Ms. Atkins
Mahalia Jackson College Preparatory Academy (P.S./M.S. 123)
Introduction:
Amphibians are, without a doubt, the most endangered group of animals on the planet: Nearly 1/3 of the world’s 6,485 amphibian species are on the brink of extinction. There are 6 major extinction factors negatively affecting these animals and all are due to human activity: Habitat destruction, infectious diseases, pollution & pesticides, climate change, invasive species, and overharvesting of amphibians for the pet and food trades. Can you help save these fascinating creatures?
Scientists all over the world need your help saving amphibians. We need the frog lovers of the universe. There is a blog where like-minded people meet to discuss this dilemma.
o
Task
The frog world is waiting for you to come to the rescue. Each student group will be responsible to providing an advertisement and written informational report on this global problem. The report must follow all the steps of a Public Policy Analyst. Each student group must also give an oral presentation explaining the group’s research findings.
By the end of your research you will be able to:
Ø Understand what extinction means
Ø Understand why extinction of frogs happened
Ø Research species of frogs that became extinct
Ø Analyze steps you can take to help in the efforts of saving frogs
Process/Resources
Task 1: Groups of 4 students will each have a responsibility to achieve the task of researching how to solve the problem of frog extinction.
Task 2: Each group should select an individual to fulfill certain jobs within the group:
The job responsibilities are as follows:
Ø Reporter – The reporter is responsible for presenting the information about the problem to everyone in the class. This person will be the main speaker in the oral presentation to the class and will be responsible for telling each group member what their oral presentation will be.
Ø Recorder – The recorder is responsible for the research. This research must include the reasons why the frogs are disappearing as well as solutions to saving the frogs from being extinct.
Ø Timekeeper – The timekeeper is responsible for keeping the group members on task, making sure everyone has an equal amount of time to speak and meet deadlines throughout the entire task.
Ø Encourager – The encourager monitors all team members to ensure that they complete their own jobs, takes responsibility for praising and affirming jobs well done, reports recorded data to groups at debriefing sessions.
Task 3: Your group will actively participate in researching the global extinction of frogs. You will begin your research by defining the term “extinction”. Since frogs are classified as “amphibians”, it would also be essential to include the meaning of this term. What makes an animal an amphibian?
Task 4: Student Groups will meet at least 4 times to research and collect information and follow the following six steps of the Public Policy Analyst. Most of the research will be completed on the internet using the suggested sites listed under internet resources. The following six worksheets will help your group gather information for your written and oral reports.
Complete the Six Steps of the Public Policy Analyst worksheets:
(Follow the links listed in each step to access the form to be completed.)
Steps of the Public Policy Analyst:
What is the problem your groups is planning to address?
How do we know that this is a problem?
What are the causes to the problem?
What policies already exist that are trying to help solve the problem?
5: What policies can you create to correct the problem?
What new public policy do you want to create?
6: What is the best policy to correct the problem?
Decide in your group what the best policy is to use for this problem.
TASK 5: After each group completes their research and the worksheets, all students in the group will contribute to the final oral presentation on their findings. Each group is responsible for giving the facts of the public policy analyst, the purpose of this public policy analyst, creating an advertisement that displays vital information about the extinction of frogs and what we can do as global community citizens to save them.
Internet Resources
Ø http//www.conservation.org/lastfrogs
Ø http//www.nzfrogs.org/resources/frogs+and+the+law.html
Ø https//www.geico.com/about/in_the_community/year_of_frog/
Ø http//www.pbs.org/wnet/nature/…frogs
Ø http//www.savethefrogs.com/how_to_help/
Ø http//www.sciencedaily.com/releases/2014
Ø http//www.frogsaregreen.org/learning_about_endangered_frogs/
Ø http//www.webpronews.com/darwins_frog_species_believed_extince_2013_11
Evaluation
Student Friendly Rubric - Extinction of Frogs Project
|
Level |
Essential Questions |
Group Participation |
Written Report |
Advertisement |
Oral Presentation |
|
Novice |
I did not give any evidence of answering all of the essential questions |
I did not contribute to the completion of the project, I did not complete assignments, I did not contribute in group discussions, I did not comment on ideas of others. I interrupted with negative behavior |
My report was poorly written and it had little or no research identifying reasons for the extinction of frogs. I gave no possible solutions |
My advertisement has no details that relate to the topic of frogs. It has no creativity, it isn’t engaging, appealing to the eye and is hard to read. |
I did not present any evidence of preparing a presentation about this topic. I was shy, didn’t speak and I didn’t have any knowledge of the topic |
|
Apprentice |
I provided some evidence of research and answered some of the essential questions |
I attempted at times to complete assignments, sometimes contributed to discussions in a positive manner, but sometimes I gave inappropriate comments |
I provided some research providing only a few reasons for the extinction of frogs and possible solutions |
My advertisement has some details that relate to the topic but are basic or incomplete. The advertisement has some things that are appealing to the eye but there’s little creativity and lacks engagement |
I did not present much evidence of preparing a presentation about this topic. I spoke very little with no confidence or eye contact with the audience and said very little about this topic |
|
Practitioner |
I provided evidence of satisfactory research that answers most of the essential questions |
I completed assignments, contributed to discussions, listened to other’s ideas and gave my comments |
I provided strong evidence of research identifying the reasons for the extinction of frogs and possible solutions |
My advertisement includes a lot of important details and actively engages the reader. It is appealing, easy to read and shows creativity |
I presented on this topic clearly and confidently, asked the audience questions to engage them, used eye contact and gave a lot of knowledge of this topic |
|
Expert |
I provided evidence of extensive and a wide range of research that answers all of the essential questions |
I always completed my assignment, the quality of my work was at expert level, I always listened to other group members’ comments in a positive manner during group discussions and always made positive comments to others’ ideas even if I didn’t agree with them |
I provided a superb, clearly written report that explicitly stated reasons for the extinction of frogs and possible solutions |
My advertisement has lots of details that captures the topic, engages the reader, is appealing and attractive based on the creativity. It provides essential questions that makes the reader think about the topic |
I provided a superb presentation of this topic in a professional fashion confidently, making eye contact, asking high level questions, and showed extensive knowledge of the research topic |
Conclusion
Excellent job!
You wrote a research paper, presented material and created an advertisement about a frog species that is in danger of being extinct. Way to go! You and your group members should have good knowledge and understanding of how human actions can be harmful to frog species’ survival. Frogs and other beautiful creatures suffer from being extinct because of the selfish motives of human beings.
Do you think you made a difference in preventing frog species from becoming extinct? I believe you have.
Common Core Learning Standards for Grade 3
Reading Standards for Informational Texts:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g, where, when, why, and how key events occur).
Writing Standards for informational Texts:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
a. Introduces a topic and group related information together, include illustrations when useful to aiding comprehension.
b. Develop a topic with facts, definitions, and details
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources, take brief not4es on sources and sort evidence into provided categories.
Speaking and Listening Standards:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studies required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topic to explore ideas under discussion.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Seek to understand and communicate with individuals from different cultural backgrounds.