Course Module: Course Module: Week 1Week 1

Endangered SpeciesEndangered Species

Instructor: Ms. J. WeatherlyInstructor: Ms. J. Weatherly

OverviewOverviewThis unit on endangered species is to promote This unit on endangered species is to promote

awareness of endangered species, as well as of awareness of endangered species, as well as of ways in which endangered species affect humans. ways in which endangered species affect humans. Students would be able to share their knowledge Students would be able to share their knowledge about endangered species with others, so that they about endangered species with others, so that they can improve the quality of the lives of animals and can improve the quality of the lives of animals and their environment, as well as develop a respect for their environment, as well as develop a respect for all living things. By allowing the children to learn all living things. By allowing the children to learn of the many endangered animals throughout the of the many endangered animals throughout the United States, the facilitator hopes that someday United States, the facilitator hopes that someday they will try to protect animals from extinction. they will try to protect animals from extinction. This is something that they would begin working on This is something that they would begin working on in the classroom. Also, students would increase in the classroom. Also, students would increase awareness of the ways in which the environment awareness of the ways in which the environment and the world work as one community. and the world work as one community.

Instructional StrategiesInstructional Strategies

Some instructional strategies the Some instructional strategies the researcher would use to develop researcher would use to develop and deliver the module are:and deliver the module are:

• Individualized instruction. Individualized instruction. • Social skill instruction Social skill instruction • Non-direct instruction Non-direct instruction • Cooperation learning instruction Cooperation learning instruction • Creative thinking instruction  Creative thinking instruction 

RationaleRationale

The author’s rationale is that individualized The author’s rationale is that individualized instruction focuses on the individual and instruction focuses on the individual and different characters of students by applying different characters of students by applying instructional strategies that, on the one hand, instructional strategies that, on the one hand, consider the individual differences and needs consider the individual differences and needs of students and, on the other hand, maintain of students and, on the other hand, maintain room that allows students to express their own room that allows students to express their own thoughts. Dunn and Dunn's (1992) major thoughts. Dunn and Dunn's (1992) major theoretical points is especially representative theoretical points is especially representative of this instruction. Non-direct instruction of this instruction. Non-direct instruction developed by Joyce and Weil (2002) developed by Joyce and Weil (2002) emphasizes learners' external instincts and the emphasizes learners' external instincts and the feelings and internalization of their core beliefs feelings and internalization of their core beliefs belonging to the ample expression of emotion belonging to the ample expression of emotion

Rationale Cont’dRationale Cont’d

The goal is to lead students in expressing emotion The goal is to lead students in expressing emotion and cause them to think, understand, and and cause them to think, understand, and further their adjustment of self. It involves further their adjustment of self. It involves giving students the freedom of control to giving students the freedom of control to become mature and also stresses social become mature and also stresses social interpersonal relationships which is important interpersonal relationships which is important for students with special needs. Social skill for students with special needs. Social skill instruction strategy is important because the instruction strategy is important because the ability of a person to appreciate others' points ability of a person to appreciate others' points of view as well as develop thought processes of view as well as develop thought processes and emotions depends on whether he/she can and emotions depends on whether he/she can effectively interact with others (Rubin, Lemare, effectively interact with others (Rubin, Lemare, & Lollis, 1985). & Lollis, 1985).

Rationale Cont’dRationale Cont’d

However, social interaction is essential in learning; However, social interaction is essential in learning; students can be trained to possess the abilities of students can be trained to possess the abilities of expression and creation by viewing and emulating expression and creation by viewing and emulating others. Additionally, using the creative thinking others. Additionally, using the creative thinking instruction strategy would provide students with a instruction strategy would provide students with a learning atmosphere of freedom, safety, and learning atmosphere of freedom, safety, and acceptance of individual differences that respects acceptance of individual differences that respects their opinions. Finally, cooperation learning their opinions. Finally, cooperation learning instruction strategy involves learning through the use instruction strategy involves learning through the use of cooperation among group members to use of cooperation among group members to use resources collectively as well as view, emulate, and resources collectively as well as view, emulate, and help one another. In addition to giving tasks, help one another. In addition to giving tasks, rewarding, demonstrating authority, and grading in rewarding, demonstrating authority, and grading in groups, this strategy can create competition among groups, this strategy can create competition among groups and enforce learning motives. groups and enforce learning motives.

