central idea assignment endangered animals

Endangered Species

An endangered species is a type of organism that is threatened by extinction. Species become endangered for two main reasons: loss of habitat and loss of genetic variation.

Biology, Ecology, Geography, Conservation

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An endangered species is a type of organism that is threatened by extinction . Species become endangered for two main reasons: loss of habitat and loss of genetic variation . Loss of Habitat A loss of habitat can happen naturally. Nonavian dinosaurs , for instance, lost their habitat about 65 million years ago. The hot, dry climate of the Cretaceous period changed very quickly, most likely because of an asteroid striking Earth. The impact of the asteroid forced debris into the atmosphere , reducing the amount of heat and light that reached Earth’s surface. The dinosaurs were unable to adapt to this new, cooler habitat. Nonavian dinosaurs became endangered, then extinct . Human activity can also contribute to a loss of habitat. Development for housing, industry , and agriculture reduces the habitat of native organisms. This can happen in a number of different ways. Development can eliminate habitat and native species directly. In the Amazon rainforest of South America, developers have cleared hundreds of thousands of acres. To “clear” a piece of land is to remove all trees and vegetation from it. The Amazon rainforest is cleared for cattle ranches , logging , and ur ban use. Development can also endanger species indirectly. Some species, such as fig trees of the rainforest, may provide habitat for other species. As trees are destroyed, species that depend on that tree habitat may also become endangered. Tree crowns provide habitat in the canopy , or top layer, of a rainforest . Plants such as vines, fungi such as mushrooms, and insects such as butterflies live in the rainforest canopy. So do hundreds of species of tropical birds and mammals such as monkeys. As trees are cut down, this habitat is lost. Species have less room to live and reproduce . Loss of habitat may happen as development takes place in a species range . Many animals have a range of hundreds of square kilometers. The mountain lion ( Puma concolor ) of North America, for instance, has a range of up to 1,000 square kilometers (386 square miles). To successfully live and reproduce, a single mountain lion patrols this much territory. Urban areas , such as Los Angeles, California, U.S.A., and Vancouver, British Columbia, Canada, grew rapidly during the 20th century. As these areas expanded into the wilderness, the mountain lion’s habitat became smaller. That means the habitat can support fewer mountain lions. Because enormous parts of the Sierra Nevada, Rocky, and Cascade mountain ranges remain undeveloped, however, mountain lions are not endangered. Loss of habitat can also lead to increased encounters between wild species and people. As development brings people deeper into a species range, they may have more exposure to wild species. Poisonous plants and fungi may grow closer to homes and schools. Wild animals are also spotted more frequently . These animals are simply patrolling their range, but interaction with people can be deadly. Polar bears ( Ursus maritimus ), mountain lions, and alligators are all predators brought into close contact with people as they lose their habitat to homes, farms , and businesses. As people kill these wild animals, through pesticides , accidents such as collisions with cars, or hunting, native species may become endangered.

Loss of Genetic Variation Genetic variation is the diversity found within a species. It’s why human beings may have blond, red, brown, or black hair. Genetic variation allows species to adapt to changes in the environment. Usually, the greater the population of a species, the greater its genetic variation. Inbreeding is reproduction with close family members. Groups of species that have a tendency to inbreed usually have little genetic variation, because no new genetic information is introduced to the group. Disease is much more common, and much more deadly, among inbred groups. Inbred species do not have the genetic variation to develop resistance to the disease. For this reason, fewer offspring of inbred groups survive to maturity. Loss of genetic variation can occur naturally. Cheetahs ( Acinonyx jubatus ) are a threatened species native to Africa and Asia. These big cats have very little genetic variation. Biologists say that during the last Ice Age , cheetahs went through a long period of inbreeding. As a result, there are very few genetic differences between cheetahs. They cannot adapt to changes in the environment as quickly as other animals, and fewer cheetahs survive to maturity. Cheetahs are also much more difficult to breed in captivity than other big cats, such as lions ( Panthera leo ). Human activity can also lead to a loss of genetic variation. Overhunting and overfishing have reduced the populations of many animals. Reduced population means there are fewer breeding pairs . A breeding pair is made up of two mature members of the species that are not closely related and can produce healthy offspring. With fewer breeding pairs, genetic variation shrinks. Monoculture , the agricultural method of growing a single crop , can also reduce genetic variation. Modern agribusiness relies on monocultures. Almost all potatoes cultivated , sold, and consumed, for instance, are from a single species, the Russet Burbank ( Solanum tuberosum ). Potatoes, native to the Andes Mountains of South America, have dozens of natural varieties. The genetic variation of wild potatoes allows them to adapt to climate change and disease. For Russet Burbanks, however, farmers must use fertilizers and pesticides to ensure healthy crops because the plant has almost no genetic variation. Plant breeders often go back to wild varieties to collect genes that will help cultivated plants resist pests and drought, and adapt to climate change. However, climate change is also threatening wild varieties. That means domesticated plants may lose an important source of traits that help them overcome new threats. The Red List The International Union for Conservation of Nature (IUCN) keeps a “Red List of Threatened Species.” The Red List de fines the severity and specific causes of a species’ threat of extinction. The Red List has seven levels of conservation: least concern , near threatened , vulnerable, endangered, critically endangered , extinct in the wild , and extinct. Each category represents a different threat level. Species that are not threatened by extinction are placed within the first two categories—least concern and near-threatened. Those that are most threatened are placed within the next three categories, known as the threatened categories —vulnerable, endangered, and critically endangered. Those species that are extinct in some form are placed within the last two categories—extinct in the wild and extinct. Classifying a species as endangered has to do with its range and habitat, as well as its actual population. For this reason, a species can be of least concern in one area and endangered in another. The gray whale ( Eschrichtius robustus ), for instance, has a healthy population in the eastern Pacific Ocean, along the coast of North and South America. The population in the western Pacific, however, is critically endangered.

