Day #1 & #2 -
Create to Educate
(Detailed Lesson Plan)
OBJECTIVES: Students will be able to (1) research an endangered animal of their choice, (2) write and illustrate a non-fiction text, based on their research, designed to educate others about their selection and what could be done to prevent the extinction of their selected endangered animal.
METHODS: Students will research about endangered animals on ARKive.org. Then, they will each complete the Endangered Species Information Record Sheet for the class endangered animals book. EVALUATIONS: Students will complete and share their Endangered Species Information Record Sheet. They will also do an exit slip. TECHNOLOGY: Students will conduct research on the Internet. |
Day #3 & #4 -
Europe: Iberian Lynxes
In this lesson, we will focus on the endangerment of Iberian lynxes.
Discuss why the Iberian lynxes are considered endangered (hunting, poaching, trade).
OBJECTIVES: Students will be able to (1) research, read, and understand credible articles, and (2) be proactive about helping endangered animals through the use of technology.
METHODS: Students will read articles on the Iberian lynx and annotate them using their annotation bookmark. Then, they will write two new things that they learned on sticky notes. After, they will participate in the 8 Keys activity as a class.
EVALUATIONS: Students will post what they learned on the class blog.
TECHNOLOGY: Students will make an account for the class blog, and then post what they learned.
Discuss why the Iberian lynxes are considered endangered (hunting, poaching, trade).
OBJECTIVES: Students will be able to (1) research, read, and understand credible articles, and (2) be proactive about helping endangered animals through the use of technology.
METHODS: Students will read articles on the Iberian lynx and annotate them using their annotation bookmark. Then, they will write two new things that they learned on sticky notes. After, they will participate in the 8 Keys activity as a class.
- http://wwf.panda.org/about_our_earth/species/profiles/mammals/iberian_lynx/
- http://www.ecology.com/2013/07/25/iberian-lynx-faces-extinction/
EVALUATIONS: Students will post what they learned on the class blog.
TECHNOLOGY: Students will make an account for the class blog, and then post what they learned.
Day #5 & #6 -
South America: Giant Otters
(Detailed Lesson Plan)
In this lesson, we will focus on the endangerment of giant otters.
Discuss why giant otters are considered endangered (hunting, habitat loss).
OBJECTIVES: Students will be able to (1) describe some of the effects of human development on land areas that giant otter inhabit, (2) evaluate the importance of suitable habitat for wildlife, and (3) recognize that loss of habitat is generally considered to be the most critical problem facing wildlife today.
METHODS: Students simulate a process of land development.
EVALUATIONS: Students will discuss on the class blog the advantages and disadvantages of mining, logging, and damming, which cause habitat loss for giant otters. Then, they will research and suggest ways to prevent habitat loss for giant otters.
TECHNOLOGY: Students will conduct research on the Internet. They will also post on the class blog.
Discuss why giant otters are considered endangered (hunting, habitat loss).
OBJECTIVES: Students will be able to (1) describe some of the effects of human development on land areas that giant otter inhabit, (2) evaluate the importance of suitable habitat for wildlife, and (3) recognize that loss of habitat is generally considered to be the most critical problem facing wildlife today.
METHODS: Students simulate a process of land development.
EVALUATIONS: Students will discuss on the class blog the advantages and disadvantages of mining, logging, and damming, which cause habitat loss for giant otters. Then, they will research and suggest ways to prevent habitat loss for giant otters.
TECHNOLOGY: Students will conduct research on the Internet. They will also post on the class blog.
Day #7 & #8 -
Africa: Elephants
In this lesson, we will focus on the endangerment of elephants.
Discuss why elephants are considered endangered (hunting, poaching, trade).
OBJECTIVES: Students will be able to (1) describe their feelings about hunting, (2) compare their attitudes to those of other people, and (3) make personal judgments about the appropriateness of hunting.
METHODS: Students will read and discuss a story about hunting/poaching of elephants.
EVALUATIONS: Students will write an essay describing reasons for and against hunting. They will include their personal feelings and recommendations about the appropriateness of hunting.
