Introduction
Welcome my fellow supporters!!! I got word that you are wanting to join my campaign to save the endangered species!!! I believe that we can do this with some hard work and determination! There are many species out in the world that are in trouble and they are counting on you to help them survive!! All we need to do is find out what animals need help and then we need to campaign and raise awareness to save these animals! In order to do this we will need to investigate what has caused extinction in the past and strategies to prevent it in the future. I want to wish you all good luck and I would like to thank you in advance for your help!
Task
- Your task is to research, raise awareness, and help save the animals!
- Split into groups of 3-5 before beginning these tasks.
- Each person should have a copy of the answers to turn in.
Before beginning your research, make sure you understand the difference between extinct and endangered.
TASK 1!!
You must research the past history on the topic and find the answers to these questions:
(Be as specific as possible!!)
- What causes animals to become extinct?
- What are past animals that have went extinct? (name atleast 6)
- When did each animal go extinct?
- Why did these animals go extinct?
- What habitat/climate did each of these animals live in? Where in the world did they live?
- What did these animals look like? What are some identifying features?
- Was any effort made to help save these animals? If so, what was done? If not, what could have been done?
TASK 2!!
You must now research the current problem and find the answers to these questions:
(Be as specific as possible!! Remember, the more you know, the more you can do to save them!)
- What animals are currently on the endangered species list? (name atleast 10)
- Why are these animals endangered?
- What is causing these animals to lose population?
- Is any effort being made to save them? If so, what?
- What habitat/climate does each of these animals live in? Where do each of them live in the world?
- What population of the animal is currently living? How many once populated the earth?
TASK 3!!
- Deeply research what can be done to save animals that are endangered.
- What are different methods people have used before to spread awareness? Give some examples.
- What are different things that people can do to help save the animals in the community around them?
- What are some laws in place to protect endangered animals?
- What do you, personally, think could be done to help the endangered animals?
TASK 4!!
Pick 3 of the endangered animals and create an awareness method to spread awareness for the animal. This can be in the form of a newspaper article, tv ad, magazine article, flyer, or billboard ad. You will pick one of these for each of the 3 animals you choose. These can be done however you choose, however you must include atleast 3 things that can be done to save the animal.
TASK 5!!
After completing tasks 1-4, each student will write a short 3-4 paragraph paper. Each student will pick one of the animals on the endangered species list and write as if he/she is that animal. Here are some prompts to get you started:
- How does it feel to be on the endangered species list?
- What do you wish the humans would do to help you?
- What are humans doing that you wish they weren't doing?
- How does it make you feel to see your friends and family dying off?
- What are some things that have caused you to lose your friends and family?
- What are you doing to survive?
By the way, this paper will be published so be as creative as possible!!!!
Process
Find help on these websites!!!
http://www.animalfactguide.com/animal-facts/
https://online.kidsdiscover.com/unit/endangered-species/topic/the-human-impact
http://www.oum.ox.ac.uk/thezone/animals/extinct/
http://ipfactly.com/top-11-most-amazing-extinct-animals/
http://www.ducksters.com/animals/how_animals_become_extinct.php
http://www.ducksters.com/animals/endangered_animals.php
http://www.ducksters.com/animals/wildlife_conservation.php
http://www.extinct-animals-facts.com/
http://www.kidsplanet.org/factsheets/map.html
http://www.kidsplanet.org/factsheets/esa.html
https://www.nwf.org/What-We-Do/Protect-Wildlife/Endangered-Species.aspx
Videos that can help!
http://watchknowlearn.org/Video.aspx?VideoID=27788&CategoryID=5479
http://watchknowlearn.org/Video.aspx?VideoID=22846&CategoryID=5479
http://channel.nationalgeographic.com/videos/endangered-species/
Evaluation
Tasks 1-3 will be graded on completion of each question. Points will not be given for incomplete answers.
