Endangered Animals:

Animals at Risk of Extinction

Ms. Michelle Navarro

P.S. 128M, The Audubon School

Class 421 – 4^th Grade

INTRODUCTION

        Can you imagine a world without polar bears, giant pandas, tigers or elephants? Many of the world’s species are now considered endangered. Endangered species are those plants and animals that have become so rare they are in danger of becoming extinct. In class, we have learned that amphibians, especially frogs, are threatened with extinction.

There are many causes for the endangerment of animal species. The World Wildlife Fund has asked our class to find solutions that address the problem of endangered animals.

TASK

You will work with a partner to research an endangered animal and develop a plan to protect that animal. Your plan must address the causes of the extinction. You will create a poster about an endangered animal. Your poster must include the following:

· A description of your animal

· the problem the animal faces

· Identifying the causes

· Suggest a solution to this problem.

You will then do a presentation with your partner on your animal and on your plan to protect the animal at risk of extinction.

PROCESS

Use the Public Policy Analyst (PPA) Process and worksheets on the social problem of endangered animals.

Step 1: Define the social problem of AN ENDANGERED ANIMAL

· Complete worksheet 1 for the animal you selected.

· List of endangered species

Step 2: Gather EVIDENCE of why you animal is endangered

· Complete worksheet 2 for the animal you selected.

· Conduct research about your animal.

· Endangered Species Fact File

Step 3: Identify the cause of the problem

· Complete worksheet 3 for the animal you selected.

· What is causing your animal to be an endangered species?

· Remember that there can be more than one cause.

Step 4: Evaluate Existing Public Policy

· Complete worksheet 4.

· Endangered Species Laws & Policies

· Laws of Policies: Office of Protected Resources

Step 5: Develop Public Policy Solutions

· Complete worksheet 5.

· Keeping the Endangered Species Act Strong

Step 6: Select the Best Solution

· Complete worksheet 6.

· Evaluate your policies and select the best solution based of effectiveness and feasibility.

Your group’s poster will be graded by the Rubrics in the “Evaluation” section of the WebQuest.

EVALUATION

Making A Poster: Poster rubric

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Rubric for the Presentation:

CATEGORY	4	3	2	1
Collaboration	All team members contribute ideas to discussions. Completion of project tasks is shared.	Most team members contribute ideas and complete project tasks.	Some team members contribute ideas and complete project tasks.	One or two members dominate discussions and project completion.
Use of Sources	Sources are used as evidence in the presentation and are accurately cited.	Some sources are used as evidence in the presentation and are clearly cited.	Sources are used in the presentation but are not cited.	Sources are neither used nor cited in the presentation.
Organization of Information	Information is well organized and flows logically. Clear for audience to understand. Explains problem and possible solutions. Motivates audience.	Information is fairly well organized with some clarity. Problems and possible solutions are mentioned.	Information shows an attempt at organization but lacks clarity.	Information is offered with no organization.

CONCLUSION

As you learned through your research, endangered species are those considered to be at risk of extinction, meaning that there are so few left of their kind that they could disappear from the planet altogether. Endangered species are threatened by factors such as habitat loss, hunting, disease and climate change, and usually, endangered species, have a declining population or a very limited range. Endangered species must be protected and we must work to raise awareness of these animals on the brink of extinction and their importance.

STANDARDS

CCS Standards: Reading – Informational Text

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCS Standards: Writing

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8. Recall relevant information from experience or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CCS Standards: Speaking and Listening

SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5. Add audio recordings and visual displays to presentations when appropriate when appropriate to enhance the development of main ideas or themes.