Least Concern Least concern is the lowest level of conservation . A species of least concern is one that has a widespread and abundant population. Human beings are a species of least concern, along with most domestic animals , such as dogs ( Canis familiaris ) and cats ( Felis catus ). Many wild animals, such as pigeons and houseflies ( Musca domestica ), are also classified as least concern. Near Threatened A near threatened species is one that is likely to qualify for a threatened category in the near future. Many species of violets , native to tropical jungles in South America and Africa, are near threatened, for instance. They have healthy populations, but their rainforest habitat is disappearing at a fast pace. People are cutting down huge areas of rainforest for development and timber . Many violet species are likely to become threatened. Vulnerable Species The definitions of the three threatened categories (vulnerable, endangered, and critically endangered) are based on five criteria: population reduction rate , geographic range, population size, population restrictions , and probability of extinction . Threatened categories have different thresholds for these criteria. As the population and range of the species decreases, the species becomes more threatened. 1) Population reduction rate A species is classified as vulnerable if its population has declined between 30 and 50 percent. This decline is measured over 10 years or three generations of the species, whichever is longer. A generation is the period of time between the birth of an animal and the time it is able to reproduce. Mice are able to reproduce when they are about one month old. Mouse populations are mostly tracked over 10-year periods. An elephant's generation lasts about 15 years. So, elephant populations are measured over 45-year periods. A species is vulnerable if its population has declined at least 50 percent and the cause of the decline is known. Habitat loss is the leading known cause of population decline. A species is also classified as vulnerable if its population has declined at least 30 percent and the cause of the decline is not known. A new, unknown virus , for example, could kill hundreds or even thousands of individuals before being identified. 2) Geographic range A species is vulnerable if its “ extent of occurrence ” is estimated to be less than 20,000 square kilometers (7,722 square miles). An extent of occurrence is the smallest area that could contain all sites of a species’ population. If all members of a species could survive in a single area, the size of that area is the species’ extent of occurrence. A species is also classified as vulnerable if its “ area of occupancy ” is estimated to be less than 2,000 square kilometers (772 square miles). An area of occupancy is where a specific population of that species resides. This area is often a breeding or nesting site in a species range. 3) Population size Species with fewer than 10,000 mature individuals are vulnerable. The species is also vulnerable if that population declines by at least 10 percent within 10 years or three generations, whichever is longer. 4) Population restrictions Population restriction is a combination of population and area of occupancy. A species is vulnerable if it is restricted to less than 1,000 mature individuals or an area of occupancy of less than 20 square kilometers (8 square miles). 5) Probability of extinction in the wild is at least 10 percent within 100 years. Biologists, anthropologists, meteorologists , and other scientists have developed complex ways to determine a species’ probability of extinction. These formulas calculate the chances a species can survive, without human protection, in the wild. Vulnerable Species: Ethiopian Banana Frog The Ethiopian banana frog ( Afrixalus enseticola ) is a small frog native to high- altitude areas of southern Ethiopia. It is a vulnerable species because its area of occupancy is less than 2,000 square kilometers (772 square miles). The extent and quality of its forest habitat are in decline. Threats to this habitat include forest clearance, mostly for housing and agriculture. Vulnerable Species: Snaggletooth Shark The snaggletooth shark ( Hemipristis elongatus ) is found in the tropical, coastal waters of the Indian and Pacific Oceans. Its area of occupancy is enormous, from Southeast Africa to the Philippines, and from China to Australia. However, the snaggletooth shark is a vulnerable species because of a severe population reduction rate. Its population has fallen more than 10 percent over 10 years. The number of these sharks is declining due to fisheries, especially in the Java Sea and Gulf of Thailand. The snaggletooth shark’s flesh, fins, and liver are considered high-quality foods. They are sold in commercial fish markets, as well as restaurants. Vulnerable Species: Galapagos Kelp Galapagos kelp ( Eisenia galapagensis ) is a type of seaweed only found near the Galapagos Islands in the Pacific Ocean. Galapagos kelp is classified as vulnerable because its population has declined more than 10 percent over 10 years. Climate change is the leading cause of decline among Galapagos kelp. El Niño, the natural weather pattern that brings unusually warm water to the Galapagos, is the leading agent of climate change in this area. Galapagos kelp is a cold-water species and does not adapt quickly to changes in water temperature.

Endangered Species 1) Population reduction rate A species is classified as endangered when its population has declined between 50 and 70 percent. This decline is measured over 10 years or three generations of the species, whichever is longer. A species is classified as endangered when its population has declined at least 70 percent and the cause of the decline is known. A species is also classified as endangered when its population has declined at least 50 percent and the cause of the decline is not known. 2) Geographic range An endangered species’ extent of occurrence is less than 5,000 square kilometers (1,930 square miles). An endangered species’ area of occupancy is less than 500 square kilometers (193 square miles). 3) Population size A species is classified as endangered when there are fewer than 2,500 mature individuals. When a species population declines by at least 20 percent within five years or two generations, it is also classified as endangered. 4) Population restrictions A species is classified as endangered when its population is restricted to less than 250 mature individuals. When a species’ population is this low, its area of occupancy is not considered. 5) Probability of extinction in the wild is at least 20 percent within 20 years or five generations, whichever is longer.

Endangered Species: Scimitar -horned Oryx The scimitar-horned oryx ( Oryx dammah ) is a species of antelope with long horns. Its range extends across northern Africa. Previously, the scimitar-horned oryx was listed as extinct in the wild because the last confirmed sighting of one was in 1988. However, the first group of scimitar-horned oryx was released back into the wild in Chad, in August 2016, and the population is growing. Overhunting and habitat loss, including competition with domestic livestock , are the main reasons for the decline of the oryx’s wild population. Captive herds are now kept in protected areas of Tunisia, Senegal, and Morocco. Scimitar-horned oryxes are also found in many zoos . Critically Endangered Species 1) Population reduction rate A critically endangered species’ population has declined between 80 and 90 percent. This decline is measured over 10 years or three generations of the species, whichever is longer. A species is classified as critically endangered when its population has declined at least 90 percent and the cause of the decline is known. A species is also classified as endangered when its population has declined at least 80 percent and the cause of the decline is not known. 2) Geographic range A critically endangered species’ extent of occurrence is less than 100 square kilometers (39 square miles). A critically endangered species’ area of occupancy is estimated to be less than 10 square kilometers (4 square miles). 3) Population size A species is classified as critically endangered when there are fewer than 250 mature individuals. A species is also classified as critically endangered when the number of mature individuals declines by at least 25 percent within three years or one generation, whichever is longer. 4) Population restrictions A species is classified as critically endangered when its population is restricted to less than 50 mature individuals. When a species’ population is this low, its area of occupancy is not considered. 5) Probability of extinction in the wild is at least 50 percent within 10 years or three generations, whichever is longer. Critically Endangered Species: Bolivian Chinchilla Rat The Bolivian chinchilla rat ( Abrocoma boliviensis ) is a rodent found in a small section of the Santa Cruz region of Bolivia. It is critically endangered because its extent of occurrence is less than 100 square kilometers (39 square miles). The major threat to this species is loss of its cloud forest habitat. People are clearing forests to create cattle pastures .

Critically Endangered Species: Transcaucasian Racerunner The Transcaucasian racerunner ( Eremias pleskei ) is a lizard found on the Armenian Plateau , located in Armenia, Azerbaijan, Iran, and Turkey. The Transcaucasian racerunner is a critically endangered species because of a huge population decline, estimated at more than 80 percent during the past 10 years. Threats to this species include the salination , or increased saltiness, of soil . Fertilizers used for agricultural development seep into the soil, increasing its saltiness. Racerunners live in and among the rocks and soil, and cannot adapt to the increased salt in their food and shelter. The racerunner is also losing habitat as people create trash dumps on their area of occupancy. Critically Endangered Species: White Ferula Mushroom The white ferula mushroom ( Pleurotus nebrodensis ) is a critically endangered species of fungus. The mushroom is critically endangered because its extent of occurrence is less than 100 square kilometers (39 square miles). It is only found in the northern part of the Italian island of Sicily, in the Mediterranean Sea. The leading threats to white ferula mushrooms are loss of habitat and overharvesting. White ferula mushrooms are a gourmet food item. Farmers and amateur mushroom hunters harvest the fungus for food and profit. The mushrooms can be sold for up to $100 per kilogram (2.2 pounds). Extinct in the Wild A species is extinct in the wild when it only survives in cultivation (plants), in captivity (animals), or as a population well outside its established range. A species may be listed as extinct in the wild only after years of surveys have failed to record an individual in its native or expected habitat.

