Lesson Plan Title: 

Endangered Animals  

 Grade(s):  4 
Author/Developers:  Jane Borofka, Kim Jain, Jodi Kardin

Goals: 

Students will investigate and learn about different endangered animals as a part of a unit on Earth Day, animals, and the environment. 

Objectives: 

1.  Students will create a project based around one of the multiple intelligences related to an endangered animal.

2.  Students will present projects to an appropriate audience. 

3.  Students will complete self- and peer- evaluation.
 

Wisconsin Model Information and Technology Standards:

A.4.8  Use tools to observe, measure, make things, and transfer information

B.4.6  Follow instructions to produce product using application tools and materials

C.4.7  Develop abilities in technology design

Wisconsin Model Academic Standards:

Reading/Literature

A.4.1 Use effective reading strategies in order to achieve their purposes in reading.
 

•        Apply word recognition skills using a variety of strategies including rereading, finding context clues, and knowledge of letter-sound relationships and word structures Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures 
•        Demonstrate phonemic skills by using them as an aid to pronouncing and understanding unfamiliar words and text 
•        Develop reading comprehension by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty 
•        Read aloud with age-appropriate fluency, accuracy, and expression 
•        Discern how written texts and accompanying illustrations connect and thus create meaning Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding 
•        Identify purpose for reading, such as to gain information, encounter a viewpoint, and appreciate literature

A.4.4 Read to acquire information.
 

•        Summarize key details of informational texts, connecting new information to prior knowledge 
•        Identify a topic of interest then seek information by investigating available text resources 
•        Distinguish between facts encountered in documents, narratives, charts, maps, tables and other information sources and the generalizations and interpretations that are drawn from them

Writing

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.

•        Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate accounts of events and sequences 
•        Write expressive pieces in response to life experiences, reading, and viewing (narratives, reflections, and letters) that feature descriptive detail and represent personal voice 
•        Write creative pieces (poetry, fiction, and plays) that represent and express invention and aesthetic content 
•        Complete, as appropriate, the preceding tasks working in a variety of writing situations, including impromptu (on demand) as well as over time; using a variety of technologies including pen and paper as well as a computer; aiming at a variety of readers, including teacher, peers, and adults 

B.4.2 Plan, revise, edit, and publish clear and effective writing.

•        Produce written drafts of finished pieces which demonstrate strategies to generate ideas, establish purpose, account for audience, develop focus and order consistent with purpose, and show revisions of language, organization and content which clarify or make other improvements 
•        Explain revisions in conference with teacher 
•        Use planning, drafting, and revising to produce, on demand, a developed and organized impromptu piece that demonstrates effective language use, voice, and correctnes

Science

A.4.3  When investigating a science related problem decide what data can be collected to determine the useful explanations 

C.4.3  Select multiple sources of information to help answer questions selected for classroom investigations
 

Resources Needed:

1.  Reading anthology
2.  Library resources
3.  Project WILD/Aquatic/Learning Tree books
4.  Internet

Use of Multimedia/Technology:

1.  Word processing program
2.  Internet 
3.  Digital cameras
4.  Power Point

Type of Project

Topic-related:  Part of an Earth Day Unit

Learning Context:

The students will:
         1. use the computer lab and media center to research their topic.
         2. use the computer lab to produce the Power Point presentation.
         3. use the classroom to complete the project.

Real World Connection:

1.  How our use/misuse of environment affects animals
2.  Individual responsibility for Earth
3.  How everyday actions affect environment

Collaboration:

1.  Other fourth grade teachers in our district
2.  Media specialists
3.  Technology specialists
4.  Community members

Step by Step Sequence/Timeline: 

This project will be completed in a two week time period.
 
 

First-story Intellect: Gathering Activities

Read:

1. Zucchini Out West - This is a chapter book you can read as a class.

2.  Additional resources:

The Great Kapok Tree
Just A Dream
The River Ran Wild
A River Dream
The Lorax

3. Additional Research Sources:

A Walk In The Rainforest
Giant Panda
Animal in Danger
 

4. View:

Endangered Animals (video)
 

Listen:

The Great Kapok Tree audio tape
 

Introduction of Projects:

Use the Powerpoint to introduce the class to the project requirements.
(The powerpoint includes brainstorming of animal choices and project ideas.)

Search the internet:

Endangered Species Websites

Factsheets and News Releases on Threatened and Endangered Species
http://www.nceet.snre.umich.edu/EndSpp/factsheet.html

Investigating Endangered Species in the Classroom
http://www.nceet.snre.umich.edu/EndSpp/ES.lesson.html

Endangered Species General Info Site - includes books and information
http://www.endangeredspecie.com

Student Endangered Species Reports
http://www.schoolworld.asn.au/species/reports.html

Endangered Species List by State
http://www.nesarc.org/species.htm

**Endangered Species List - with links to information about specific animals on site - general info as well about endangered species and what can be done to help
http://library.thinkquest.org/19689/data/esframe.html

Endangered Animal Stories - written by 5th graders
http://www2.lhric.org/pocantico/5thgrade99/animals.htm

Second-story Intellect: Processing Activities

 Generate: 

Each group will take individual information that they have gathered and present it to their group members.  As a group they will decide what information will be used for the project.

Develop a prototype:

In groups the students will use this a research template o sketch  how each slide will be laid out.
The students will use that research to develop the powerpoint using this  template of the Power Pointt

Third-story Intellect: Applying Activities

Create:

Each group will create a Power Point presentation using the template.
Each group will also create a project of their choice from the list generated as a class.  (Use the Multiple Intelligences)

Evaluate:

 Each group will use the rubrics to evaluate other group projects and complete the self-evaluation form.

Powerpoint Rubric
Endangered Species Presentation Rubric
Cooperative Group Rubric

Showcase:

Students will present their Power Point and additional project to their classmates.
 

Lesson Closure:

Each students will write two paragraphs:
   1.   An informative paragraph about their endangered animal.
   2.   How their group went about creating their project and how they worked as a group.  (Group Dynamics)

Assessment Strategies:

Students will use the rubrics to evaluate  the Powerpoint presentations, group projects and Cooperative group work.

Create your own rubric-  http://www.uni.edu/profdev/rubrics/
 

Extension Activities:

Project Wild -When A Whale Is A Right

A great extension will be to share these projects with another grade levels.
 

Created by: Jane Borofka, Kim Jain, and Jodi Kardin

Date Created:  June 14, 2002