TECHNOLOGY: Students will use the Internet to conduct research. They will also discuss their views on the class blog.
Discuss why elephants are considered endangered (hunting, poaching, trade).
OBJECTIVES: Students will be able to (1) describe their feelings about hunting, (2) compare their attitudes to those of other people, and (3) make personal judgments about the appropriateness of hunting.
METHODS: Students will read and discuss a story about hunting/poaching of elephants.
EVALUATIONS: Students will write an essay describing reasons for and against hunting. They will include their personal feelings and recommendations about the appropriateness of hunting.
TECHNOLOGY: Students will use the Internet to conduct research. They will also discuss their views on the class blog.
Day #9 & #10 -
Asia: Tigers
In this lesson, we will focus on the endangerment of tigers.
Discuss why various types of tigers are endangered (hunting, poaching).
OBJECTIVES: Students will be able to (1) know more about the effects of hunting on multiple animals, and (2) create graphs.
METHODS: Students will work in pairs to create a graph that will show the population decline of a type of tiger specie over time.
EVALUATIONS: Students will present their completed graphs to the class.
TECHNOLOGY: Students will share their graphs on the class blog.
Discuss why various types of tigers are endangered (hunting, poaching).
OBJECTIVES: Students will be able to (1) know more about the effects of hunting on multiple animals, and (2) create graphs.
METHODS: Students will work in pairs to create a graph that will show the population decline of a type of tiger specie over time.
EVALUATIONS: Students will present their completed graphs to the class.
TECHNOLOGY: Students will share their graphs on the class blog.
Day #11 & #12 -
Arctic and Antarctic: Polar Bears
In this lesson, we will focus on the endangerment of polar bears.
Discuss why polar bears are considered endangered (global warming).
OBJECTIVES: Students will be able to (1) describe their feelings about global warming, (2) compare their attitudes to those of other people, and (3) make personal judgments about the effects of global warming on polar bears.
METHODS: Students will view an image of a polar bear on a small piece of isolated ice. Then, they will complete 4 Square – What Makes You Say That? Finally, they will turn and talk to their partner about what they wrote.
EVALUATIONS: Students will research on ways to reduce global warming and post it on the class blog.
TECHNOLOGY: Students will use the Internet to conduct research. They will also post and discuss on the class blog.
Discuss why polar bears are considered endangered (global warming).
OBJECTIVES: Students will be able to (1) describe their feelings about global warming, (2) compare their attitudes to those of other people, and (3) make personal judgments about the effects of global warming on polar bears.
METHODS: Students will view an image of a polar bear on a small piece of isolated ice. Then, they will complete 4 Square – What Makes You Say That? Finally, they will turn and talk to their partner about what they wrote.
EVALUATIONS: Students will research on ways to reduce global warming and post it on the class blog.
TECHNOLOGY: Students will use the Internet to conduct research. They will also post and discuss on the class blog.
Day #13, #14 & #15 -
Australia: Orcas
Day #13 & #14:
In this lesson, we will focus on the endangerment of orcas.
Discuss why orcas are considered endangered (oil spills, pollution, habitat destruction).
OBJECTIVES: Students will be able to (1) identify and evaluate ways that pollution can endanger orcas, and (2) propose ways to help eliminate these dangers to orcas.
METHODS: Students will collect and evaluate litter that is thrown into oceans that causes pollution. Then, they will create collages using the litter. They will also put facts about the negative effects of litter on the collages.
EVALUATIONS: Students will identify four ways that pollution can harm wildlife. They will also identify three things that people can do to lessen the effects of pollution on wildlife. Lastly, they will propose what they consider to be one of the most effective ways to eliminate or reduce pollution. In addition, they will explain why they think this proposal would be effective.
TECHNOLOGY: Students will research local or and state laws regarding pollution. They will also research pollution cleanup programs. Additionally, they will post pictures of their collages on the class blog.