Extinct in the Wild: Monut Kaala Cyanea The Mount Kaala cyanea ( Cyanea superba ) is a large, flowering tree native to the island of Oahu, in the U.S. state of Hawai‘i. The Mount Kaala cyanea has large, broad leaves and fleshy fruit. The tree is extinct in the wild largely because of invasive species. Non-native plants crowded the cyanea out of its habitat, and non-native animals such as pigs, rats, and slugs ate its fruit more quickly than it could reproduce. Mount Kaala cyanea trees survive in tropical nurseries and botanical gardens . Many botanists and conservationists look forward to establishing a new population in the wild. Extinct A species is extinct when there is no reasonable doubt that the last remaining individual of that species has died. Extinct: Cuban Macaw The Cuban macaw ( Ara tricolor ) was a tropical parrot native to Cuba and a small Cuban island, Isla de la Juventud. Hunting and collecting the birds for pets led to the bird’s extinction. The last specimen of the Cuban macaw was collected in 1864. Extinct: Ridley’s Stick Insect Ridley’s stick insect ( Pseudobactricia ridleyi ) was native to the tropical jungle of the island of Singapore. This insect, whose long, segmented body resembled a tree limb, is only known through a single specimen, collected more than 100 years ago. During the 20th century, Singapore experienced rapid development. Almost the entire jungle was cleared, depriving the insect of its habitat.

Endangered Species and People When a species is classified as endangered, governments and international organizations can work to protect it. Laws may limit hunting and destruction of the species’ habitat. Individuals and organizations that break these laws may face huge fines. Because of such actions, many species have recovered from their endangered status. The brown pelican ( Pelecanus occidentalis ) was taken off the endangered species list in 2009, for instance. This seabird is native to the coasts of North America and South America, as well as the islands of the Caribbean Sea. It is the state bird of the U.S. state of Louisiana. In 1970, the number of brown pelicans in the wild was estimated at 10,000. The bird was classified as vulnerable. During the 1970s and 1980s, governments and conservation groups worked to help the brown pelican recover. Young chicks were reared in hatching sites, then released into the wild. Human access to nesting sites was severely restricted. The pesticide DDT , which damaged the eggs of the brown pelican, was banned. During the 1980s, the number of brown pelicans soared. In 1988, the IUCN “delisted” the brown pelican. The bird, whose population is now in the hundreds of thousands, is now in the category of least concern.

Convention on Biological Diversity The Convention on Biological Diversity is an international treaty to sustain and protect the diversity of life on Earth. This includes conservation, sustainability, and sharing the benefits of genetic research and resources. The Convention on Biological Diversity has adopted the IUCN Red List of endangered species in order to monitor and research species' population and habitats. Three nations have not ratified the Convention on Biological Diversity: Andorra, the Holy See (Vatican), and the United States.

Lonesome George Lonesome George was the only living member of the Pinta Island tortoise ( Chelonoidis abingdoni ) known to exist. The Pinta Island tortoise was only found on Pinta, one of the Galapagos Islands. The Charles Darwin Research Station, a scientific facility in the Galapagos, offered a $10,000 reward to any zoo or individual for locating a single Pinta Island tortoise female. On June 25, 2012, Lonesome George died, leaving one more extinct species in the world.

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InquiryBeing

Sharing the Planet: Our Journey Through Inquiry

Introduction:.

This time last year I had been left disappointed with the learning and teaching of my current inquiry. I found the scope too narrow, not enough depth for ‘real’ inquiry. I had not been looking forward to beginning it again. It was time for a rethink. I decided to approach the inquiry in a new way. My way did not work so lets see if we can change things. I decided to let things go and see where the children took me. It was time for greater student agency. I have documented the whole process and hope that you enjoy the journey. I have included a variety of learning but not all.

Please leave comments of what you think worked and how this could be improved. I am very open and welcoming to positive criticism. 

Transdisciplinary Theme:  Sharing the planet:

Central Idea:  Animals and people interact in different ways in different contexts.

Lines of Inquiry:

• The different roles animals play in people’s lives.
• Suitability of particular animals for specific functions.
• Our responsibility for the well-being of animals.

Before we begin an inquiry I believe that it is always important to begin with the ‘Why’? This is based on the work of Simon Sinek. I have introduced this to my practice during the last couple of years and I have found that it really adds purpose to the inquiry and a logical progression in thinking. It provides a core purpose to the inquiry and why we do what we do. 

• Children recognise the important connection between humans and animals
• Through research the children will become ‘experts’ on a particular animal and develop greater understanding on others.
• Responsibilities.
• Human Impact.
• The role animals play in our every day lives.

Provocations and Invitations:

‘Environments are invitations for inquiry. These environments have the potential to promote learning processes where children engage with one another and with meaningful materials exploring, constructing and representing their understanding and theories’  Louise Jupp

Writing stations were organised to provide prompts for the children’s learning. This is helpful in supporting the language development with the inquiry. Providing language skills directly linked to the inquiry.

Our outside area would also play an important role in our inquiry as the children explore, question and investigate their natural environment. The learning experiences of the children’s independent interaction with the natural world have been invaluable throughout the year. We have recently built a sustainable garden which has to develop further the children’s connections with nature and a developing sense of responsibility.

This is great I thought, so after some discussion I asked, ‘Which animals would you like to learn more about?’ Straight away hands went up, ‘Black Panthers, Tigers, Rabbits, Ducks, Dogs, Cats, Polar Bears……’ the list went on.

We began by choosing one of the children’s question. I had decided that I would use an example provided by one of my EAL students as they would need the most support. The question was “Where does a panda live?’ We then discussed where we could find the answer. ‘In a book? or on the internet’ some of the children suggested. So we searched YouTube to find a suitable vdeo all about pandas and recorded the information we discovered. 

The information we discovered and recorded only led to more questions.

• What is mammal?
• What does endangered mean?
• What happens to animal when it become extinct?

And so our inquiry began to take shape……

During the first week of the inquiry we also thought about and discussed our pets. This also seemed a natural starting point as pets are many of the children’s most important interactions with animals.

I also wanted to assess the children’s understanding about the concepts of pets. This would be important as we would begin to categories animals later in our inquiry. So I the asked the question, ‘What is a pet?’ and through discussion the children shared their thoughts and ideas which were recored on our board.

We also thought about the different roles our pets play in our daily lives. We came up with four very important roles, play, family, fun and friendship.

Finding-Out:

After our previous discussions regarding our pets we shared our ideas regarding our responsibilities. We shared our own thoughts, ideas and experiences. Many of the children had an excellent understanding of how to care and be responsible for their pets but we wanted to find out more.

We thought about the different ways that we can research information e.g. internet, books, or even just asking someone who is knowledgeable. We decided to try the internet and quickly found the video that explained the basic animal needs of pets.

Sorting Out:

The joy of this inquiry has taken many directions which has been one of the greatest successes. The children were following their own path of learning with their questions being the driving force. As mentioned earlier, however, this had started to worry me slightly that the inquiry was becoming too broad. Would we ever come to the ‘why’ of the inquiry and if we did would there be enough time to inquire about this in depth?

Through the children’s independent questioning which were introduced to words like nocturnal, carnivore, herbivore, mammals, reptiles, birds etc. The children began to sort these animals into different groups based on these characteristics.