GoalsGoals

• Students would write a factual account Students would write a factual account about an endangered species, express a about an endangered species, express a personal viewpoint, and organize and link personal viewpoint, and organize and link ideas logically ideas logically

• Students would gather, record and present Students would gather, record and present structured information on endangered structured information on endangered species using different technologies. species using different technologies.

• Students would use visual and verbal Students would use visual and verbal features to communicate information on features to communicate information on endangered species and to publish a web endangered species and to publish a web page. page.

Learning OutcomesLearning OutcomesAt the end of this module:At the end of this module:

• The students will be able to define the The students will be able to define the following words: endangered species, extinct, following words: endangered species, extinct, threatened ecosystem, and habitat. threatened ecosystem, and habitat.

• The students will be able to describe why 2 The students will be able to describe why 2 animals became endangered and extinct. animals became endangered and extinct.

• The students will be able to make a list of 6 The students will be able to make a list of 6 endangered species. endangered species.

• The students will be able to describe 4 ways to The students will be able to describe 4 ways to help save endangered species. help save endangered species.

• The students will be able explain how 3 The students will be able explain how 3 endangered or extinct animals affect 3 other endangered or extinct animals affect 3 other animals and their ecosystem. animals and their ecosystem.

Lesson Development Lesson Development

Discussion QuestionDiscussion QuestionView the slide show at the following site: View the slide show at the following site: http://http://

training.fws.gov/deo/endang/INDEX.htmltraining.fws.gov/deo/endang/INDEX.html and and answer the following questions: answer the following questions:

1. What does “endangered” mean? Give two 1. What does “endangered” mean? Give two examples of endangered species and explain how examples of endangered species and explain how each of them became endangered? each of them became endangered?

Submit your assignment to the discussion area by Submit your assignment to the discussion area by Tuesday, December 1, 2009Tuesday, December 1, 2009

• Name your paper as:  Name your paper as:  LastnameFirstIntial_M1_A1.doc. For example, if LastnameFirstIntial_M1_A1.doc. For example, if your name is Kathy Smith, your document will be your name is Kathy Smith, your document will be namednamed

• SmithK_M1_A1.doc.  Respond to at least 2 posts.SmithK_M1_A1.doc.  Respond to at least 2 posts.

Discussion RubricDiscussion Rubric

11 22 33 44 ScoreScore

Delivery of Delivery of Post Post

Relevance Relevance of Post of Post

Utilizes poor Utilizes poor spelling and spelling and grammar grammar

Posts topic Posts topic which does which does not relate to not relate to the the discussion discussion content;content;

makes short makes short or irrelevant or irrelevant

Errors in Errors in spelling spelling and and grammar grammar evidenced evidenced in post in post

OccasionallOccasionally posts off y posts off topic; post topic; post is short in is short in length and length and offer no offer no further further insight into insight into the topic the topic

Few Few grammatical grammatical or spelling or spelling errors are errors are noted in post noted in post

Frequently Frequently posts topic posts topic that is that is related to related to discussion discussion content; content; prompts prompts further further discussion of discussion of topic topic

ConsistentlConsistently uses y uses grammaticgrammatically correct ally correct posts with posts with rare rare misspellingmisspellings s

ConsistentlConsistently posts y posts topic topic related to related to discussion discussion topic; cites topic; cites additional additional references references related to related to topic topic

Discussion Rubric Cont’dDiscussion Rubric Cont’d

ExpressionExpression

Within the Within the Post Post

Does not Does not express express opinions opinions or ideas or ideas clearly; no clearly; no connection connection to topic to topic

Unclear Unclear connectioconnection to topic n to topic evidenced evidenced in minimal in minimal expression expression of of opinions opinions or ideas or ideas

Opinions Opinions and ideas and ideas are stated are stated clearly clearly with with occasional occasional lack of lack of connection connection to topic to topic

Expresses Expresses opinions opinions and ideas and ideas in a clear in a clear and and concise concise manner manner with with obvious obvious connection connection to topic to topic

ContributiContribution to on to

thethe

Learning Learning CommunitCommunity y

Does not Does not make make effort to effort to participate participate in learning in learning community community as it as it develops; develops; seems seems indifferent indifferent

