Endangered!

Submitted By: Colette Dryden, Satchel Ford Elementary

Grade Level: Third             Subject(s): Science

Core Curriculum Objective: Investigate, communicate, and debate that natural events, natural resources, and human influences can affect the survival/extinction of a species.

Overview: Students will work in pairs to conduct research on an endangered species of their choice. They will use the internet, magazines, books, and encyclopedias to find out information on how the animal became endangered and what, if anything, humans can do to help. They will then present this information in a creative way to the class. After each group's presentation, the class will give their opinion as to the effectiveness of the proposed assistance for the animal by standing on an opinion continuum line. The students can share why they are standing in that spot and change their minds after listening to their classmates give reasons. The teams will then post their reports on a website of endangered animals.

Purpose/Essential Question: Why are some animals endangered? What can people do to help these animals?

Time Frame: Four 1 hour blocks

Resources: 
Computers with internet access (Computer lab would be ideal. If none available, adjust time frame accordingly) 
Paper Chart 
paper 

  endangered.fws.gov/wildlife.htm 

http://endangered.fws.gov

www.seaworld.org

www.eelink.net/Endspp 

teacher.scholastic.com/turtles/reports/toc.asp 

octopus.gma.org/turtles 

teacher.scholastic.com/dolphin/watch.htm

www.seaworld.org/manatee/manatees.html 

www.tenan.vuurwerk.nl/indexusa.htm

Encyclopedias 
Magazines (National Geographic, South Carolina Wildlife are 2 good ones) Assorted books 
Poster board

Culminating Assessment:

Teachers will use the following checklist to score the students on their research and presentation.

Names of Group Members____________________

Endangered Species Checklist 

RESEARCH:
 _____ Information was accurate.

_____ Information was clear.

_____ Causes of animal being endangered included.

_____ Ways humans can help are included.

PRESENTATION:

_____ Spoke clearly.

_____ Presentation had a beginning, middle, and end.

_____ Presentation was interesting.

7 checks = A 
5-6 checks = B 
3-4 checks = C 
1-2 checks = D 
0 checks = F

Instructional Activities:

Begin by asking students what the word 'endangered'. Students should respond with the fact that it means in danger of becoming extinct. Discuss the finality of extinction. Ask why some animals and plants are endangered. Create a chart with the students that lists endangered animals. (If the class discovers they listed an animal that is not endangered, the class can delete it.) Ask students how these animals became endangered. Accept all responses without correcting any misinformation. Tell them they will be doing research to discover some of the causes and they will present it to the class. They will also be finding out what people can do to help these animals. The students will choose a partner to work with. The team will then choose an endangered animal. Try to have each team select a different animal as they will be presenting the information to the class. The teams are to use the websites included in the Resources section or any other teacher approved site to begin their research. The students are to find out what caused their animal to be endangered. They also need to find out what is being done by humans to help the animal and/or what more needs to be done. The teacher should offer assistance to student teams as they work. Once they have searched the websites they may then use additional sources to complete their information, if necessary. Once student teams have completed the research portion, they should then begin to work on how to present the information to the class. They can choose to create posters, skits, TV News broadcasts, or any other means with which to convey the information. The teacher should tell all students that they will each be asked to express an opinion on whether people are doing all they can to help the animal. Each group needs to include as much information about this as possible. Allow students time in class to complete their presentations. (Depending on the class, this could take 1-2 class periods.) As each team presents their endangered animal, complete the checklist for assessment. After each team is finished, point to one end of the classroom and say, "This is where you will stand if you think people are doing everything they can to help (name of animal)" Point to the other end of room and say, "This is where you will stand if you think people are NOT doing anything to help (name of animal)" Tell them that if they think people are doing some things to help, but need to do more, they would stand closer to the middle. This is a good risk-free way for children to voice their opinion. You may find it helpful to place a long line of tape down the floor to keep the children in the line. Have 2-3 volunteers along the continuum to explain why they chose to stand where they did. After the students have explained, give the rest of the class a chance to change where they are standing. If time allows, you may let 1-2 students share why they changed their spot. Once all the presentations are given, have students post their reports on the website: http://www.tenan.vuurwerk.nl/indexusa.htm You must register your class prior to the students posting the reports. They may include illustrations with the postings.