Endangered Species
Endangered Species
Grade Levels
7th Grade
Course, Subject
Environment and Ecology (Agriculture)
Rationale
Vocabulary
Biodiversity- the number of different species in an environment
Endangered Species- a species that is in danger of becoming extinct in the near future
Threatened Species- a species that is in danger of becoming endangered in the near future
Extinct Species- a species that no longer has any members left
Objectives
The students will be able to…
-Describe the difference between an endangered species and threatened species.-65%
-Define an extinct species.-65%
-Describe the four main human causes of species extinction-65%
-Describe the three main ways we can protect species and therefore protect biodiversity-65%
Lesson Essential Question(s)
How do species go from not being in trouble to becoming threatened to becoming endangered to becoming extinct?
What impact do humans have, both positive and negative, in the protection of a species?
Duration
90
Materials
Life Science Explorer- Prentice Hall
Warm up Questions for introduction acitivity
Power point slides and outlines on Endangered Species and Extinction
Endangered Species Project Worksheet that includes the Bagheera website address
Computers
Ticket out the door questions
Suggested Instructional Strategies
W= We will go over all notes and they will fill in the power point outline. We will also go over the project as a class before we start. Students will learn the basics of what makes a species endangered, threatened or extinct. It is important for them to learn about protecting endangered species because some species affect the survival of other species and the ecosystem as a whole. For example, if California Sea Otters become extinct, sea urchins reproduce out of control and eat a lot of the kelp. The kelp is food for many organisms in the ecosystem. So, those species that rely on the kelp may become extinct because they are missing a key resource (food). We will be evaluated both by the project being graded and by quizzes and tests.
H=I will keep students interest by relating the learning of endangered species to their lives and the human population as a whole. If certain species are gone, that will decrease resources, such as food, that we need. Less food means some humans may starve to death.
E= Students will increase their computer skills by usimg the internet to make a project of their own. Also, I give the students the ability to choose their way of presenting the key information. The website they used provides them detailed information on interesting animals that are endangered, so students understand the importance of protecting these animals.
R=Students will reflect by answering review questions after the lecture and answering questions ticket out the door questions before they leave the class. Students will revisit the information when we review the next day. Also, as we continue on with biodiversity, they will see the same information and use it to build on their knowledge. Students will revise the information on the project if it is wrong or incomplete. Students will rethink the material when we do warm up questions the next class.
E=Students will express their understanding by completing the project, doing the class review (both orally and written), and by completing tests and quizzes in the coming days. Students will write what they learned to help in engage in meaningful self-evaluation.
T=I will give notes that are partially filled in so students do not have to write all of the notes down. The website the students will be using on this project provides pictures as well as detailed information to aid in their understanding.
O=The information that must be covered in their projects forces the students to apply their knowledge of endangered, threatened, and extinct species to get a more complete understanding of the connection between why species are endangered and what we can do to protect them.
Instructional Procedures
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Independent Activity (BDA, Do Now, KWL, Guided Reading, Word Splash, Expert Jigsaw, etc.)
1. Teachers will ask the students to use their biodiversity notes from the last class and a separate sheet of paper to do warm up questions activity (a think/pair/share). Here is a sample of the questions. What is biodiversity? What is a keystone species? Teacher will walk around and help students as needed. Students will get out their notes and a separate sheet of paper to write the answer to warm up questions from first lesson on biodiversity
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Pair Share (Peer Revising, Text Rendering, Document Review, etc.) 2. Teacher will ask the students to pair with their set partners and go over the answers to the questions. Students will get together with a partner and go over the answers to their review questions. They will decide on the best answer to the questions and come up with a group answer to the question.
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Whole Class, Mini Lesson (Whip, Literature Circle, Guided Lecture, etc.)
3. Discuss and go over Endangered Species and Extinction notes and ask questions as you go along to make sure the students understand. Here are a sample of the notes. Discuss the difference between an endangered species and a threatened species. Discuss extinction, including the four main human causes of extinction. Students will fill out the outline as teacher discusses the notes and answer review questions as the teacher asks them.
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Independent Activity, Small Group Activity
4. The teacher will explain the endangered species project as explained in the endangered species worksheet and ask students review questions to make sure they understand what they are to do throughout the activity. Then, the teacher will go over expectations for working on lab activities with a partner. After that, he/she will monitor the activity. Remind students to use just the Bagheera website and include all information on the activity they choose to do. -The students will listen to the explanation and answer the teachers questions. Then, the students will complete the activity by picking from one of three projects on endangered and extinct species as described in the endangered species worksheet instructions. They will do the project on the computer and print it out.
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Whole Class Discussion, Reflection (Ticket Out the Door, Response Sheet, KWL, 3-2-1, etc.)
. Teacher will give the students some questions based on their endangered species notes from today. Here are a sample of the questions. Describe the difference between endangered and threatened species. What are the four main human causes of extinction? Students will answer a couple of questions based on their notes form today as a ticket out the door activity.
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Formative Assessment
Students will do warm up questions to demonstrate their knowledge from the previous class on Biodiversity. We will do ticket out the door questions to ensure the students understand the information on endangered, threatened and extinct species. The project itself is more of a summative assessment but is important in gauging the understanding of the content.
Related Materials & Resources
An endangered species worksheet that students will take home and finish for the next class.
Endangered Species
Extinct Species
Biodiversity
Bagheera
Endangered Species Project
Author
Date Published
March 28, 2011
