How do we prevent animal extinction?

Mr. S. Paranada-Fried

P.S./M.S. 123 Mahalia Jackson

Introduction:

As we move further into the twenty-first century, more and more animals in the wild are being threatened with extinction. There are many reasons for this, including: human encroachment on animal habitats, poaching, and loss of genetic diversity. It is important that students are aware of the danger to animals because humans are threatened by many of the same dangers.

Task:

Students will choose one endangered animal from https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status and complete the following three steps in this order:

1) Produce a type-written report on the animal and how its survival might be ensured.

2) Create a poster of the animal depicting a solution to the problem. Make sure it is clear and easy to understand. It must be suitable for hanging in school.

3) Design a PowerPoint presentation of at least 5 slides. Be sure to include the websites you used in your developing your solution.

Process:

You may work in groups of 2 or 3 people on a project or you may work independently. The choice is yours.

You will use the Internet and other sources to research information about endangered animals.

Here are some websites you can use to gather information:

National Geographic

National Wildlife Foundation

Information about endangered species

You will be using the Public Policy Analyst (PPA) to help you do this project. Links to each of the components of the PPA is presented below. Below each informational link is a link to a simple worksheet which you must fill out.

1. Define the problem:

4. Evaluate a policy:

Worksheet #4

5. Develop solution:

Worksheet #5

6. Select best solution:

Worksheet #6

Task 1:

Once students have completed all the worksheets, they will put the information together to create a rough draft of a written report. The written report should include:

1) Cover page with illustration

2) Table of contents

3) Information about the animal

4) Reasons why the animal is endangered

5) Possible solutions for protecting the animal

6) Best solution for animal protection

7) Conclusion

Task 2:

Create a poster of the endangered animal.

The poster must include the following:

1) Photo/pictures of animal

2) Information about animal

3) Policy solutions to endangerment

Task 3:

Create a PowerPoint presentation about your endangered animal.

The PowerPoint must include the following:

1) At least five slides

2) Statistics about the animal

3) Policy solutions to endangerment

Each team of students will present the PowerPoint to the class.

Evaluation:

Written report rubric

Research Report: Endangered Animals

Teacher Name: Mr. Paranada-Fried

Student Name: ________________________________________

CATEGORY	4	3	2	1
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.

Poster rubric:

Making A Poster: Endangered Animals Poster

Teacher Name: Mr. Paranada-Fried

Student Name: ________________________________________

CATEGORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.	Many graphics are not clear or are too small.
Graphics - Originality	Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student, but are based on the designs or ideas of others.	No graphics made by the student are included.
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. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

PowerPoint rubric:

HyperStudio/Powerpoint Appearance and Content :

Endangered Animals PowerPoint

Teacher Name: Mr. Paranada-Fried

Student Name: ________________________________________

CATEGORY	4	3	2	1
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.

Conclusion:

At the end of this project, the students will have researched the background and policy solutions for their endangered animals and have identified the best method of maintaining the population of the animal. They will have written, drawn, and orally presented on the topic to the point where they have become an expert.

Common Core Standards:

Reading Standards for Informational Text K–5

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently

Writing Standards for Informational Text K–5

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

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the 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.