OccasionaOccasionally makes lly makes meaningfumeaningful l reflection reflection on group’s on group’s efforts; efforts; marginal marginal effort to effort to become become involved involved with with group group

Frequently Frequently attempts to attempts to direct the direct the discussion discussion and to and to present present relevant relevant viewpoints viewpoints for for consideraticonsideration by on by group; group; interacts interacts freely freely

Aware of Aware of needs of needs of communitycommunity; ; frequently frequently attempts attempts to to motivate motivate the group the group discussion; discussion; presents presents creative creative approacheapproaches to topic s to topic

TOTALTOTAL

Chat QuestionChat Question

Discuss ways that wildlife Discuss ways that wildlife biologists are working to save biologists are working to save endangered species and what endangered species and what are two species that are success are two species that are success stories, brought back from the stories, brought back from the brink of extinction. How can you brink of extinction. How can you help? Respond to two posts.help? Respond to two posts.

Chat RubricChat Rubric

Assignment 2 Grading Assignment 2 Grading Criteria Criteria

Maximum PointsMaximum Points Entered Chat Discussion Entered Chat Discussion 44

Participated in the Discussion Participated in the Discussion 44

Discussed ways that wildlife Discussed ways that wildlife biologists are working to save biologists are working to save endangered species endangered species

44

Named two species that are Named two species that are success stories success stories

44

Stated how you can help Stated how you can help 44

Responded to at least 2 posts Responded to at least 2 posts 44

Total Total 2424

Written AssessmentWritten AssessmentModule 1 Assignment 3Module 1 Assignment 3

• The final project is due on Friday, The final project is due on Friday, December 4, 2009.December 4, 2009.

• Visit these sites: Visit these sites: • http://eelink.net/EndSpp/,http://eelink.net/EndSpp/,• http://http://endangered.fws.gov/index.htmlendangered.fws.gov/index.html • Also use at least three sources from the Also use at least three sources from the

library.library.• Create an endangered species report using Create an endangered species report using

an animal of your choice. Here are some an animal of your choice. Here are some questions that must be answered: questions that must be answered:

QuestionsQuestions

• What is the name of your animal? What is the name of your animal? • Give some general information about this animal, Give some general information about this animal,

(eating habits, hunting skills, breeding habits, (eating habits, hunting skills, breeding habits, etc.) etc.)

• What is the scientific name of your animal? What is the scientific name of your animal? • What region does this animal come from? What region does this animal come from? • Is this animal now extinct, threatened, or Is this animal now extinct, threatened, or

endangered? endangered? • Why or how did this animal become endangered?Why or how did this animal become endangered?• What are some ways that this animal can be What are some ways that this animal can be

helped? helped?

Written Assessment Written Assessment Cont’dCont’d

Write a two page paper on your discoveries Write a two page paper on your discoveries with accurate punctuation, grammar and with accurate punctuation, grammar and spelling. Include a heading, title and spelling. Include a heading, title and bibliography. Submit your assignment to the bibliography. Submit your assignment to the Dropbox by Friday December 4, 2009. Name Dropbox by Friday December 4, 2009. Name your paper as:  your paper as:  LastnameFirstIntial_M1_A1.doc.LastnameFirstIntial_M1_A1.doc.

For example, if your name is Kathy Smith, your For example, if your name is Kathy Smith, your document will be nameddocument will be named

SmithK_M1_A3.doc. Respond to two of the SmithK_M1_A3.doc. Respond to two of the posts.posts.

Written Assessment RubricWritten Assessment Rubric

Grading CriteriaGrading Criteria Maximum Points Maximum Points

Included a bibliography Included a bibliography 44

Included Title, heading Included Title, heading 44

Correct spelling, grammar, and Correct spelling, grammar, and punctuation punctuation

44

Responded to at least 2 posts Responded to at least 2 posts 44

Answered questions listed Answered questions listed 44

Used at least three sources from the Used at least three sources from the librarylibrary

44

TotalTotal 2424

Readings and ResourcesReadings and Resources

From the textbook:From the textbook:

Mc Gavin, G. (2006) Endangered: Mc Gavin, G. (2006) Endangered: Wildlife on the brink. Firefly Books Wildlife on the brink. Firefly Books Ltd.Ltd.

