Lesson Plan

Endangered Species!

Subject Area

English Language Arts
Science

Grade(s)

9, 10, 11, 12

Overview

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.

Science (2015) Grade(s): 09-12 - Biology

SC15.BIO.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).

Unpacked Content

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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.

Scientific and Engineering Practices

Engaging in Argument from Evidence; Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Patterns
Science (2015) Grade(s): 09-12 - Biology

SC15.BIO.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.

Unpacked Content

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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.

Scientific and Engineering Practices

Engaging in Argument from Evidence

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 09-12 - Environmental Science

SC15.ES.6

Obtain, evaluate, and communicate information to describe how human activity may affect biodiversity and genetic variation of organisms, including threatened and endangered species.

Unpacked Content

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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.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Cause and Effect; Systems and System Models
English Language Arts (2021) Grade(s): 9

ELA21.9.21

Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.

Unpacked Content

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Vocabulary

  • Relevant information
  • Credible information

Knowledge

Students know:
  • Strategies to locate relevant and credible information.
  • Credible information is accurate and reliable.
  • Criteria to determine the usefulness, relevance, and credibility of a research source.
  • Information learned through reading can be used to answer a question, solve a problem, or defend a position.

Skills

Students are able to:
  • Locate useful, relevant, and credible information in the research process.
  • Determine the usefulness, relevance, and credibility of a research source.
  • Use research findings to answer a question, solve a problem, or defend a position.

Understanding

Students understand that:
  • It is necessary to determine the relevance and credibility of a source before using it as evidence to answer a question, solve a problem, or defend a position.
English Language Arts (2021) Grade(s): 10

ELA21.10.21

Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.

Unpacked Content

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Vocabulary

  • Relevant information
  • Credible information

Knowledge

Students know:
  • Strategies to locate relevant and credible information.
  • Credible information is accurate and reliable.
  • Criteria to determine the usefulness, relevance, and credibility of a research source.
  • Information learned through reading can be used to answer a question, solve a problem, or defend a position.

Skills

Students are able to:
  • Locate useful, relevant, and credible information in the research process.
  • Determine the usefulness, relevance, and credibility of a research source.
  • Use research findings to answer a question, solve a problem, or defend a position.

Understanding

Students understand that:
  • It is necessary to determine the relevance and credibility of a source before using it as evidence to answer a question, solve a problem, or defend a position.
English Language Arts (2021) Grade(s): 11

ELA21.11.27

Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Unpacked Content

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Vocabulary

  • Synthesize
  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Strategies to synthesize research findings from multiple sources.
  • Responsible and ethical research practices.
  • Grade-appropriate writing skills.
  • The conventions of standard, formal English.
  • Strategies to modify writing for a particular audience and purpose.

Skills

Students are able to:
  • Synthesize research findings from multiple sources.
  • Write clear, coherent documents using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent writing products.
  • Modify writing to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • An effective research project will include a synthesis of multiple information sources.
  • Ethical and responsible research practices are necessary when writing academic and workplace documents.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Written language should be adapted, depending on the audience and purpose.
English Language Arts (2021) Grade(s): 12

ELA21.12.27

Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Unpacked Content

UP:ELA21.12.27

Vocabulary

  • Synthesize
  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Strategies to synthesize research findings from multiple sources.
  • Responsible and ethical research practices.
  • Grade-appropriate writing skills.
  • The conventions of standard, formal English.
  • Strategies to modify writing for a particular audience and purpose.

Skills

Students are able to:
  • Synthesize research findings from multiple sources.
  • Write clear, coherent documents using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent writing products.
  • Modify writing to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • An effective research project will include a synthesis of multiple information sources.
  • Ethical and responsible research practices are necessary when writing academic and workplace documents.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Written language should be adapted, depending on the audience and purpose.

Primary Learning Objectives

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.

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.

Endangered Species Project Instructions

Blank Sample Endangered Species Brochure

Endangered Species Sample Brochure

The brochure should include the following panels. Detailed instructions are included on the handout linked above. 

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.

Assessment Strategies

Evaluate:

Evaluate student mastery of aligned standards and stared learning objectives using this rubric.

Acceleration

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

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.

Approximate Duration

Total Duration

Greater than 120 Minutes

Background and Preparation

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.

Materials and Resources

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

Approved Date

2016-07-26
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