Does Extinction Mean Forever? 
Title: Does Extinction Mean Forever?
Subject: Science
Grade Level: 5 - 7
Overview:
At the time of the Louisiana Purchase in 1803, the area along the lower Mississippi River was rich in wetlands and hardwood forests and was teeming with an abundant wildlife population. As more and more people moved in, forests were cleared for farmland, cities began to grow, and animals lost much of their natural habitat. Today, many animals in our state are extinct, endangered, or threatened with endangerment. Students will define the terms "extinct" and "endangered" and determine factors that contribute to extinction and endangerment. They will conduct research to obtain information about endangered animals in the state of Louisiana and measures being taken to prevent further decreases in their population.
Approximate Duration: 5 class periods
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
SI-M-A3
using mathematics and appropriate tools and techniques to gather, analyze, and interpret data; (1,2,3,4,5)
SI-M-A4
developing descriptions, explanations, and graphs using data; (1,3,4,5)
SI-M-A7
communicating scientific procedures, information, and explanations; (1,2,3,4,5)
LS-M-D2
explaining how some members of a species survive under changed environmental conditions. (1,2,3,4,5)
SE-M-A1
demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems; (1,2,3,4)
SE-M-A4
understanding that human actions can create risks and consequences in the environment; (1,3)
Grade-Level Expectations (GLEs):
Grade 5-8
6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts)(SI-M-A3)
9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3)
11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols)(SI-M-A4)
13. Identify patterns in data to explain natural events (SI-M-A4)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)(SI-M-A7)
22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species)(SE-M-A4)
Grade 7
39. Analyze the consequences of human activities on ecosystems (SE-M-A4)
32. Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2)
33. Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2)
34. Explain how environmental factors impact survival of a population (LS-M-D2)
Interdisciplinary Connections:
English/Language Arts : Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
Educational Technology Standards:
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
Use telecommunications and online resources efficiently and effectively to collaborate with peers, experts, and others to investigate curriculum-related problems, issues, and information and to develop solutions or products for various audiences.
Communicate information using spreadsheets and databases to visually represent data and integrate into other documents (e.g., entering data, formatting using formulas, analyzing data, and sorting).
Objectives:
1. Students will define the terms extinct, threatened, and endangered.
2. Students will complete a Trackstar activity to gain background knowledge of threatened or endangered species.
3. Students will conduct research to find the names of endangered animals in Louisiana, the reasons they are endangered, and the steps being taken to restore them.
4. Students will use the information from their research to create a PowerPoint presentation to present to classmates.
Lesson Materials and Resources:
Research guide
Resource books
Pencil
Technology Tools and Materials:
Hardware:
multimedia computer, printer
Software:
Inspiration
Excel or other spreadsheet program, PowerPoint or other presentation application
Websites:
Louisiana Department of Wildlife
http://www.wlf.state.la.us/apps/netgear/index.asp?cn=lawlf&pid=693
Kids Corner, Endangered
http://endangered.fws.gov/kids/index.html
eNature
http://www.enature.com/
WWF US: Endangered Species
http://www.worldwildlife.org/endangered/index.cfm
Brown Pelican Photographs
http://www.oceanlight.com/html/brown_pelican.html
Mississippi Gopher Frog Provided Endangered Species Act Protection
http://southeast.fws.gov/news/2001/r01-106.html
Linking Louisiana
http://www.vickiblackwell.com/laanimals.html
Endangered Animals
http://www.tenan.vuurwerk.nl/indexusa.htm
Epatrol
http://www.epatrol.org/ep-endangered.html
Black Bear
http://www.tpwd.state.tx.us/huntwild/wild/species/endang/animals/mammals/louisianablackbear/
FROGS.ORG
http://www.frogs.org/news/article.asp?InfoResourceID=1400
Endangered Species in Louisiana
http://www.endangeredspecie.com/states/la.htm
Does Extinction Mean Forever? Trackstar
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=251589
LPB Video-Where Have all the Animals Gone? Endangered Species
http://www.lpb.org/education/cyberchannel.cfm
Background Information:
Students should be familiar with internet research and have a basic knowledge of spreadsheet and PowerPoint.
Lesson Procedures:
1. Introduce the lesson using the Powerpoint "Does Extinction Mean Forever?". A video which is available from LPB CyberChannel can also be used to introduce the lesson (Where Have all the Animals Gone? Endangered Species).
2. Students will define the terms extinct, threatened, and endangered using a variety of resources: textbooks, encyclopedias, Internet.
3. Using Inspiration, students will brainstorm extinct or endangered animals in Louisiana.
4. Students will complete a Trackstar activity, Extinction Means Forever in Louisiana, to gain background knowledge of threatened or endangered species.
5. Students will go to various websites and/or printed resource materials to find the names of endangered animals in Louisiana. Divide students into small groups. A Hotlist of Threatened and Endangered Animals is provided for students. Using a research guide, each group of students will select one animal to study.
6. Students will use the information to create a profile of the animal, including a chart created in Excel or Graph Club to show the decline and/or increase in population.
7. Students will create a PowerPoint presentation about the animal they have studied. They will share their presentation with other class members. A rubric is provided to ensure that students know what to include in the presentation.
Assessment Procedures:
1. Checklist
2. Rubric to evaluate PowerPoint presentation.
Accommodations/Modifications:
Peer tutoring
Students of varying abilities will make up collaborative groups
Large print on computer screen
----- written by Margaret Henderson
Reproducible Materials:
Extinction is Forever PowerPoint
Extinction is Forever Research guide
PowerPoint Rubric
Extinction is Forever Project Checklist
Extinction is Forever Hotlist
Explorations and Extensions:
1. Field trip to Black Bayou Lake or other wildlife refuge.
Lesson Development Resources:
Louisiana Department of Wildlife and Fisheries
http://www.wlf.state.la.us/apps/netgear/page1.asp
Reflections:
This lesson plan was created as part of a multi-curricular project for middle grades. I worked with several people in Region 8 to promote the lesson in seventh grade classes. Students enjoyed the lesson and developed some great projects.
Contact Information:
Margaret Henderson
henderson@ulm.edu
Region 8 TLTC
Additional Contacts:
Frank Bobo
Rosemary Dillingham
Mary Stodghill
Monroe City Schools
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