• The lost and the lastThe lost and the last

Mc Kay, R. (2008) Penguin atlas of Mc Kay, R. (2008) Penguin atlas of endangered species. Penguin Books endangered species. Penguin Books Ltd.Ltd.

• Endangered animals and plants Endangered animals and plants

Reading and Resources Cont’dReading and Resources Cont’d

WebsitesWebsites• www.edtech.kennesaw.edu/web/www.edtech.kennesaw.edu/web/

endangsp.htmlendangsp.html• www.wildlife.state.nh.us/Kids/www.wildlife.state.nh.us/Kids/

Wildtimes.../Wildtimes_issue2.pdfWildtimes.../Wildtimes_issue2.pdf• www.library.thinkquest.org/19689/www.library.thinkquest.org/19689/

data/esframe.htmldata/esframe.html

Module 1 Assignment OverviewModule 1 Assignment Overview

Assignment Summary: Assignment Summary: Module 1 Module 1

Due Date Due Date

Assignment 1: Assignment 1: Discussion Discussion

Tuesday, December 1, Tuesday, December 1, 2009 2009

Assignment 2: Chat Assignment 2: Chat Wednesday, December Wednesday, December 2, 2009 2, 2009

Assignment 3: Project Assignment 3: Project Friday, December 4, Friday, December 4, 2009 2009

Key Concepts for Module Key Concepts for Module 11

• Day 1Day 1Endangered Species: What Does It Mean to Be Endangered Species: What Does It Mean to Be

Endangered?Endangered?A plant or animal species is endangered if it is A plant or animal species is endangered if it is

at risk of disappearing from the earth. When a at risk of disappearing from the earth. When a species disappears, it is extinct. Extinction is species disappears, it is extinct. Extinction is forever. No extinct animal can ever come forever. No extinct animal can ever come back. back. Sometimes, a species is not currently at risk Sometimes, a species is not currently at risk of becoming extinct, but people think it will of becoming extinct, but people think it will be soon. These species are called be soon. These species are called "threatened." "threatened."

ExtinctionLong before recorded history, humans were killing off species of animals. Humans caused the extinction of huge birds called moas in Malaysia and of giant lemurs in Madagascar. We may also have caused the extinction of many large mammals like dire wolves, giant sloths, saber-toothed cats, and mastodons.

Since 1600, more than 700 species of plants and animals have gone extinct. This is only counting the plants and animals that we know of. The majority of plants and animal species in the world have never even been documented. There is no way of knowing how many of these undiscovered treasures have been lost.

Day TwoDay TwoEndangered Species: how can you Endangered Species: how can you

help?help?Since the major reasons for extinction are caused by humans, Since the major reasons for extinction are caused by humans,

it's up to us to save these plants and animals! Here are it's up to us to save these plants and animals! Here are some ways that you, your family, and your community can some ways that you, your family, and your community can help. help.

Protect Their Habitats:Protect Their Habitats:Help Parks Help Parks Stop PollutionStop PollutionRecycleRecycleSave WaterSave WaterJoin an OrganizationJoin an Organization

Make Your Voice HeardMake Your Voice Heard

Day ThreeDay ThreeWhat is the Endangered Species What is the Endangered Species

Act?Act?The Endangered Species Act (ESA) was passed in 1973 in The Endangered Species Act (ESA) was passed in 1973 in

order to protect those plant and animal species that are at order to protect those plant and animal species that are at risk of becoming extinct. Species that receive protection risk of becoming extinct. Species that receive protection under the ESA are classified into two categories, under the ESA are classified into two categories, "Endangered" or "Threatened," depending on their status "Endangered" or "Threatened," depending on their status (how many are left in the wild) and how severely their (how many are left in the wild) and how severely their survival is threatened. A species that is listed as survival is threatened. A species that is listed as Endangered is in danger of becoming extinct throughout Endangered is in danger of becoming extinct throughout a significant portion of its habitat range (the areas where a significant portion of its habitat range (the areas where it lives). Threatened species are those that are likely to it lives). Threatened species are those that are likely to become endangered in the foreseeable future.become endangered in the foreseeable future.

