Endangered Species Lesson Plan On the Gorilla

I. Global Goal and Rationale:

Students will develop an understanding of extinction and of the many endangered species on the planet.
Students will also increase their awareness of how 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.
Students will look at the concept of extinction. 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.

Students need 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.

II. Lesson Goals and Objectives:

Students will be able to show their understanding of the gorilla by successfully complete a worksheet on the issue and communication their understanding orally.
Students will successfully decorate a picture frame with animal décor.
Students will be able to successfully work together in cooperative groups.

Students will be able to give an example of how they can protect the gorilla from becoming extinct.
Students will learn that without our help, the gorilla will soon become extinct.

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)
Model a commitment to lifelong learning students (1.3)
Select instructional materials and resources based on their comprehensiveness, accuracy, ideas and concepts (2.3).
Design instruction that meets the current cognitive, social and personal needs of their students (3.2).
Design instruction that accommodates individual differences (4.1).
Use their understanding of students to create connections between the subject matter and student experiences (4.2).
Make appropriate accommodations for students who have learning differences (4.4)
Design lessons that extend beyond factual recall and challenge students to develop higher cognitive skills (5.1)
Use tasks that engage students in exploration, discovery and hands-on activities (5.5).
Create learning groups in which students learn to work collaboratively and independently (6.6)
Communicate clear expectations for achievement that allow students to take responsibility for their own learning (6.7).
Use a variety of modes of communication to promote learning (8.2)
Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4).

IV. Learner Factors:
This lesson will be accommodating to different types of learners. The subject matter will be discussed orally for those who learn from interpersonal and social methods. The picture frame will be hands-on for those who do best with bodily and kinesthetic learning. The picture frame 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 of the gorilla will be provided for the visual and naturalistic learners.

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 work both independently and in collaborative groups.Students will be seated at a table, three students on each side. Students who have been a distraction in the past will be asked to separate.

VI. Materials and Resources:
Picture frames
Paint
Paint brushes
Stencils
Markers and/or crayons, other decorating supplies
Newspaper, to protect tables
Pictures and information about the gorilla
Word search
Paper, with various questions, to assess the students learning of the subject matter

VII. Instructional Sequence:
Motivation: We are employing the direct instruction model. In order to successfully complete this lesson, the teacher needs to reinforce the basic topics covered in previous weeks, extinction and endangered species. One way to motivate the students is have them relate to animals. One way that this can be done is by talking about the animals the students see everyday, such as their pets.

Since students will wonder what they should know, the teacher should explain the goals for achievement. Students should successfully learn about the animal, complete the picture frame, and work cooperatively. It will also be mentioned that behavior issues will be dealt with accordingly.

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

Teacher Modeling: The model picture frame will be presented. The teacher will demonstrate the steps to make the completed project, one by one. The students will each take their picture frame 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 project 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.

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 "Can you name a panther that is endangered in the United States?" At the comprehension level, students will be asked to write a short paragraph of what they can do to help the panther, such as recycling, and explain how they think it will benefit the world. Since this paragraph also shows cause and effect, it will be at the analysis level. At the application level, students will be constructing the picture frame. The picture frame 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.
Guided Activity: The students will be actively engaged in the topic. We will explore, as a group, what being endangered and extinct means 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 gorilla. Question such as "What do you think the effect of litter is on the gorilla?" and "Can you think of any ways you could help with conservation efforts?" will be asked.
Independent Activity: As noted before, the students will be working independently on their picture frame. The teacher will allow these projects to be taken home so the student can share in their work with their family and friends.
Closure: At the end of the lesson, we will discuss what the students have learned. Students will be able to ask any questions they may have. The teacher will explain anything that may not have been understood completely. Projects will also be shared within the group. It will also be encouraged that the students share what they have learned with their friends and family.

VIII. Assessment Plan:
Students will successfully complete a picture frame with animal décor.
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.