Lesson Plan: Endangered Species
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Title: Endangered Species
Arts Provider: Maximum Dance Company (Carnival of the Animals)
Subject area connections: science, social studies, language arts, visual arts, dance/movement
Grade levels K-5
Time required: 5-10 class sessions + performance
Overview: In this unit students will study species native to Florida, gain an understanding of endangered species, and study a particular species of animal in-depth.
Suggested activities / procedures / time frame:
First class session:
- Begin a discussion about animal species native to Florida by asking students to name wild animals they know in their area. Develop as extensive a list as the students can come up with. (Depending on the teacher's goals, this discussion could be expanded to include all of Florida or limited to focus on one area such as the Everglades.)
- Introduce the concept of endangered species through an endangered species game (see resources)
- Together with class, develop definitions for the words THREATENED, ENDANGERED and EXTINCT.
Second class session:
- Provide materials that have information about animals in Florida and endangered species for students to peruse (i.e. books, magazines, internet)
- Direct students to choose an animal for which they will conduct an in-depth exploration and report to the class. (This may be done individually, in partners, or in triads as preferred by the teacher.)
- Provide (or develop together with students) parameters / criteria for the report. (what information, what format (oral-written-both), how long, etc.) Criteria should include having the students create a visual representation of the animal, (e.g., drawing, painting, model, movement.)
Third class session:
- Discuss performance etiquette. Provide information about Maximum Dance Company.
Fourth class session:
- Conduct a short class discussion of the performance
1. Reactions to performance, highlights, what they liked, what they noticed, etc.
2. How did dancers represent animals? What did they do that made you think of the animal?
3. How does art help you understand things in a different way?
- Guide students in creating a plan for their research via web, graphic organizer, and outline.
- Begin research
Fifth - ? class sessions:
- Teacher should determine how much in class time will be devoted to researching and writing, which may depend on grade level and/or academic levels.
- Some class time should be dedicated to discussing the visual representations of the animals, the expectations, etc.
- Unit should end with presentations by students about the animals they have researched.
Vocabulary: endangered, extinct, threatened, habitat, representation
INFO: Everglades National Park is home to a tremendous diversity of plants and animals. Many of these habitats are being destroyed. Diversion of water, construction of roads, agricultural pollutants and many other factors affect the Everglades' ecosystem and the plants and animals that live there. As these habitats are destroyed, the danger of extinction increases for these plants and animals. Today, The Everglades is home to many threatened or endangered animal species.
Materials / Resources:
Books: Illustrated Guide to the Everglades; National Audubon Society
Oral presentation, written report, self-evaluation / or peer critique session for visual representation
State Standard Correlations:
LA.A.1.1 - LA.A.1.2 uses reading process effectively
LA.A.2.1 - LA.A.2.2 constructs meaning from a wide range of texts
LA.B.1.1 - LA.B.1.2 uses writing process effectively
LA.B.2.1 - LA.B.2.2 writes to communicate ideas and information effectively
LA.C.3.1 - LA.C.3.2 uses speaking strategies effectively
SS.B.1.1 - SS.B.1.2 determines location of a place
SS.B.2.1 - SS.B.2.2 understands interactions of people and their environment
SC.F.1.1 - SC.F.1.2 describes patterns of structure and function of living things
SC.F.2.1 - SC.F.2.2 understands the process and importance of genetic diversity
SC.G.1.1 - SC.G.1.2 understands the interdependent, cyclical nature of living things in the environment
SC.G.2.2 - understands the consequences of using limited resources
2.I.[c]1.describes environmental problems in the community
2. proposes solutions to environmental problems
3. studies an identified environmental topic
4.I.[A]2.identifies Florida's natural resources
[B]1.describes the Everglades
2.identifies environmental problems in Florida
3.identifies endangered species in Florida
1.II.[B]2.understands the interdependency of plants and animals
3.understands the relationship between living things and their environments
4. II.[A]1.understands the way living things interact in an environment
1&4.II. writes for a variety of purposes
1&4.IV.3. makes oral presentations
6. practices listening skills
1.III.4.makes 3-D art
11. practices craftsmanship
10. communicates ideas through art
4.III.4. gets ideas for art from nature
2.I.C writes about how to improve the community
4.I.B researches environmental problems
1.II.A.identifies needs and characteristics of living things
4. II.A explains the interaction of living things with their environment
1.II.B writes an expository piece on identified topic
4.IV.A writes an expository piece on identified topic
1.III.A. makes art works
4.III.A. makes art works
FCAT / ESOL strategies:
FCAT Reading/ Language
Elicit prior knowledge
Develop concept maps/webs
Use selective underlining/highlighting
Use marginal note taking
Peer critiquing and editing
Peer grouping / pairing / cooperative learning
Pictures and visuals
This lesson adapted from a lesson plan by: Latha Murali, teacher, Miami-Dade County Public Schools