Haleigh+Clements

Endangered Species Project
The unit would be discussing endangered species. The unit would begin with a video on what an endangered species is and the importance of zoos in conservation of animals. Endangered Species

Students would do a project on endangered species. To give students ideas of endangered species, this video would play in the background as the teacher explains the project - Some Endangered Species

The main project that students would do during this unit would be the **Endangered Species plates.**
 * 1) Students would pick an endangered animal from the U.S. Fish and Wildlife service website. Endangered Species List
 * 2) Students would then have to research at least 5 facts (no more than 15 facts) about the animal of their choice.
 * 3) Students would write the facts on notecards and put them in a pouch in the front of their animal plate. (Remembering to cite sources on the back of each card).
 * 4) Students would design a paper plate to look like the animal of their choice.
 * 5) Half of a plate would be stapled to the front of the main plate to make a pouch for the notecards.
 * 6) Students must write 5 ways that humans can aide in the conservation of their chosen animal's habitat on the back of the paper plate.
 * 7) Students must present the project in class. (The project would be presented over the span of two days before the field trip to the Cincinnati Zoo).
 * 8) The project will be assessed based on a rubric.

Restrictions:
 * Students must clear their animal choice with the teacher.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students must have at least three DIFFERENT sources and ONE source must be a paper source.

media type="youtube" key="cdi7bc_uj_g" height="315" width="560" <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students would view the walk-through of the night hunters exhibit at the Cincinnati Zoo to prepare them for a class field trip there at the end of the unit.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Cincinnati Zoo and Botanical Garden Field Trip
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 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The trip will cost approximately $115 for 21 students, one teacher and four chaperones.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students would pack their own lunches, and would eat in their own respective groups at a place of their choosing.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lunches must not contain peanuts, because one student has a peanut allergy.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students may not bring soft drinks, but they may purchase them if their parent allows by sending a note.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students are allowed to bring their own money for snacks and souvenirs, but no more than $20 (including parent money if their parent is a chaperone).
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Dress would be casual, and students would be advised to wear tennis shoes.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students would attend the "Lizards' Tails and Scales" program and view the endangered lizard, the Gila Monster.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Unit Standards:
<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">// SS-EP-4.2.1 Students will describe places on Earth’s surface by their physical characteristics (e.g., climate, landforms, bodies of water). // Students will describe the climate that their chosen species lives in and how the landforms can have an effect on population. Also, students will explain why other animals may choose to live in this type of habitat during their final presentation. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">//SS-EP-4.3.2 Students will describe how technology helps us move, settle and interact in the modern world.// Students will discuss how technological advancements have aided in the ability of humans to adapt. Also, having students describe how technology has aided in the conservation of animal species would cover this standard. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">// SS-EP-4.4.1 Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing) //. Students will describe how when people try to adapt, and how often we take too <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 90%;">much and can have a negative effect on the animals that live there. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">//SC-EP-4.7.1 Students will describe the cause and effect relationships existing between organisms and their environments.// The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Pre-assessments: Students will be asked what they know about endangered species. What do they think endangered means? How could an animal become endangered? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Formative: Research for project. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Summative: Presentations of animal plates and trip to the Cincinnati Zoo and Botanical Garden.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Assessments: **

**__Rubric for Endangered Animal Project__**

Animal selection ___________**(2)**__

5 facts about the animal (listed on note cards) ________________**(10)**

Creativity ______________**(5)**__

Ideas for conservation ______________**(5)**

Sources _____________**(3)**__

__**Total _________________**__**(25)**