Whats Happening to Our Animals

1
Whats Happening to Our Animals?

• A lesson for 3rd Grade
• (Language Arts)
• Designed by
• Stacy Coombssmcoombs_at_oakland.edu

2
Introduction

• There are many endangered animals in the world
  today. Have you ever wondered why that is? Do
  you know what an endangered animal is? Do you
  know how animals become endangered? In groups of
  four we are going to investigate the disappearing
  animals of our world. As a class, we are going
  to find out what is happening to the animals.

3
Task

• We are going to investigate the disappearance
  of our worlds animals. As animal investigators
  we need to find out why the world has this
  problem. There will be six groups of four
  students. Each group will investigate a
  different animal using the internet. By the end
  of this investigation I hope that we can find out
  how long the animals have been in the world, when
  they became endangered, how many animals are left
  in the world today, and what is being done to
  prevent them from becoming extinct. Top left to
  right Lotis Blue Butterfly, Palila, Woundfin
  Bottom left to right West Indian Manatee, Sea
  Turtle, Green, and Couqi, Golden

4
Process 1

• 1. We will break up onto six groups of four
  students, each group will have a different animal
  to investigate. Groups will be chosen by the
  teacher
• 2. In your groups you need to decide who is going
  to investigate each fact, there are eight
  different facts that each group will have to find
• 3. Each group member will investigate two facts
  about the animal (group members may help each
  other out to investigate these facts)
• Example Member 1 will investigate- How long
  the animal has been on in the world and what type
  of environment the animal lives in
• Group members will put each fact on a separate
  sheet
• These sheets will be used for your PowerPoint
  presentations
• Print off the worksheets and fill them in for
  your part of the investigation
• After everyone has their part of the
  investigation done, we will put all the facts on
  one sheet

5
Process 2

• Each group will have a different animal to
  investigate.
• Group one will investigate the Palila bird.
• Group two will investigate the Sea Turtle,
  Green.
• Group three will investigate the Lotis Blue
  Butterfly.
• Group four will investigate the Woundfin Fish.
• Group Five will investigate the West Indian
  Manatee.
• Group six will investigate the Couqi, Golden
  Frog.
• We will use the internet to find all the facts
  that our group sheet says to find.
• Group 1 fact sheet
• Group 2 fact sheet
• Group 3 fact sheet
• Group 4 fact sheet
• Group 5 fact sheet
• Group 6 fact sheet

6
Process 3

• To present to the class were going to have
  PowerPoint presentations
• There will be nine slides
• Eight of the slides will be of one of the facts
  that were found about the animal
• Slide 1 could be habitat
• Slide 2 could be when the animal became
  extinct
• Presentations should only be about 15 minutes
  long
• The last page of the should have the different
  sites that the information on your animal was
  found on
• Here are some beginning pages
• Woundfin- http//www.fws.gov/arizonaes/woundfin.ht
  m
• Manatee- http//www.fws.gov/endangered/i/A0C.html
• Lotis Blue Butterfly- http//essig.berkeley.edu/en
  dins/lotis.htm
• Palila- http//hbs.bishopmuseum.org/palila.html
• Sea Turtle, Green- http//www.fws.gov/endangered/i
  /C1U.html
• Couqi, Golden- http//www.fws.gov/endangered/i/D0E
  .html
• U.S. Fish and Wildlife Service
• Also use search engines like
• Yahoo or Google

7
Evaluation

• Each group member is expected to participate in
  this activity, the teacher will also be paying
  attention to individual contributions of students
  during class time
• You will be graded on a number of things
• Group participation
• Completion of worksheets
• PowerPoint presentation
• Use of class time
• Here is a printable rubric form that you can
  print off and use as
• you complete project work. Grades will be on an
  individual basis.

8
Conclusion

• Great job class!!! You have successfully
  investigated the disappearance of some of the
  animals in the world. With your help perhaps a
  way will be found to help these endangered
  animals survive, and get off the endangered
  species list! You did a great job, but remember
  our animals environments are precious so keep
  them clean and safe.
• Here are some links to sites and resources that
  made our project possible, check these out for
  more information on endangered animals.
• The WebQuest Site
• The IST 396 Site
• ISTE Home Page
• COATT Home Page
• Yahoo

9
Credits

• Pictures from
• Woundfin- http//www.fws.gov/arizonaes/woundfin.ht
  m
• Manatee- http//www.fws.gov/endangered/i/A0C.html
• Lotis Blue Butterfly- http//essig.berkeley.edu/en
  dins/lotis.htm
• Palila- http//hbs.bishopmuseum.org/palila.html
• Sea Turtle, Green- http//www.fws.gov/endangered/i
  /C1U.html
• Couqi, Golden- http//www.fws.gov/endangered/i/D0E
  .html
• PowerPoint template available on The IST 396 web
  site
• Yahoo
• U.S. Fish and Wildlife Service

10
Introduction (Teacher)

• The reason for this lesson was to have a way to
  incorporate technology into the classroom. It
  was developed for IST 396 at Oakland University
  as part of the Elementary Education Program.
  Technology is a fast growing area and we are
  learning that there is a place in the classroom
  for a furthered use of technology at younger
  ages.
• This lesson was created to help get students
  informed about endangered species. What it means
  to be endangered, extinct, what we as humans can
  do to improve the environment necessary for these
  animals to survive, etc Students will research
  on a few endangered animals that arent very
  known. Not the bald eagle or any other commonly
  known endangered animals.

11
Learners (Teacher)

• This lesson is geared around third grade
  students. This is a Science based lesson.
• Before starting this project, students will
  need to know what an endangered species is. What
  makes animals get put on the endangered list, how
  animals become extinct, what a habitat is.

