Objectives:
Materials:
board, chalk, paper, markers
Tap Prior Knowledge:
Ask students if they know what endangered means. What are the first words you think of when you her endangered? Write these words on a the board. Discuss these wordds and have the children explain why these words are associated with endangered species. list all the animals which students know are endangered.
Procedure:
Assessment:
Make a list of things the class wants to know about the animals.
Additional Activities:
Have the students bring books from home and the library about the animals.
Objectives:
Materials:
the internet, a printer, markers or highlighters, paper
Tap Prior Knowledge:
Look at the list of endangered species. Have the children share what they know about these animals. discuss what they would like to know.
Procedure:
Each child should pick an animal which they are most interested in. the students will research these animals on the internet, with the teacher’s help. The findings will be printed out for the children to read. Each student will be expected to share 3 facts about the animal with the class. The children can use the highlighters to mark off the facts they find most interesting.
Assessment:
The students will each give a small presentation informing the class of the 3 interesting facts they found concerning their animal. The students will be required to show a picture of the animal as well. The picture could be from a book, poster, the internet, or drawn by the student.
Additional Activities:
Compare and contrast animals using the facts gathered by students.Make activist posters showing what is being done to these animals or informing the school about the animals.Group the anmals by why they are endangered, for example, poachers.Have students figure out additional ways to group the animals.Brainstorm ways in which the class can help these animals.
Objectives:
Materials:
large paper, markers, paper, pencils, internet print outs
Tap Prior Knowledge:
Discuss the findings of lesson 2
Procedure:
Use the print outs to determine the population of each animal 40 years ago (you can pick any amount of time) and now. The class will make graphs (or one lage graph) comparing the numbers. Discuss the differences in numbers shown by the graph.
Assessment:
The students will make predictions of what will happen if these numbers continue to decrease rapidly. Students will write a story of what it would be like if their animals became extinct. They will illustrate their stories.
Additional Activities:
The class can compile the graphs into one large graph.the class can make prediction graphs showing what they think will happen in 20 years.The students compare the decreases of the animals. They can subtract the 1995 number from the 1955 number and determine which animals have decreased in number the most and the least. The findings can be depicted in a time line fashion by drawing the animals from least to most endanger of being extinct.
Objectives:
Materials:
a large world map, construction paper, markers, tape, scissors
Tap Prior Knowledge:
Ask the students where they think their animals live. how did they come up with this location? What facts did they use to determine where their animals lived?
Procedure:
Use the internet print outs to determine where the animals live. Each students will use construction paper (or other materials) to make his or her own animal. The name should be written nice and big on the animal. Next, the student will tape their animals on the world map on the continent where they belong.
Assessment:
Play a game to help the students learn the continents and animals. For example, break into two teams and have the students stand in two lines. The first student in line 1 will be asked a question “Name an endangered animal that lives in Africa?” The students can look at the map. If the students gets the right answer, the team gets a point. If the student does not know the answer, it goes to the first person in team 2. If they cannot answer it, anyone on team one can answer it. this game is similar to family feud.
Additional Activities:
Objective:
Materials:
a large piece of cloth, tempera paint, scissors, plates or pie tins for the paint, compressed sponges, bucket of water
Tap Prior Knowledge:
Discuss what the students have discovered about endangered animals. Look at the list of words which were written in lesson. Compare how much the students have learned.
Procedure:
The students will each get a compressed sponge. spread the cloth out on the floor. The students will cut shapes of endangered animals from the compressed sponges. Drop the sponges in water so they expand. The students will dip their sponges in paint (on the paper plates) an then place them on the cloth. Remind the students to only put on a little paint or it will blotch and you will not be able to see the shape of the animal. Paint endangered species on the banner.
Assessment:
Hang up the banner outside your room for the whole school to see. Make a sign inviting students, teachers and parents to come into the class and learn about the endangered animals on the quilt. Make sure your students are prepared to inform people about the animals.
Additional Activities:
You may want to have the students make their own banners instead of making a class banner.Hang up additional information for viewers outside the room.