Endanged Species Lesson Plan: Blue Whale

Global Goal:

In this thematic unit, students will develop an understanding of extinction and of the many endangered species on the planet. Students will also increase their awareness of our actions, such as pollution and conservation, can affect others in both positive and negative ways.

Students will receive an introduction to animals to help better understand the subject at hand. The concept of extinction will be examined. In particular, how dinosaurs were unable to escape from it and some animals, including the bald eagle, have made a comeback from the brink of it. Along with these animals, ideas, such as conservation, will be discussed.

The basis of this unit is the need for students to realize, at a young age, that they can make a difference in the fate of these creatures. Their pollution or conservation effects can help or hinder our efforts to protect these animals.

I. Rationale:

Students will be able to develop an understanding of the Blue Whale and its plight. In particular, the human influence on the species, such as human carelessness, will be examined. Conservation efforts will be explored because of the need to stress this point with students.

II. Goals and Objectives:

•Students will be able to define the concept of extinction and explain what an endangered species is.

•Students will also be able to give an example of an extinct animal and an endangered animal.

•Students will be able to show their understanding of the subject matter by successfully complete a worksheet on the issue and communication their understanding orally.

•Students will successfully complete two projects, an endangered species t-shirt and a Save-The-Whale Box.

•Each student will also begin to understand that his or her actions can help or hurt the efforts to save these animals.

III. Standards: The following Rhode Island Beginning Teaching Standards will be addressed by the teacher:

•Use a broad knowledge base to create interdisciplinary learning experiences (1.2) Students will be using the areas of language arts, science, and social studies to develop an understanding of the Blue Whale.

•Model a commitment to lifelong learning students (1.3) Students will make their project out of some recycled materials, which will demonstrate one of the many ways we can help endangered species.

•Select instructional materials and resources based on their comprehensiveness, accuracy, ideas and concepts (2.3). The materials used to teach this lesson will be developmentally appropriate and will explain clearly about the Blue Whale.

•Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of the Blue Whale.

•Design instruction that accommodates individual differences (4.1). The project is well developed for all students, regardless of time needed or ability.

•Use their understanding of students to create connections between the subject matter and student experiences (4.2). Students can relate their own experiences with animals, such as fish, to the Blue Whale.

•Make appropriate accommodations for students who have learning differences (4.4) The project is well developed for all students, regardless of time needed or ability.

•Design lessons that extend beyond factual recall and challenge students to develop higher cognitive skills (5.1) Students will use higher-order thinking to develop ways that they can save endangered species.

•Use tasks that engage students in exploration, discovery and hands-on activities (5.5). The project, as well as the interactive backboard, will clarify the animal being studied.

•Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both by themselves and with their classmates.

•Communicate clear expectations for achievement that allow students to take responsibility for their own learning (6.7). Students will know what they are being assessed on for successful achievement.

•Use a variety of modes of communication to promote learning (8.2) Students will be reading, writing and speaking about the subject to build on their understanding.

•Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson.

IV. Learner Factors:
This lesson will be accommodating to different types of learners. The subject matter will be discussed orally for those who leave from interpersonal and social methods. The diorama will be hands on for those who do best with bodily and kinesthetic learning. The whale box will also give those that do best introspectively a chance to express themselves using the creation of their art. Worksheets will be provided for those Students that feel they better express themselves on paper or those who are verbal and linguistic learners. Pictures and picture books of some animals will be provided for the visual and naturalistic learners.

Students will be able to relate the concepts of animals to their own experiences in the world and in nature as well as whatever animals they may have at home.

This project will also do well for different levels of learners. Adequate time and attention will be given with the project and discussion. Help will be offered, at any time, to any students requiring it.

V. Environmental Factors: Students will be working together in the discussion portion of this lesson. When working on the whale box, they each are expected to create their own, but may look to other students or the teacher for assistance. Worksheets need to be completed without help from other students, so they may be effectively assessed.

VI. Materials and Resources:
•Cardboard boxes
•Markers and/or crayons, other decorating supplies
•Construction paper
•White T-Shirts
•Fabric Markers
•Foam marine animals, in particular whales
•Newspaper, to protect tables
•Pictures of endangered animals
•Paper, with various questions, to assess the students learning of the subject matter

VII. Instructional Sequence:

Phases:
i. Lesson Introduction: In order to begin the lesson, the teacher will address the concept of extinction. Extinction, or to "extiningush", will be addressed by the most well known extinct animals, the dinosaurs. The students will know that dinosaurs no longer exist and that there are animals in this world, that without our help, will soon meet the same fate.

