Endangered Species Lesson Plan on Panthers

Global Goal and Rationale:

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. Lesson Goal and Rationale:

Students will be able to develop an understanding of the Florida Panther and its plight. In particular, the human influence on the species, such as motor vehicles, will be examined. Conservation efforts will be explored because of the need to stress this point with students. Students will also make an animal picture frame to express their creativity.

II. Lesson Objectives:

• Students will be able to show their understanding of the panther 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 panther from becoming extinct.

• Students will learn that without our help, the panther 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) Students will be using the areas of language arts, science, and social studies to develop an understanding of the Florida Panther.
•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 Florida Panther.

• 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 Florida Panther.

• 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 domestic cats, to the Florida Panther.

• 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 learn from interpersonal and social methods. The picture frame will be hands-on for those who do best with bodily and kinesthetic learning. The project 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 panther 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. They 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. The teacher will also group students so that lower ability students are working closely with higher ability students.

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 panther

• Word search

• Paper, with various questions, to assess the students learning of the subject matter

VII. Instructional Sequence:

1. Motivation: In order to successfully complete this lesson, you need to discuss what animals are and give examples. One way to motivate the children is have them relate to animals. One way that this can be done is by talking about the animals the children see everyday, such as their pets.

Since students will wonder what they should know, the teacher should explain that by the end of the lesson, they are expected to know the concepts of extinction and endangered species. An example of each should also be known.
After this is complete, 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 children 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.

In the conversation comes the concept of "endangered" species. These species, if not helped, will soon no longer be on our planet. Children 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.

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 "What are some of the factors that have led the Florida Panther to become endangered?" 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. 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 panther. Question such as "What do you think the effect of litter is on the panther?" 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:

1. Describe, compare and search for patterns: Students will examine the backboard presented to them. The backboard will contain the familiar handouts about each animal studied in lessons, as well as a chart that compares and contrasts each species. The chart focuses on such things as where each animal is from and how many are now present in the world today. There will be some refresher questions on the board, complete with answers that Velcro below each listed question.

2. Explain similarities and differences: Students will be able to visually see the differences and similarities within the species studied. The chart lists the major comparisons, but the informational section on each animal will allow the students to further develop others. One of the major differences is that dinosaurs are already extinct, while other species we have looked at are still alive. Some of the questions could include, "Compare and contrast the diets of the animals we studied."

3. Hypothesize outcomes for different conditions: On the backboard, there is information about the amount of garbage a person disposes of in a day. Using this information, students will be asked to hypothesize "What if less garbage was disposed of each day?" and "What if more garbage was disposed of each day?"

4. Generalize to form broad relationships: When questions are asked, students will be given appropriate time to think about their response. The teacher will able to probe students with further information about how to correctly answer the question. This information will consist of exploration of previous lessons, as shown on informative sheets on the backboard. Other questions, such as "How is the life cycle of the butterfly like our own?" will be addressed as they were in previous lessons to strengthen students understanding. The answers to the questions will have some background information on the board, but not the whole answer.

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.

• 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.

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.