Through our research we developed a better understanding of the function of farm animals and their connection to our daily lives. Over the next week we decided that we would have a go at making our own produce. We made butter, cream, and even ice-cream. We learned a lot about the process of how some of our food gets from the farm to our plates.

Going Further:

Throughout our inquiry the children have continued to research their chosen animal with support. This has led to many discussions regarding the different habitats where the animals lived. This led us to begin to study each of the habitats a little more closely. What we discovered was that many of the habitats were connected by the terrible effects of human behaviour. This learning really began to change the direction of our learning.

• Stop using plastic bags when we are shopping.
• Recycle our waste especially plastic which takes a very long time to decompose.

Who has made all this mess?! My teaching partner and I decided to provide a provocation to stimulate the children’s thinking about recycling. Her class were learning about different materials and my class had just begun to think about the concept of recycling. It seemed a perfect time to collaborate.

Making Conclusions:

‘ Action in the PYP. Taking action is an integral conclusion to the learning that incorporates students making connections to what they have learned, applying a variety of real life skills. ‘ Even our youngest learners are capable of meaningful Action.

• We watched a video about the different ways hens are kept on farms e.g. free-range, caged, barn. After some discussion the children all decided that they would like to be free-range if they were hens. Some of the parents have now commented that the children have requested free-range eggs when they are at the supermarket.
• After our learning about plastic in our oceans some parents have commented on the children’s concerns about using plastic bags when shopping.
• Throughout the inquiry the children have demonstrated and developed greater care and empathy towards many of the animals they have encountered in our environment.
• Children have began to independently research animals delighting in sharing their new found knowledge.

‘This is let you know that Vihan has been constantly talking about the devastating effect of plastic on our environment and what we can do to help.

He has spoken to the maids and security in our apartment to ensure that plastic bags are not being thrown away, instead reused and recycled. 

Vihan noticed that the bag of spare clothes that he carries to school everyday, is plastic and immediately insisted that it be changed to paper or cloth bag. He found a suitable paper bag and is now carrying that to school.

Thank you very much for making the students aware of plastics and its effect on Earth. We really appreciate it’

Student-Initiated Inquiries:

The pleasing element of this inquiry is that it has almost all been student initiated. it has been the children’s questions and curiosity that has really driven the inquiry. we have tried as much as possible to follow the children’s thinking. when possible we made connections between the work. insects:.

Step 2:  Once in the classroom we remembered that one of the questions from last week was ‘What is an insect?’. I showed the children a variety of toy insects and we talked about what they all had in common. What made an insect an insect? This was a good opportunity to assess the children’s prior knowledge.

The children’s responses:

• Some have fur and some don’t.
• They are tiny.
• Some insects sting (The children gave many examples of themselves and family members being stung)
• Insects have 6 legs (I had to prompt them with this one by counting the legs)

Step 3:  It was clear that we needed to find out more information. I asked the children how we could research to find out more. I was pleased that some answered with Youtube. this demonstrated that the children were becoming more aware of how technology can be used to support our learning. We searched YouTube and found a video all about insects to develop our knowledge and research skills.

Step 4:  We discussed and shared the information that we found out. The children’s understanding of insects had quickly developed.

Children’s Findings:

• They don’t have bones but many do have a shell (exoskeleton).
• They are cold blooded so they prefer warm places but can be found anywhere in the world, even Antarctica!
• Most have wings and antenna.
• They hibernate.
• They lay eggs.
• Some insects change shape during their life.

What is the biggest animal?

Step 2:  We used our I.pads to research the question as a whole class activity. We want to support the children’s research skills.

Step 3:  We found out the the elephant is the largest land animal. We also found out through our research that the giraffe was the tallest animal. This was great because our strand of Maths for this inquiry is measurement. We decided that we could measure how big and elephant is and how tall a giraffe is. We could then compare this to other animals we had already measured. Great opportunity to integrate our Maths objectives authentically into our unit of inquiry. Technology Integration:

When ever possible I try to make authentic technology integration within the learning. With our focus on research it has been quite easy to make this connection as the children have used a variety of web based searches to gain information regarding the animals e.g. google, Youtube etc. the children have been supported in how to find information with a developing independence.

This year I have been introduced to Seesaw, an online portfolio. It has made technology integration so much easier than ever before. We used Seesaw to label to different body parts of a variety of animals as this has been part of our science expectations for this inquiry.

Conclusion:

It has been a very interesting learning journey. I can certainly say that it has been much more successful than the previous year it terms of learning and student engagement. We have tackled some ‘real world’ issues and the children have responded brilliantly. The amount of meaningful, authentic Action that took place made it all worth it. It has demonstrated that even our youngest learners are capable of taking Action. Through the inquiry we have created an awareness and developing understanding of Global issues which the children will take forward with them.

The whole process has made me reconsider my approach to both inquiry and assessment. I will certainly provide greater opportunity for children’s interest and thinking to drive the inquiry. I have also had to rethink the importance of creating a Summative Assessment task at the beginning of the inquiry, if they are needed at all. If we use detailed formative assessment throughout there is little need.

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Published by David Gostelow

I am an Early Childhood educator currently working in Thailand. As an experienced, and proud member, of the international learning community I enjoy the challenge and seek opportunities to support positive sustainable change to a community. I am passionate about providing innovative experiences for students to authentically engage in the whole creative thinking process; to make meaningful connections to the world around them; to solve problems; to develop a mindset for agency and responsible choices; and to develop their own voice. View all posts by David Gostelow

5 thoughts on “Sharing the Planet: Our Journey Through Inquiry”

Amazing unit..very well initiated inquiries..kudos

Great applause…deeply driven thinking process

A really wonderful unit, well done

This is amazing David! I’m new to PYP and haven’t had any training due to covid so am spending my summer holidays upskilling myself. I’ve listened to podcasts and done heaps of reading but finding real-life examples of what the inquiry process looks like in an early years classroom has been hard to find. Thank you so much for documenting this. Your inquiry looks outstanding. I’m going to share this with my team and follow your ideas. Thank you so much! I can’t wait to read more of your blog. Thanks, Jo

well explained.its my first time lin this curriculum,and l find it very interesting,Good work

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Central Idea: Human Impacts

• Show/Hide Line Reader
• Learn It Part 1
• Learn It Part 2
• Conquer It Part 1
• Conquer It Part 2
• Exit Ticket

In the following activities, you will continue to uncover the central idea of the whole article by continuing to synthesize key details and thinking about what the author wants you to learn from the article. Finally, you will use the central idea from the article to develop an accurate summary of the text as a whole.

Continue reading the final paragraphs in “ From Many, to Few, to None Opens a new window , ” and then complete the activity.

Paragraph 6 These cautionary tales inspired reflection on the relationship of humans and nature, and led to a groundswell of public awareness of environmental problems and support for wildlife conservation. This was the start of the country's first environmental movement. The result was the regulation of hunting, the establishment of refuges and preserves, and the passage of conservation laws. Several years later, Congress passed the Endangered Species Act of 1973, which was to become the most important wildlife conservation law of our time and the primary means for federal agencies to protect imperiled species and their habitats. While contemporary conservation measures arrived too late to save the passenger pigeon and other species, this crucial law has kept hundreds of plants and animals from realizing this fate.

