Taxa are organized into a hierarchal system—each taxa contained within another, arranged from broadest to most specific.(domain ← kingdom ← phylum ← class ← order ← family ← genus ← species)
  • Characteristics of living things: made of cells, obtain and use energy, grow and develop, reproduce, respond to their environment, adapt to their environment.
  • Viruses do not exhibit all the characteristics of life: they do not possess cells, nor are they cells, they have no organelles to take in nutrients or use energy, they cannot make proteins, they cannot move, and they cannot replicate on their own.
Skills:
Students are able to:
  • Organize items based on physical characteristics and/or DNA sequences, etc. and communicate reasoning to others.
  • Design a classification scheme (e.g., dichotomous key) for a collection of common but not necessarily related objects.
  • Correctly write an organism's name using binomial nomenclature.
  • Research viruses using a variety of sources—analysis should include viral life cycles, reproductive strategies and their structure and function.
  • Argue from evidence whether a virus is living or not.
Understanding:
Students understand that:
  • Biologists find it easier to communicate and retain information about organisms when organisms are organized into groups.
  • Though viruses exhibit several of the characteristics of life, they are not considered to be living things and are not included in the biological classification system.
AMSTI Resources:
ASIM Module:
Classification of Living Things; Observing Protist Locomotion; Animal Characteristics

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.B.HS.13- Classify organisms into similar groups based on physical characteristics.


Science
SC2015 (2015)
Grade: 9-12
Biology
15 ) Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources.

Insight Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Unity and Diversity
Evidence Of Student Attainment:
Students:
  • Analyze evidence to describe the main ideas behind natural selection (overproduction of offspring, competition for limited resources, inherited variation in phenotypes and differential survival/reproduction).
  • Use mathematical models to test the concept that organisms with favorable adaptations are more likely to survive and reproduce.
  • Develop a logical argument for a proposed mechanism of evolution, including necessary adaptations, mutations, and environmental changes.
Teacher Vocabulary:
  • Variation
  • Adaptation
  • Fitness
  • Biodiversity
  • Habitat
  • Ecosystems
  • Diversity
  • Population
  • Population density
  • Limiting factors
  • Carrying capacity
  • Genetic mutation
  • Competition
  • Natural selection
  • Genetic recombination
Knowledge:
Students know:
  • As species grow in number, competition for limited resources can arise.
  • Individuals in a species have genetic variation (through mutations and sexual reproduction) that is passed on to their offspring.
  • Genetic variation can lead to variation of expressed traits in individuals in a population.
  • Individuals can have specific traits that give them a competitive advantage relative to other individuals in the species.
  • Individuals that survive and reproduce at a higher rate will provide their specific genetic variations to a greater proportion of individuals in the next generation.
  • Over many generations, groups of individuals with particular traits that enable them to survive and reproduce in distinct environments using distinct resources can evolve into a different species.
  • Natural selection is a process while biological evolution can result from that process.
Skills:
Students are able to:
  • Identify examples of adaptations among various organisms that increase fitness—camouflage, mimicry, drought tolerance, defensive coloration, beak adaptations.
  • Use reasoning to connect the evidence to construct an argument.
  • Interpret data.
  • Defend a position.
  • Use evidence to correlate claims about cause and effect.
Understanding:
Students understand that:
  • Natural selection occurs only if there is both variation in the genetic information between organisms in a population and variation in the expression of that genetic information (trait variation) that leads to differences in performance among individuals.
  • Evolution is the consequence of the interaction of four factors:
    1. The potential for a species to increase in number.
    2. The genetic variation of individuals in a species due to mutation and sexual reproduction.
    3. Competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce.
    4. The ensuing proliferation of those organisms that are better able to survive and reproduce in the environment.
AMSTI Resources:
ASIM Module:
Whale Evolution; Bead Bugs; Which beak is Best?

NAEP Framework
NAEP Statement::
L12.11: Modern ideas about evolution (including natural selection and common descent) provide a scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

NAEP Statement::
L12.13: Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection from environmental pressure of those organisms better able to survive and leave offspring.


Science
SC2015 (2015)
Grade: 9-12
Environmental Science
6 ) Obtain, evaluate, and communicate information to describe how human activity may affect biodiversity and genetic variation of organisms, including threatened and endangered species.