Day #15:
OBJECTIVES: Students will be able to (1) assess the values held by various groups and individuals regarding a selected issue, and (2) distinguish between beliefs, values, and attitudes.
METHODS: Students will do the Reading and Analyzing New Information (RAN) strategy in regards to SeaWorld and Orcas as a whole class. They will then watch a video about the different perspectives about SeaWorld. After, the class will do the RAN strategy again. Finally, students will develop a questionnaire and conduct a survey in their neighborhood about how people feel towards SeaWorld before and after they know pressing issues and facts.
EVALUATIONS: Students will describe one belief, one attitude, and one value they discovered through their neighborhood survey.
TECHNOLOGY: Students will post their findings on the class blog.
In this lesson, we will focus on the endangerment of orcas.
Discuss why orcas are considered endangered (oil spills, pollution, habitat destruction).
OBJECTIVES: Students will be able to (1) identify and evaluate ways that pollution can endanger orcas, and (2) propose ways to help eliminate these dangers to orcas.
METHODS: Students will collect and evaluate litter that is thrown into oceans that causes pollution. Then, they will create collages using the litter. They will also put facts about the negative effects of litter on the collages.
EVALUATIONS: Students will identify four ways that pollution can harm wildlife. They will also identify three things that people can do to lessen the effects of pollution on wildlife. Lastly, they will propose what they consider to be one of the most effective ways to eliminate or reduce pollution. In addition, they will explain why they think this proposal would be effective.
TECHNOLOGY: Students will research local or and state laws regarding pollution. They will also research pollution cleanup programs. Additionally, they will post pictures of their collages on the class blog.
Day #15:
OBJECTIVES: Students will be able to (1) assess the values held by various groups and individuals regarding a selected issue, and (2) distinguish between beliefs, values, and attitudes.
METHODS: Students will do the Reading and Analyzing New Information (RAN) strategy in regards to SeaWorld and Orcas as a whole class. They will then watch a video about the different perspectives about SeaWorld. After, the class will do the RAN strategy again. Finally, students will develop a questionnaire and conduct a survey in their neighborhood about how people feel towards SeaWorld before and after they know pressing issues and facts.
EVALUATIONS: Students will describe one belief, one attitude, and one value they discovered through their neighborhood survey.
TECHNOLOGY: Students will post their findings on the class blog.
Day #16, #17, #18, #19 & #20 -
North America/Michigan: Gray Wolves
Day #16, #17 & #18:
In this lesson, we will focus on the endangerment of gray wolves.
Discuss why gray wolves WERE considered endangered (hunting, trapping, human intolerance).
OBJECTIVES: Students will be able to (1) explain the reasons for the decline of gray wolves and describe methods used in the animal’s recovery, (2) describe the effects of the decline and recovery of gray wolves on people and the environment, and (3) analyze issues surrounding the decline and recovery of gray wolves and examine strategies to resolve those issues.
METHODS: Students are given background information on the recovery of gray wolves. They will also analyze the issues and make recommendations for their resolution.
EVALUATIONS: Students will choose a wildlife species that is or has the potential to be involved in an issue or conflict on a local, state, or international level. They will identify potential problems, conflicts, or issues. What strategies would they use to help prevent conflicts from arising in the first place? How would they resolve conflicts if they did occur? Next, students will choose a wildlife species from the activity in order to create a position statement portraying their views on the issues involved in that species recovery. Lastly, students will pick a wildlife species from the activity and design a bumper sticker portraying their views on the issues involved in the species recovery.
TECHNOLOGY: Students will research the Endangered Species Act of 1973, and share their position statements on the class blog.
Day #19 & #20:
Discuss why gray wolves are considered endangered AGAIN.
OBJECTIVES: Students will be able to create a State Wildlife Action Plan.
METHODS: Students will read articles and watch videos on the debate of gray wolves being considered endangered again. They will also create a waterfall booklet in regards to the opposing views.
EVALUATIONS: As a class, students will create a State Wildlife Action Plan for gray wolves.
TECHNOLOGY: Students will participate in an online poll (if they think gray wolves should be reenlisted) on the class blog. They will also use technology to create the action plan. Then, it will be posted on the class blog.