12
Standards (Teacher)

• There are four Teaching Standards addressed in
  this project
• NS.K-4.3 LIFE SCIENCE-Science Standard
• As a result of activities in grades K-4, all
  students should develop understanding of
• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments
• NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
• Students use a variety of technological and
  information resources (e.g., libraries,
  databases, computer networks, video) to gather
  and synthesize information and to create and
  communicate knowledge.
• NL-ENG.K-12.4 COMMUNICATION SKILLS
• Students adjust their use of spoken, written, and
  visual language (e.g., conventions, style,
  vocabulary) to communicate effectively with a
  variety of audiences and for different purposes.
• NL-ENG.K-12.3 EVALUATION STRATEGIES
• Students apply a wide range of strategies to
  comprehend, interpret, evaluate, and appreciate
  texts. They draw on their prior experience, their
  interactions with other readers and writers,
  their knowledge of word meaning and of other
  texts, their word identification strategies, and
  their understanding of textual features (e.g.,
  sound-letter correspondence, sentence structure,
  context, graphics).

13
Process 1 (Teacher)

• 1. We will break up onto six groups of four
  students, each group will have a different animal
  to investigate. Groups will be chosen by the
  teacher
• 2. In your groups you need to decide who is going
  to investigate each fact, there are eight
  different facts that each group will have to find
• 3. Each group member will investigate two facts
  about the animal (group members may help each
  other out to investigate these facts)
• Example Member 1 will investigate- How long
  the animal has been on in the world and what type
  of environment the animal lives in
• Group members will put each fact on a separate
  sheet
• These sheets will be used for your PowerPoint
  presentations
• Print off the worksheets and fill them in for
  your part of the investigation
• After everyone has their part of the
  investigation done, we will put all the facts on
  one sheet

14
Process 2 (Teacher)

• Each group will have a different animal to
  investigate.
• Group one will investigate the Palila bird.
• Group two will investigate the Sea Turtle,
  Green.
• Group three will investigate the Lotis Blue
  Butterfly.
• Group four will investigate the Woundfin Fish.
• Group Five will investigate the West Indian
  Manatee.
• Group six will investigate the Couqi, Golden
  Frog.
• We will use the internet to find all the facts
  that our group sheet says to find.
• Group 1 fact sheet
• Group 2 fact sheet
• Group 3 fact sheet
• Group 4 fact sheet
• Group 5 fact sheet
• Group 6 fact sheet

15
Process 3 (Teacher)

• To present to the class were going to have
  PowerPoint presentations
• There will be nine slides
• Eight of the slides will be of one of the facts
  that were found about the animal
• Slide 1 could be habitat
• Slide 2 could be when the animal became
  extinct
• Presentations should only be about 15 minutes
  long
• The last page of the should have the different
  sites that the information on your animal was
  found on
• Here are some beginning pages
• Woundfin- http//www.fws.gov/arizonaes/woundfin.ht
  m
• Manatee- http//www.fws.gov/endangered/i/A0C.html
• Lotis Blue Butterfly- http//essig.berkeley.edu/en
  dins/lotis.htm
• Palila- http//hbs.bishopmuseum.org/palila.html
• Sea Turtle, Green- http//www.fws.gov/endangered/i
  /C1U.html
• Couqi, Golden- http//www.fws.gov/endangered/i/D0E
  .html
• U.S. Fish and Wildlife Service
• Also use search engines like
• Yahoo or Google

16
Resources (Teacher)

• One teacher can carry out this project.
• These websites are very helpful
• Woundfin- http//www.fws.gov/arizonaes/woundfin.ht
  m
• Manatee- http//www.fws.gov/endangered/i/A0C.html
• Lotis Blue Butterfly- http//essig.berkeley.edu/en
  dins/lotis.htm
• Palila- http//hbs.bishopmuseum.org/palila.html
• Sea Turtle, Green- http//www.fws.gov/endangered/i
  /C1U.html
• Couqi, Golden- http//www.fws.gov/endangered/i/D0E
  .html
• U.S. Fish and Wildlife Service
• Yahoo or Google
• The IST 396 web site
• A computer with PowerPoint installed is needed as
  well

17
Evaluation (Teacher)

• Each group member is expected to participate in
  this activity, the teacher will also be paying
  attention to individual contributions of students
  during class time
• You will be graded on a number of things
• Group participation
• Completion of worksheets
• PowerPoint presentation
• Use of class time
• Here is a printable rubric form that you can
  print off and use as
• you complete project work. Grades will be on an
  individual basis.

18
Conclusions (Teacher)

• Students dont learn about endangered and
  extinct animals all that much anymore, not we
  did. This lesson is a great way for students to
  see what we as humans are doing to the natural
  habitat that these rare animals live in.
  Students get a chance in this assignment to
  research and see how long these animals have been
  around and what easy and not so easy things can
  be done and what is being done to save the
  animals on the endangered species list. Students
  of every age should have the knowledge of what is
  happening to the animals of our world as we take
  over.

19
Credits (Teacher)

• Pictures from
• Woundfin- http//www.fws.gov/arizonaes/woundfin.ht
  m
• Manatee- http//www.fws.gov/endangered/i/A0C.html
• Lotis Blue Butterfly- http//essig.berkeley.edu/en
  dins/lotis.htm
• Palila- http//hbs.bishopmuseum.org/palila.html
• Sea Turtle, Green- http//www.fws.gov/endangered/i
  /C1U.html
• Couqi, Golden- http//www.fws.gov/endangered/i/D0E
  .html
• PowerPoint template available on The IST 396 web
  site
• Yahoo
• U.S. Fish and Wildlife Service