Paragraph 7 In the last 40 years, the Endangered Species Act has proved to be a remarkably successful tool for preventing extinction and steadily improving the conservation prospects for numerous dwindling species. Although significant progress has been made in safeguarding our nation's imperiled species, many still face formidable challenges to recovery. Many species continue to hang on by just the thread ESA protection provides them. And while some species with precariously low numbers may never recover to the point where ESA protection is no longer necessary for their survival, the status of many species has improved or stabilized. In the 40th year of its existence, the ESA is stronger than ever. It continues to represent an unwavering commitment to protect our native plants and animals for future generations.

— U.S. Fish & Wildlife Service , August 18, 2014

Central Idea Tip

Remember, the central idea develops over the course of the text. As a reader, it is important for you to keep track of the central idea by pausing after each section and asking yourself some important questions:

• What is the central idea of this section?
• Which key details support the central idea?
• How has the central idea changed from the last section I read?
• How is my understanding of this scientific concept deepening?

Tracing the development of the central idea will ensure that you truly understand the content presented by the author.

• Go to page 1
• Go to page 2
• Go to page 3
• Go to page 4
• Go to page 5
• Go to page 6
• Go to page 7
• Go to page 8

Teacher Resources | Accessibility

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Education Standards

North carolina digital learning standards.

Learning Domain: Knowledge Constructor

Standard: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

North Carolina English Language Arts Standards

Learning Domain: Reading: Informational Text

Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Standard: Use text features and search tools to locate information relevant to a given topic efficiently.

Standard: Distinguish their own point of view from that of the author of a text.

NC ISTE Standards for Students

Learning Domain: 1.3 Knowledge Constructor

Endangered Animal Project Rubric

Main idea exit ticket, gedb introduction to endangered animals: finding the main idea (lesson 1 of 4).

Students will learn to find main idea in a nonfiction text about endangered rhinoceroses. Main idea should be taught prior to this lesson using reading strategies. Students should already know main idea is what the text is mainly about in one sentence. Students should be able to locate the main idea in the topic sentence, heading, last sentence of the text, and know it may be found in text features. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Lesson Plan

Description

Students will learn to find main idea in a nonfiction text about endangered rhinoceroses. Main idea should be taught prior to this lesson using reading strategies. Students should already know main idea is what the text is mainly about in one sentence. Students should be able to locate the main idea in the topic sentence, heading, last sentence of the text, and know it may be found in text features.

Student Engagement/Motivation

Most people have a natural curiosity and love for animals. Today, we will begin learning about endangered animals in our nonfiction reading and writing units. Teacher will ask students to name an animal they believe may be endangered. Student responses will be posted on the board.

Learning Targets and Criteria for Success

Learning Targets

I can determine the main idea of a text and key details.

I can use my knowledge about text features to help me determine the main idea.

I can locate the author’s perspective. 

I can build my background knowledge about endangered animals living in other countries.

Criteria for Success

I will use National Geographic Kids.com to research articles on rhinos.

I will use text features to locate the main idea and details in a text.  

I will work with a group to discuss the author's point of view and compare it to my own. 

Supplies/Resources

Computers, SMARTboard or projector

NationalGeographickids.com 

Rhinos Airlifted to New Home article-

http://kids.nationalgeographic.com/explore/nature/rhinos-airlifted-to-new-home

Any nonfiction book about cheetahs

Helping Cheetahs: A Race to Survive article-

https://kids.nationalgeographic.com/explore/nature/cheetahs-race-to-survive/#cheetahs-survival-classroom

Chart paper with text features hanging around the classroom 

(photos/captions, heading, bold print, italics, chart, map, sidebar)

Reading notebook

Chart paper for creating a poster

World Wildlife Fund e-card website- 

http://wwf.worldwildlife.org/site/PageServer?pagename=WWF_Free_Ecards&_ga=2.216807891.495776190.1505024345-1643744332.1505024345

Learning Tasks and Practice

The teacher will begin by using Rhinos Airlifted to New Home article to model the learning task. The teacher will show students how to locate the text features like headings, bold words, pictures, captions, table of contents, chart, sidebar, glossary, or hyperlink. Teacher will use the same article to model using headings, pictures, captions and a hyperlink to find the main idea and author's point of view. The teacher will need any nonfiction book about cheetahs to model using any other text features to find the main idea. The teacher will show students the chart paper placed around the room. Each piece of chart paper should have a text feature displayed on it. The teacher will write the main idea of the text used on a sticky note. Then, the teacher will model by adding the sticky note to the chart that matches the text feature that helped locate the main idea. Finally, the teacher will read and discuss the author's point of view of the text and share their own point of view with the class. 

The teacher should have copies of the Helping Cheetahs: A Race to Survive article, give students access to the same article or give each group a different article to analyze. Students will need a copy of the article for each group member to read or computers for the students to access it online. 

1. Teacher says,"In groups of four, you will read, discuss, and decipher the information from the cheetahs article in order to collect the main idea and three details." 

2. Students will take notes with their group and discuss the main idea and details. They will work together to determine the main idea of the text and write it on a sticky note along with three details.  

3. One student from the group will place the sticky note response on the chart with the text feature that was most helpful to them when finding the main idea.  

4. Students in the group will find the author’s point of view in the text and write it in their reading notebooks.

5. One student from each group will be the spokesperson to share which text feature their group used to help them locate the main idea of the text. Students should also tell why the chosen text feature was helpful to their group and what the author’s point of view is in the text.           

6. Students will complete the Main Idea Exit Ticket.

7. Students can continue this lesson on the same day or a different day if more time is needed. 

Technological Engagement

Teacher will use the SMARTboard. A projector could also be used if the teacher does not have access to a SMARTboard. 

Students will use computers to visit National Geographic Kids.com to read the article Helping Cheetahs: A Race to Survive. If computers are not available, the teacher can print the article for students to view and read.

As an optional extention activity, students can send an e-postcard to family or friends to show how people can help endangered animals. See the extented learning opportunity section for more information. 

Collecting and Documenting Evidence of Learning

Students will work in a group of four to read the Helping Cheetahs: A Race to Survive article, take notes and find the main idea, and details. Students will write their main idea on a sticky note and place it on the text feature charts around the room to show what text feature helped their group find the main idea and details.Student learning will be assessed through observation of group discussion about the main idea and details. Students will also complete the Main Idea Exit Ticket.

Student Self-Reflection and Action Steps

Students will read all responses on the sticky notes and text features charts. They will be able to look back at their notes in the reading notebook. This will help students having difficulty finding or understanding main idea. The teacher will meet with students who are reluctant to share to ensure they are able to meet the instructional goals.

In groups of two, students will reflect on their notes and main idea sticky note responses about the National Geographic article and the author’s perspective about what these animals face in other countries. 

Feedback/Instructional Adjustments

Student feedback is given after the teacher reviews student's sticky note response, reading notebook notes and whole class sharing. The teacher will give feedback about the poster each group creates. The teacher will evaluate the message to make sure students share the main idea, details and author’s perspective from their assigned text and the  Endangered Animal Project Rubric. The teacher will also give a grade and feedback after the Main Idea Exit Ticket is completed or used to reteach a small group. Subsequent lessons are adjusted based on student understanding and responses.