Task 4 will be graded based on the following rubric:
| Teacher Name: Ms. Steele | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Attractiveness | The product is exceptionally attractive in terms of design, layout, and neatness. | The product is attractive in terms of design, layout and neatness. | The product is acceptably attractive though it may be a bit messy. | The product is distractingly messy or very poorly designed. It is not attractive. |
| Graphics -Clarity | Graphics are all in focus and the content easily viewed and identified from 6 ft. away. | Most graphics are in focus and the content easily viewed and identified from 6 ft. away. | Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. | Many graphics are not clear or are too small. |
| Required Elements | The project includes all required elements as well as additional information. | All required elements are included in the project. | All but 1 of the required elements are included on the project. | Several required elements were missing. |
| Graphics - Originality | Several of the graphics used in the project reflect a exceptional degree of student creativity in their creation and/or display. | One or two of the graphics used in the project reflect student creativity in their creation and/or display. | The graphics are made by the student, but are based on the designs or ideas of others. | No graphics made by the student are included. |
| Graphics - Relevance | All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. | All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. | All graphics relate to the topic. Most borrowed graphics have a source citation. | Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
Task 5 will be graded based on the following rubric:
| Teacher Name: Ms. Steele | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 10 | 8 | 6 | 4 |
| Focus on Assigned Topic | The entire story is related to the assigned topic and allows the reader to understand much more about the topic. | Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. | Some of the story is related to the assigned topic, but a reader does not learn much about the topic. | No attempt has been made to relate the story to the assigned topic. |
| Creativity | The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination. | The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination. | The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. | There is little evidence of creativity in the story. The author does not seem to have used much imagination. |
| Organization | The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. | The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. | The story is a little hard to follow. The transitions are sometimes not clear. | Ideas and scenes seem to be randomly arranged. |
| The Problem | It is very easy for the reader to understand the problem the animal is facing and why it is a problem. | It is fairly easy for the reader to understand the problem the animal is facing and why it is a problem. | It is fairly easy for the reader to understand the problem the animal is facing but it is not clear why it is a problem. | It is not clear what problem the animal is facing. |
| Spelling and Punctuation | There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. | There is one spelling or punctuation error in the final draft. | There are 2-3 spelling and punctuation errors in the final draft. | The final draft has more than 3 spelling and punctuation errors. |
Conclusion
Congratulations!!! You helped raise awareness and have helped save these endangered species! Thanks to your help, people now know what animals are in danger, and what can be done to help. If you have any more ideas on how we can help the different species, feel free to contact me at any time!! Remember, all it takes is one person to change the future of these animals; what do you think you could do on your own to help?
Credits
http://rubistar.4teachers.org/index.phphttp://www.animalfactguide.com/animal-facts/
https://online.kidsdiscover.com/unit/endangered-species/topic/the-human-impact
http://www.oum.ox.ac.uk/thezone/animals/extinct/
http://ipfactly.com/top-11-most-amazing-extinct-animals/
http://www.ducksters.com/animals/how_animals_become_extinct.php
http://www.ducksters.com/animals/endangered_animals.php
http://www.ducksters.com/animals/wildlife_conservation.php
http://www.extinct-animals-facts.com/
http://www.kidsplanet.org/factsheets/map.html
http://www.kidsplanet.org/factsheets/esa.html
https://www.nwf.org/What-We-Do/Protect-Wildlife/Endangered-Species.aspx
http://watchknowlearn.org/Video.aspx?VideoID=27788&CategoryID=5479
http://watchknowlearn.org/Video.aspx?VideoID=22846&CategoryID=5479
http://channel.nationalgeographic.com/videos/endangered-species/
Teacher Page
This webquest was created by Allison Steele. My goal was to promote an interest in students about saving wildlife around the world. Many people do not realize the present problem with endangered species and this Webquest helps students discover the problem. By completing this Webquest students will be able to learn while having fun and being creative.
This Webquest follows the TN standard:
LS1.B: Growth and Development of Organisms - Reproduction is essential to the continued existence of every kind of organism. Patterns of change can be used to make predictions.
LS1-1: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.