Insight Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Cause and Effect; Systems and System Models
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Obtain and evaluate information about how human activity may affect biodiversity, including threatened and/or endangered species.
  • Obtain and evaluate information about how human activity may affect genetic variation of organisms (for multiple species).
  • Use at least two different formats (e.g., orally, graphically, textually, and mathematically) to communicate scientific information regarding the effect of human activity on biodiversity and genetic variation of organisms.
Teacher Vocabulary:
  • speciation
  • extinction
  • genetic variation
  • anthropogenic
  • overpopulation
  • overexploitation
  • habitat destruction/habitat alteration
  • pollution
  • invasive species
  • climate change
  • threatened species
  • endangered species
  • habitat fragmentation
  • desertification
  • deforestation
  • urbanization
  • manufacturing
  • globalization
  • ecological indicators
Knowledge:
Students know:
  • Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
  • Humans depend on the living world for the resources and other benefits provided by biodiversity.
  • Anthropogenic (caused by humans) changes in the environment can disrupt an ecosystem and threaten the survival of some species.
  • Examples of human activities that may adversely affect biodiversity and genetic variation of organisms include but are not limited to: overpopulation, overexploitation, habitat destruction, pollution, climate change, and introduction of invasive species.
  • Knowledge of the various formats to communicate scientific information (e.g., oral, graphical, textual, and mathematical).
Skills:
Students are able to:
  • Evaluate scientific and/or technical information from multiple credible sources about the effects of various human activities on biodiversity and genetic variation of organisms.
  • Synthesize evidence to describe how human activities, like overpopulation, urbanization, pollution, etc. affect biodiversity and genetic variation of organisms.
  • Communicate informative/explanatory conclusions through the effective selection, organization, and analysis of content.
Understanding:
Students understand that:
  • Changes in the physical environment can be created by naturally occurring events or may be human induced. Regardless of the cause, these changes may have contributed to the expansion of some species, the emergence of new and distinct species and the decline, and the possible extinction, of some species.
  • Biodiversity is increased by the formation of new species and decreased by the loss of species.
  • Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change.
  • Sustaining biodiversity so that the functioning of an ecosystem can be maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
AMSTI Resources:
ASIM Activities include:
Bio-Assessment
*Use technology, including the internet, to produce and publish writing and to interact and collaborate with others (ALCOS Appendix A, p. 65)

NAEP Framework
NAEP Statement::
L12.7: Although the interrelationships and interdependence of organisms may generate biological communities in ecosystems that are stable for hundreds or thousands of years, ecosystems always change when climate changes or when one or more new species appear as a result of migration or local evolution. The impact of the human species has major consequences for other species.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.ES.HS.6- Describe human activities that may affect ecosystems in positive and negative ways.


Local/National Standards:

Primary Learning Objective(s):

Learning Targets

I can:

Use evidence to defend the conservation of an endangered species. 

Classify an animal using binomial nomenclature.

Communicate information describing how human activity may affect biodiversity.

Additional Learning Objective(s):

I can:

Produce clear coherent writing.

Communicate my findings to the class.

Write a persuasive paragraph.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Copy Paper to Print Brochure

Colored Pencils

Blue or Black Ink Pens

Red or Green Ink Pens for Peer Editing

Technology Resources Needed:

Interactive White Board

Computer with Video Projector

Speakers for listening

Tablet, iPad, or Bring Your Own Device (Be sure to follow your school policy on BYOD)

Internet Access or Access to Computer Lab

Background/Preparation:

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

  Procedures/Activities: 

Engage:

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

2.)  Review animals listed on the U.S. Fish and Wildlife Endangered Species list
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.

Explore:

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

4.)   Students research and explore the endangered species of their choice.

Explain:

5.)  Students use the information they have learned about the endangered species to create a brochure and persuasive presentation on how to save the animal.

The brochure should include the following panels. Detailed instructions are included on the handout in the attachments.

Students should create a rough draft of their brochure to include the following:

  • 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 Classification of Living Things reviews the major classification systems of living things).
  • Panel 2 – Student name, teacher, date, and list of resources
  • Panel 3 – Students should answer the following questions:
    • 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? 
  • Panel 4 – A picture of the continent where the species lives. Students should also write a paragraph describing the location, habitat, and climate of the location.
    (Students can search the IUCN Red List of Threatened Species 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.
  • 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 create 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
  • Panel 6 – Students write a persuasive paragraph on how they feel about the organism and persuade others to help. 

Elaborate:

6.)  Working in diverse learning groups, students will peer review each other’s rough draft.

7. )  After the peer review, students will complete the final copy of the endangered species brochure project.

8.)  Students will present the persuasive paragraph to the group and then to the class.



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Evaluate:

Scoring Rubric is provided in the instructions to the brochure.

Acceleration:

As an extension to the project, students can create a presentation (e.g., Prezi or PowerPoint) from each page of the brochure. 

Intervention:

A template (provided in the attachments) with the information outlined for the student to fill in can 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.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.