In this lesson, we will focus on the endangerment of gray wolves.
Discuss why gray wolves WERE considered endangered (hunting, trapping, human intolerance).
OBJECTIVES: Students will be able to (1) explain the reasons for the decline of gray wolves and describe methods used in the animal’s recovery, (2) describe the effects of the decline and recovery of gray wolves on people and the environment, and (3) analyze issues surrounding the decline and recovery of gray wolves and examine strategies to resolve those issues.
METHODS: Students are given background information on the recovery of gray wolves. They will also analyze the issues and make recommendations for their resolution.
EVALUATIONS: Students will choose a wildlife species that is or has the potential to be involved in an issue or conflict on a local, state, or international level. They will identify potential problems, conflicts, or issues. What strategies would they use to help prevent conflicts from arising in the first place? How would they resolve conflicts if they did occur? Next, students will choose a wildlife species from the activity in order to create a position statement portraying their views on the issues involved in that species recovery. Lastly, students will pick a wildlife species from the activity and design a bumper sticker portraying their views on the issues involved in the species recovery.
TECHNOLOGY: Students will research the Endangered Species Act of 1973, and share their position statements on the class blog.
Day #19 & #20:
Discuss why gray wolves are considered endangered AGAIN.
OBJECTIVES: Students will be able to create a State Wildlife Action Plan.
METHODS: Students will read articles and watch videos on the debate of gray wolves being considered endangered again. They will also create a waterfall booklet in regards to the opposing views.
- http://www.fws.gov/Midwest/wolf/
- http://www.freep.com/story/news/local/michigan/2014/12/19/great-lakes-wolves-ordered-returned-endangeredlist/20655023/
- http://michiganradio.org/post/state-senate-urges-congress-remove-gray-wolves-endangered-list
- https://www.wildlifemanagementinstitute.org/index.php?option=com_content&view=article&id=467:grey-wolves-back-onthe-endangered-species-list&catid=34:ONB%20Articles&Itemid=54
- https://www.youtube.com/watch?v=57_wElF24IM
- https://www.youtube.com/watch?v=KM-alM24FMU
EVALUATIONS: As a class, students will create a State Wildlife Action Plan for gray wolves.
TECHNOLOGY: Students will participate in an online poll (if they think gray wolves should be reenlisted) on the class blog. They will also use technology to create the action plan. Then, it will be posted on the class blog.
Day #21, #22, #23, #24  -
Summative Assessment (PSA)
In this lesson, we will focus on the power of public service announcements (PSA).
Discuss the importance and positive effects of public service announcements (PSA).
OBJECTIVES: Students will be able to create public service announcements (PSA) about endangered animals.
METHODS: Students will conduct extensive research on why an animal is endangered, why it is important to save the animal, and what people can do to prevent the animal from becoming extinct. They will then create a PSA for the endangered animal using the information that they compiled through their research.
EVALUATIONS: Students will complete their own individual PSA. Then, they will upload their PSA onto YouTube for the class to view and discuss. Finally, they will share their PSA YouTube link on the class blog.
TECHNOLOGY: Students will use iMove to create their PSA.
*Complete second half of 3-2-1-Bridge. (First half is completed in the "Create to Educate" lesson plan.)
Discuss the importance and positive effects of public service announcements (PSA).
OBJECTIVES: Students will be able to create public service announcements (PSA) about endangered animals.
METHODS: Students will conduct extensive research on why an animal is endangered, why it is important to save the animal, and what people can do to prevent the animal from becoming extinct. They will then create a PSA for the endangered animal using the information that they compiled through their research.
EVALUATIONS: Students will complete their own individual PSA. Then, they will upload their PSA onto YouTube for the class to view and discuss. Finally, they will share their PSA YouTube link on the class blog.
TECHNOLOGY: Students will use iMove to create their PSA.
*Complete second half of 3-2-1-Bridge. (First half is completed in the "Create to Educate" lesson plan.)