The Endangered Species Act outlines a number of The Endangered Species Act outlines a number of protective measures that are designed to preserve species protective measures that are designed to preserve species that have been listed as Endangered or Threatened. that have been listed as Endangered or Threatened. These measures include restrictions on hunting, These measures include restrictions on hunting, transporting and trading (buying and selling) the species. transporting and trading (buying and selling) the species.

Days Four and FiveDays Four and FiveWhat are Biologists doing about endangered What are Biologists doing about endangered

species?species?

The World Wildlife Fund The World Wildlife Fund

For more than 45 years, WWF has been protecting For more than 45 years, WWF has been protecting the future of nature. The world’s leading the future of nature. The world’s leading conservation organization, WWF works in 100 conservation organization, WWF works in 100 countries and is supported by 1.2 million countries and is supported by 1.2 million members in the United States and close to 5 members in the United States and close to 5 million globally. WWF's unique way of working million globally. WWF's unique way of working combines global reach with a foundation in combines global reach with a foundation in science, involves action at every level from local science, involves action at every level from local to global, and ensures the delivery of innovative to global, and ensures the delivery of innovative solutions that meet the needs of both people and solutions that meet the needs of both people and nature.nature.

MissionWWF's mission is the conservation of nature. Using the best available scientific knowledge and advancing that knowledge where we can, we work to preserve the diversity and abundance of life on Earth and the health of ecological systems by protecting natural areas and wild populations of plants and animals, including endangered species; promoting sustainable approaches to the use of renewable natural resources; and promoting more efficient use of resources and energy and the maximum reduction of pollution. We are committed to reversing the degradation of our planet's natural environment and to building a future in which human needs are met in harmony with nature. We recognize the critical relevance of human numbers, poverty and consumption patterns to meeting these goals. GoalBy 2020 WWF will conserve 19 of the world's most important natural places and significantly change global markets to protect the future of nature.

Materials and MediaMaterials and Media

Digital photographs of endangered species Digital photographs of endangered species from a visit to the Bronx Zoo.from a visit to the Bronx Zoo.

PowerPoint presentation of report on PowerPoint presentation of report on chosen endangered species.chosen endangered species.

Windows Media for streaming content from Windows Media for streaming content from video clips of endangered speciesvideo clips of endangered species

Wikis to provide students with a variety of Wikis to provide students with a variety of authentic audiences, ranging from authentic audiences, ranging from students themselves to anyone in the students themselves to anyone in the world with Internet access. world with Internet access.

HypermediaHypermedia

• The Internet for researchThe Internet for research• CDROM encyclopedias to assist with CDROM encyclopedias to assist with

the writing assessment assignmentthe writing assessment assignment• E-Trips to view endangered species E-Trips to view endangered species

in other zoos in the United Statesin other zoos in the United States• Animation to create graphics for Animation to create graphics for

PowerPoint slides.PowerPoint slides.

ReferencesReferences• Dunn, R., & Dunn, K. (1992).  Dunn, R., & Dunn, K. (1992).  Teaching primary Teaching primary

students through their individual learning styles.students through their individual learning styles.    Boston: Allyn & Bacon, Inc.Boston: Allyn & Bacon, Inc.

• Joyce, B. & Weil, M. (2000) Joyce, B. & Weil, M. (2000) Models of teachingModels of teaching.(7th ed.) .(7th ed.) Boston: Allyn & Bacon, Inc.Boston: Allyn & Bacon, Inc.

• Rubin, K. H., Lemare, L., & Lollis, S. (1985). Rubin, K. H., Lemare, L., & Lollis, S. (1985). Social Social withdrawal in childhood:Developmental pathways to withdrawal in childhood:Developmental pathways to peer rejectionpeer rejection. University of Walterloo.. University of Walterloo.

•     EndangeredEndangered New Jersey - An Introduction Retrieved New Jersey - An Introduction Retrieved from library.thinkquest.org/5736/define.htm on from library.thinkquest.org/5736/define.htm on November 23, 2009November 23, 2009

• The Endangered Species Act (1973).Retrieved from The Endangered Species Act (1973).Retrieved from www.fws.gov/laws/lawsdigest/esact.html on November www.fws.gov/laws/lawsdigest/esact.html on November 23, 2009.23, 2009.

• World Wildlife Fund Retrieved from World Wildlife Fund Retrieved from www.worldwildlife.org/ on November 23, 2009www.worldwildlife.org/ on November 23, 2009