Extended Learning Opportunities 

Students will use their new information to write a letter to the US Congress about the threats the rhinos or cheetahs face. Students letters should include why action should be taken and how to help these animals overcome the threats they face. 

Students could also read a nonfiction book or text during independent reading. While reading the text, students can write the main idea and supporting details in their reading response notebook. 

Students will take the main idea/author’s perspective a step further and create a postcard with a paragraph explaining the threats cheetahs or rhino face and how people can take action and help these animals. To incorporate technology, students can go to the World Wildlife Fund- http://wwf.worldwildlife.org/site/PageServer?pagename=Friendship_Love_Ecards  and send an e-postcard to someone in their family. Students will write a simple message of three to four sentences about threats facing cheetahs or rhinos and ask the recipent to help the animals. Students will list 2-3 ways to help. 

Students will write an informational paragraph about cheetahs and type it into a word processing document. The paragraph could include who, what, when, where and why.

Teacher Reflection of Learning

I enjoyed reading each student's main idea and details sticky note and reading notebook notes that included the main idea and details. This was an easy way for me to assess students understanding. Students were very interested in learning more about the animals and how they became endangered. This will be an exciting unit! 

Version History

How to help protect endangered species

As you read this, countless species are on the brink of extinction. We live in an era where global biodiversity faces threats that are caused in large part by human actions.

But there are things we can do to help. Individuals committed to conservation can take collective action to protect endangered species from extinction. Here we explore some practical strategies that you can implement in your daily life to protect endangered wildlife.

16 things you can do to help endangered species

Conservation efforts don’t just have to be spearheaded by large organizations—individuals can make a difference, too. The choices we make in our day-to-day lives can have a positive impact on threatened species. 

Buy products from sustainable sources

Choosing cruelty-free alternatives helps reduce the demand for goods that contribute to the endangerment of species. Avoid buying products made from animal skins, scales, ivory, or other endangered animal products. 

Though it can seem like a personal choice that only affects you, you directly contribute to wildlife conservation by actively purchasing from sustainable sources. 

If enough people make these choices, businesses will be encouraged to adopt ethical practices and invest in more sustainable alternatives. 

Advocate for conservation

Using your voice to bring attention to the plight of endangered species educates others and builds support for conservation causes.

This can be as simple as talking to your friends and sharing resources or links on social media, along with attending events, signing petitions, and writing to elected officials.

Not sure where to start? We have a list of active petitions that you can sign to help ensure your voice is heard—from helping to save North Atlantic right whales from extinction to forming a national biodiversity strategy. 

Avoid plastic use and littering, and recycle properly

Ensuring that you properly dispose of waste and recyclables can play a huge part in protecting the environment and animal populations. Recycling plays a pivotal role in breaking the cycle of plastic pollution by diverting materials from landfills and ensuring that plastics don’t end up endangering wildlife through ingestion or entanglement.

Beyond proper recycling, try to use alternatives to plastic products (especially single-use plastics). Products like metal straws instead of plastic ones, beeswax wraps instead of cling film, and reusable water bottles can all make a difference. 

Learn more about wildlife and educate others 

Empower yourself through knowledge. By learning more about wildlife and endangered species —and then sharing that knowledge with others—you can create a ripple effect of awareness.

IFAW is all about educating, sharing knowledge, and promoting collective action. Our blog is a great place to start if you want to learn more about conservation and endangered species. Learn more about endangered wildlife in Africa , Europe , Asia , Australia , North America , and South America , or take a look at our list of the world’s most endangered mammals or birds .

Support conservation organizations 

Supporting conservation organizations is a great way to protect endangered species. Donations provide crucial funding for research, habitat protection, wildlife rescue, and species recovery programs.

If you’re not in a position to provide financial support, there are other ways you can support conservation efforts. Identify organizations dedicated to causes you to care about, follow them on social media, and reshare their posts. This helps to amplify their reach and spread awareness. You can also look for volunteering opportunities at conservation organisations and wildlife centres in your local community.

Through these actions, you can support the collective effort to safeguard endangered species. 

Support policy initiatives that help animals

One of the most effective ways to protect endangered species is through policies prioritizing animal welfare and conservation. Many animals are already protected by law, and the more we can introduce legislation to protect threatened species, the better.

You can stay informed about relevant legislation and advocate for stronger protections for endangered species. Or try engaging with your local elected officials by expressing concerns and providing input on wildlife-related policies. You can also join or support organizations lobbying for effective conservation policies. 

Protect wildlife habitats

Individuals play a crucial role in protecting endangered species by safeguarding their habitats. Simple actions can make a significant impact, for example: 

• Letting your lawn grow provides a haven for important pollinating insects and small animals. 
• Planting native trees (and not cutting down existing ones) helps restore natural ecosystems. 
• Setting up water sources in your yard or garden aids local wildlife, especially during dry periods. 
• Planting native flowers supports pollinators, which is essential for the reproductive success of many species. 

You should also refrain from disturbing wildlife in your community. If you see a wild animal that appears orphaned or distressed, contact your local wildlife rehabilitation center for help. 

Participate in park, roadside, or beach cleanups

Participating in park, roadside, or beach cleanups is a direct action that can help you contribute to the protection of endangered species. Have a look to see if there are any community- or council-led cleanups in your area. 

Removing litter and waste preserves natural ecosystems, prevents harm to wildlife, and raises public awareness about the impact of pollution on endangered species and their habitats.

Host a community fundraising event

Organizing events like charity walks, auctions, or educational seminars can raise funds for conservation efforts. These events not only generate financial support but also help spread the word about the importance of biodiversity and conservation. 

Your event’s funds can be given directly to conservation organizations to support their efforts to conserve biodiversity.

Volunteer with an animal shelter or sanctuary that rehabilitates wildlife

Volunteering at a shelter is a hands-on way to directly contribute to protecting endangered species. 

Find an organization near you dedicated to wildlife rescue and rehabilitation and inquire if they’re open to volunteers. By dedicating your time and skills to these organizations, you can help with the care of animals while also learning more about the cause. 

Use alternatives to pesticides

If you have a garden, avoid using pesticides on your plants and vegetables. Opting for natural and eco-friendly pest control methods helps maintain a balanced ecosystem without harming non-target species. Planting native vegetation that attracts natural predators can also reduce the need for chemical interventions.

For more information, you can speak with workers at your local garden center to find a solution that will protect your harvest without harming native wildlife around your home. 

Travel sustainably and support wildlife-friendly tourism

The next time you take a trip, avoid booking a package holiday and instead think a bit more deeply about ways you can travel sustainably to help reduce the negative impact of tourism on ecosystems.

This can include wildlife tourism, like safaris or whale watching, but make sure you look into tour operators that prioritize conservation and animal well-being.

Here are some ideas to make your trips more sustainable:

• Opt for eco-friendly accommodations and tour operators that prioritize conservation practices.
• Choose destinations with responsible wildlife tourism guidelines, ensuring minimal disturbance to natural habitats. 
• Participate in educational programs and eco-tours that raise awareness about endangered species and their conservation needs. 
• Respect local wildlife regulations, keeping a safe distance from animals in their natural habitats. 

Follow vessel speed rules on the ocean

If you’re a boat owner or driver, it’s essential to always follow vessel speed rules. This isn’t just for your safety—it also protects marine life below the surface. 

