Lesson Plan by Denise C. Chastain
for
EDEX 750, 3-14-95
Subject Area:
Science -- Endangered Species
Target Population:
Fifth grade and up, inclusion of LD
I. Objectives:
A. TSWBAT understand what it means to be endangered.
B. TSWBAT access information regarding endangered species through the World
Wide Web.
C. TSWBAT identify and compare characteristics of endangered
species.
D. TSWBAT demonstrate an understanding of causes in making a species
endangered.
E. TSWBAT develop community awareness and the individual's role as an
activist.
F. TSWBAT share interest, ideas, and suggestions through electronic
communications.
G. TSWBAT develop a class project to assist in the protection of a local
endangered species.
II. Prerequisite Requirements:
A. Consult the SC Wildlife and Marine Resources Department and the Dept. of
Park Rec. and Tourism.
B. Establish funding: EIA Teacher Grant/fund raisers
C. Consult School Librarian
III. Activities:
A. Introduce Lesson
B. Research through Netscape
C. Word process a report
D. E-mail keypal
E. Journals
F. Class community project
G. Publishing
IV. Materials Needed:
Macintosh computer, E-mail, Netscape, Write This Way and Co:Writer software,
Children's Writing & Publishing Center, Journals, pencils, camera, poster
boards, and markers.
V. Time Required:
4-5 weeks
VI. Procedures:
A. Introduce the lesson on endangered species followed by a video
presentation as recommended by the School Librarian. The film should not be one
to shock or traumatize the children. The film should be a quality which
stimulates interest and an apprecia
tion for creatures of the world, particularly those which are endangered.
The students will discuss what it means to be endangered, their concerns, as
well as possible solutions to the problem.
B. Students will access information through :
Students will be furnished questions to provide guidance in their research.
C. Students will word process a report using Write This Way and Co:Writer as
needed.
D. Students will share information learned, ideas, and possible solutions
with keypals through E-mail. Students can learn from each other regarding
endangered species in their area and brainstor activities to address the
problems.
E. Journals will address issues and concerns of activists for the rights of
endangered species. Journals will address problems in which the students must
respond with a solution as well as activities in which the student may
participate. For example, the birds in a local lake are dying needlessly due to
plastics and other products in the water. What actions could you take to assist
in improving this situation?
F. Based upon funding and recommendations by PRT and the Wildlife Dept., the
students will develop a class community project in order to actively participate
in solutions to problems resulting in endangered species. The students will
discuss problems, possible solutions, goals and activities necessary. For
example, students may increase community awareness by creating a newsletter by
utilizing the Children's Writing and Publishing Center. The students may choose
to clean lakes and ponds of debris or other similar projects.
G. Publication of community involvement will be substantiated through
photographs as well as a class publication utilizing the Children's Writing and
Publishing Workshop. Photos may be displayed on poster boards to increase school
and community awareness as well as in a class book.
Guidelines for Research
1. What does it mean for something to be endangered?
2. Name five endangered organisms that all share common characteristics
(e.g., inhabit water, are affected by pesticides, have suffered from loss of
habitat, etc.)
3. Select one of the species (can specify to be within a certain group or
within your area of the state), give its name and tell what caused it to become
endangered.
4. Give three other reasons why organisms become endangered.
5. List three actions which may be taken to aid the survival of endangered
species.