Students will then express some ways they could help. Conservation and recycling will be talked about briefly. It is expected that the teacher will reiterate the concepts during every following lesson to strengthen understanding.

ii. Open Ended Phase: The teacher will hand out worksheets about the blue whale. These worksheets will cover various information, such as diet and life expectancy. This worksheet will also have a diagram showing a size comparison between the blue whale and other animals, as well as a diagram of the blue whale itself. The students will be asked to compare and contrast the blue whale from other animals we have studied.

iii. Convergent Phase: The teacher will narrow down the questions to only the most important for the lesson. The students need to understand the size and the physical characteristics of a whale. An important concept for students to understand is the extinction rate of the blue whale and what has led this animal to be on the endangered species list.

iv. Closure: The students will be able to identify the characteristics of a whale. Students will also be able to talk about the extinction of this species and how we can help them. It is also expected that the students will know other information that is on the worksheet.

v. Application: The teacher will help the students apply the concept of whales to two projects. The first will be a Save-The-Whale box, which students will be able to use to keep money. This box will have the address of a conservation fund in the bottom of it, so the students will always have the address to send their donations to. Students will decorate this box with whales and their environment, to show what they have learned about this important species. I feel that the students should always have a place to look if they want to do more with what we are studying, and it is important to provide them with this information.

The second project will be a T-shirt, decorated in animal themes. The students will be given white t-shirts, as well as fabric markers. Students will be encouraged to wear these shirts to the learning celebration the following week.

2. Teacher Modeling: The model t-shirt and Save-The-Whale box will be presented. The teacher will demonstrate the steps to make the completed project, one by one. The students will each take their supplies and place them on the newspaper put down for them. Stencils, paint, paintbrushes, and other decorative materials will be available for the students to complete their projects with. When the students are finished with their project, they will be given worksheets (such as crosswords and fill ins) to assess their learning of the subject content. Some of these worksheets can be taken home if a student wants more time on their project or their assessment sheet.

3. Check for Understanding: This lesson will show some levels of Bloom's Taxonomy. At the knowledge level, students will be asked to recall what certain terms are, such as "What is extinction? And "What are some of the factors that have led the Blue Whale to become endangered?" At the comprehension level, students will be asked to dicuss what they can do to help the Blue Whale, such as recycling, and explain how they think it will benefit the world. Since this discussion also shows cause and effect, it will be at the analysis level. At the application level, students will be constructing the Save-The-Whale project. The box is also an example of the synthesis level because it will be a form of artwork in which they will be able to express themselves. At the evaluation level, students will be asked to discuss what they have learned and what they think.

4. Guided Activity: The students will be actively engaged in the topic. We will explore, as a group, what being endangered and extinct means. This serves to further reinforce past lessons. Examples will be given and the class will hypothesize what they can do to help with the effort to save the whales. Question such as "What do you think the effect of pollution is on the whale?" and "Can you think of any ways you could help with conservation efforts?" will be asked.

5. Independent Activity: As noted before, the students will be working independently on their t-shirt and Save-The-Whale box The teacher will allow these projects to be taken home so the student can share in their work with their family and friends.

6. Closure: Students will be given the opportunity to show their artwork and talk about the blue whale. The teacher will address any questions the students have about the subject or their projects. The lesson will end with a discussion about the learning celebration next week and how they would like their board presented.

VIII. Assessment Plan:
•Students will successfully complete two projects, a Save-The-Whale box and an endangered species t-shirt.

•Students will be able to show their understanding of the subject matter by successfully completing a worksheet on the issue and communication their understanding orally.

•Students will work in cooperative groups successfully.

•Each student will also begin to understand that his or her actions can help or hurt the efforts to save these animals. This will be assessed within their written and oral evaluation at the end of the lesson.

•Students will be assessed by the following rubric. Students will be given a 3, for completing the objective well. Students will be given a 2 if they successfully complete the objective, but there is room for improvement. A one will be given for students who do not successfully achieve the expectations of the lesson. The students will also be asked to assess themselves on the based on the same criteria.

Rubric Checklist:

3-Exemplary:

•Student stays on task for the entire lesson
•Student follows directions exactly
•Student finishes project in a neat and orderly fashion
•Student has clear understanding of the subject matter

2- Satisfactory

•Student stays on task for a majority of the lesson
•Student follows directions adequately
•Student finishes project and is somewhat neat
•Student has basic knowledge of endangered species being studied

1-Unsatisfactory

•Student does not stay on task, needs constant reminders.
•Student follows little or no directions given for project.
•Student does not finish project and/or finishes project below expectations
•Student does not have a clear understanding of endangered species being studied.