Strict ocean speed limits help protect whales and dolphins, whose navigation and communication can be disrupted by loud ocean traffic . Faster speeds are also linked to vessel strikes, which can be fatal for animals in the ocean. 

Support habitat connectivity 

Urbanization of natural habitats may be inevitable in some places, but it can cause habitat fragmentation for already vulnerable wildlife populations. For example, fences that mark land boundaries can become obstacles to animals looking to move around their habitats. 

You may not realize that individuals can take action to help prevent fragmentation or even reconnect habitats. For example, you can plant hedges or native trees in your yard instead of building fences. 

Make your home wildlife-friendly

Making your home as wildlife-friendly as possible is especially important if you live in a rural or suburban area. You can do many small things that will have a big impact on local wildlife. For example, you can:

• Keep your cats inside, especially at night.
• Secure garbage in bins with locking lids.
• Stick decals on windows to deter bird collisions.
• Place bird baths outside, and replace the water often to avoid disease transmission.
• Add native plants to your garden, along with plenty of wildflowers for pollinators.

Visit a national park

Next time you have a day or a long weekend off, take the time to visit a national park, wildlife refuge, or protected area. These places provide safe habitats for thousands of endangered species. While you get the chance to experience and enjoy nature, you’re also financially supporting the park, helping them continue their good work. 

Plus, the more people who visit these parks, the more likely governments are to fund them. 

Help IFAW protect endangered species

Protecting endangered species is necessary for the ongoing health of our planet’s ecosystems.

Organizations like IFAW need help from people like you who are committed to helping endangered animals. Embracing sustainable practices, helping us advocate for policy change, and supporting our conservation efforts are ways you can help endangered species worldwide.

Landscape Conservation

Fascinating wildlife and animals in Kenya

Elephant facts and statistics

What are wildlife rangers?

every problem has a solution, every solution needs support.

The problems we face are urgent, complicated, and resistant to change. Real solutions demand creativity, hard work, and involvement from people like you.

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Kid World Citizen

Activities that help young minds go global

Endangered Species Projects and Lessons for Kids

October 2, 2014 by kidworldcitizen 2 Comments

Focus: Endangered Primates

Angelique Felix  asked bloggers to write a post about kids and animals for “World Animal Day” on October 4th. We are huge animal lovers in our house, and decided to share endangered species projects for kids.

Facts about Endangered Species

• An endangered species is one whose numbers are so small that it is at risk of extinction.
• A species is “endangered” or “threatened” when it is suffers: damage to its habitat; disease or predation of the species; and hazards to the continued life of the species.
• Factors that threaten creature on Earth include deforestation, water scarcity, erosion, pollution, climate change, overfishing, oil and gas development, infrastructure, and illegal wildlife trade.
• Around 50% of all endangered species live in the rainforest. The planet’s largest rainforest –The Amazon – lost more than 17% of its forest cover in the last century due to human activity.

Endangered Species Projects for Kids

Step 1. find out: what is an endangered species.

Use this simple power point to introduce the term “endangered species.”

STEP 2: Learn about a specific endangered species

We chose 3 endangered primates, from 3 different parts of the world:

Silky Sifaka Lemur (from Madagascar) Roloway Monkey (from Ghana) Cotton-Top Tamarin (from Colombia).

When I used this in my class, I made groups of 4-5 students to study each endangered primate. I researched and wrote reading passages (informational texts, aligned with Common Core- available here) about each of the endangered species. First, the kids read the passage about their primate to themselves. Next, they read it aloud in their small group, taking turns reading paragraphs while going around in the circle. Each group became “experts” on their specific endangered species.

An info grid (also available here ) is a visual organizer where students could fill out important information about their species. Later, during the presentations, students needed to listen to the information about the other species and fill in the remaining boxes in the info grid.

Students watched the following videos that gave more details on their endangered species. Videos are great when you can find animal scientists that are clear, and give detailed information for the kids. Since we couldn’t take a field trip to Colombia, Madagascar, or Ghana:), we especially loved being able to see the animals climbing around:

Cotton-Top Tamarin

Roloway monkey (also called “diana guenon”), silky sifaka, step 3: present the information.

Each child can take a couple of minutes to present the information that they learned about their endangered species- giving features about their habitat, food, characteristics, unique behaviors, their location (use a map!), and the biggest threat to their survival. After reading and watching videos, the kids really do feel like experts and enjoy sharing their knowledge. The other kids should pay attention to the presentation so they can fill in their info grids with the pertinent details.

Step 4: Take Action!

Kids might feel overwhelmed that they are unable to do anything to help (at least my kids did!). A major way to help endangered animals is to spread awareness. Students can take part in this by making posters and hanging them in school hallways, the public library, or even hanging in their rooms to show their friends—sharing what they’ve learned with everyone who walks by!

My sister is the phenomenal artist that hand-drew these coloring sheets of our endangered primates  for our posters.

In the Endangered Primate Unit we also have an activity that looks at the problems (the reasons or threats to the endangered species), the reason behind the problem, and then the kids come up with an action that they can do as kids to help prevent it in the future.

This is a great way learn problem solving, in a meaningful lesson:

Step 5: Endangered Species Art Project

After learning about their unique physical features, using a paper plate and the templates available here, we made these awesome endangered species masks with felt, fabric, and lots of soft feathers. Interdisciplinary units cross subjects areas and integrate a variety of skills: reading, science, art, oral presentation. I have seen that interdisciplinary lessons increase students’ success, interest, and make the unit more meaningful as it engages different intelligences across the same topic.

In the huge Endangered Primate Unit, I included additional exercises (and their answer keys) that include math, vocabulary, science, journal writing, cursive handwriting sheets, a webquest, and a geography mapping activity (most are Common Core-aligned):

• Alphabetical Order Activity with Key Science Terms
• Science Career Path Matching Game
• Endangered Species Math Word Problem Worksheet
• Estimating Fun! Math Worksheets (Numerical and Word Problems related to endangered species)
• Endangered Species/Environmental Journal Prompts Printable
• What Makes a Primate? Handwriting Sheets
• Endangered Animal WebQuest
• Mapping Endangered Primates Geography Activity

Endangered Species: Three Primates

Check out all of our Common Core aligned activities about three endangered primates that can be used to introduce endangered species in a classroom or home setting. All materials can be found at the Kid World Citizen store at Teachers Pay Teachers ! A wide range of activities incorporate math, science, balanced literacy, and art. Go now >

Additional Resources for Endangered Species Projects

This endangered species animal list, with detailed information and photographs about locations, habitats, food, size, threats, and more. At Kids Planet,  there are also fact sheets on over 50 animals.

A  thorough list of endangered species is maintained by the WWF (World Wildlife Fund). It is astounding to read the actual numbers of animals left in the world of each species:

• 30 Amur Leopards
• Less than 35 Javan Rhinos
• South China Tigers are believed to be extinct in the wild

Read the Top 20 Countries with the Most Endangered Species.  Led by Ecuador, the US, and Malaysia, this infographic is easy for kids to read and inspired my kids to find out more.

Free Endangered Species Coloring Book from EPA  (click “get a copy”)

Free Endangered Species App from WWF

Possible Extension Activities

After the activities above, students can choose an endangered species they would like to learn more about.

1) Have students create a newspaper article about the endangered species of their choice. Include the following:

• Explain why the species is in trouble
• Describe it’s habitat, food sources, and predators
• Write ideas of how people can help

2) Have students think of 20 key words related to their endangered species, including adjectives, nouns, and verbs. Using these words on Tagxedo Word Cloud Generator, students can make a word cloud all about their animal. These word clouds make a class display, and can also be shared on the class blog.

Check out all of our Common Core aligned activities about three endangered primates that can be used to introduce endangered species in a classroom or home setting. All materials can be found at the Kid World Citizen store at Teachers Pay Teachers ! A wide range of activities incorporate math, science, balanced literacy, and art. Go now > If you’d like to see more activities for kids who love animals, check out the wonderful series from the Kid Blogger Network: “Children Loving Animals” for World Animal Day, October 3rd.

By Category

October 2, 2014 at 11:18 am

Wow, this is such an important contribution to the World Animal Day event of us kids bloggers. I enjoyed very much reading you super interesting post Becky! Thank you for your participation and I hope we can change the world a little bit 🙂

[…] Endangered Species Projects and Lessons for Kids: Kid World Citizen […]

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Age of Humans

A Smithsonian magazine special report

How We Decide Which Animals Become Endangered

It wasn’t too long ago that the idea of “endangered animals” didn’t even exist.

Erin Blakemore

Correspondent

The idea of extinction is pretty straightforward — a species is there, until it’s not. But modern attitudes towards endangerment and extinction are hardly that simple. In fact, it wasn’t long ago that the idea of endangered animals didn’t even exist.

The concept of caring about or quantifying threats to animals is actually fairly modern — but it started earlier than you might think. Though early colonists reacted to the sheer abundance of American wildlife with shock and delight ( Captain John Smith boasted of “diverse sorts of wild beasts as fat as we could eat them”), people soon started to notice the impacts of settlers on animals. “I have heard a hunter assert, he saw above one thousand buffaloes at Blue Licks at once;” wrote John Filson in 1784, “so numerous were they before the first settlers had wantonly sported away their lives.”

Growing populations and unchecked hunting quickly left their mark. In 1857, citizens concerned about dwindling numbers of passenger pigeons turned to the Ohio Senate, but were dismissed. “The Passenger Pigeon needs no protection,” the Senate scoffed . “No ordinary destruction can lessen them.” Not so — in 1914, the very last passenger pigeon died in a Cincinnati zoo.

Early conservation attempts aimed to preserve game for settlers rather than protect animals per se — the Lacey Act , which was passed in 1900 and was the first federal law protecting wildlife, focused primarily on poaching and hunting. But by the turn of the century, a Progressive conservation movement was underway. Imbued with a romantic appreciation of nature and alarmed by declining animal populations, grassroots efforts to protect animals began.

In 1973, the Endangered Species Act enshrined both animal endangerment and endangered species conservation in American law. Today, both the ESA and the   International Union for Conservation of Nature and Natural Resources’ Red List define endangered species and identify extinct ones.

Pat Deibert, national sage-grouse coordinator for the U.S. Fish and Wildlife Service, points out that the Endangered Species Act enables conservation policy within the United States. “We tie together the threats to a species with the population trend” to determine whether a species is endangered, she tells Smithsonian.com. Once endangerment is identified, the act enables Fish and Wildlife to take steps to conserve a species using local laws and recovery plans. The act also lists some “foreign species” as endangered in an effort to increase awareness, enable laws about the import of foreign animals and free up funds for international wildlife conservation. Today, 1,345 species are listed under the Endangered Species Act.

This differs from the IUCN’s methods. “It’s very much a probabilistic system,” Craig Hilton-Taylor, head of the ICUN’s Red List unit, tells Smithsonian.com. He works with thousands of scientists worldwide to try to determine the probability of a species becoming extinct in the wild — a process that’s painstaking, lengthy and that involves a complex web of data and mathematical models. The IUCN’s list is much larger than that of the ESA: Today, it lists over 20,000 species as threatened.

Both systems have their challenges, especially given the growing impact of things like climate change and industrial development. But there are successes, too, like when the Virginia northern flying squirrel  was taken off the list  of endangered species in the United States after its population grew from just ten to over 1,100. Not all success stories are that dramatic: For example, the IUCN was able to move  the Iberian lynx  from “critically endangered” to “endangered,” but it still faces threats from hunting and scarce food sources.

“Lots of people think that extinction is a natural process, which it is,” says Hilton-Taylor. But humans play a role, too, speeding up extinction as modern lifestyles disrupt animal habitats and speed up processes like climate change.

“It all comes down to a value judgment,” agrees Deibert. That and the perceived desirability of a species. “Conserving a sand flea is a little more challenging than a charismatic bird,” she admits.

Despite better conservation laws and growing awareness of the threats that face animals, says Krithika Srinivasan, a social scientist who specializes in social, ecological and animal justice, “we often cause harm even when we want to care.” By marking some animals as endangered, she tells Smithsonian.com, humans can ignore their responsibilities to all animals — and downplay their own contributions to threats and extinction.

“The ironic part of this is that in order to be endangered, you first need to be harmed,” says Srinivasan. “We seem to only want to protect those things that are not there in large numbers,” she says — a lesson that, though exemplified by the extinction of the once-abundant passenger pigeon, doesn’t seem to have sunk in to the collective conscious. Until humans accept responsibility for their role in causing and perpetuating endangerment, says Srinivasan, the list will continue to grow. Perhaps that’s the next frontier in modern attitudes towards endangered animals — broadening the definition before it’s too late. 

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Erin Blakemore | | READ MORE

Erin Blakemore is a Boulder, Colorado-based journalist. Her work has appeared in publications like The Washington Post , TIME , mental_floss , Popular Science and JSTOR Daily . Learn more at erinblakemore.com .

Central Idea Assignment Endangered Animals: Not al the news is bod obout endangered animols. In the United States, dozens of endangered onimals ore moking a comebock by increasing in numbers. By the laras, the gray wolf had al but vanished from Yellowstone National Park. In 1995 and 1996, federd blologists brought 66 wolves from Canada and set them free in the widerness areas of the park and central Idaho. Today, about 285 gray wolves twe in centrd Idaho, and 27 more roam Yellowstone. Before Europeans come to North America, the sky was teerning with bald eagles. As settlers moved west, they destroyed the eagles' natural habitat. Egg callectors and pesticldes amost wiped out the bald eagle population. However. obout 30 years ago the federal government passed laws to protect the eagles. Today more than 7,678 pairs of bald eagles live in the lower United States. As the populations of wild animals dwindle, conservationists are hoping that they can breed animals in zoos and later release them into the wild. Sclentists have reintroduced at least 19 specles to the wild from captivity. For example. by 1985 only nine wild Californla condors were living in that state. Biologists captured all nine and began a captive breeding program. As of July 2005, the number of condors had increased to 280 , with more than 120 living in the wild. OBJECTIVE #1: I can determine the Central Idea. What is the Central Idea of the Text? a. People are harming endangered animals. b. Endangered animals need our help. c. Sclentists are trying to find a way to help animals find safe places to live. d. Some endangered animals are actually increasing in number.

OUR CENTRAL IDEA

Our Central Idea!!

The central idea is the main idea

a, we will research to get a better undestanding about the central idea. Our central idea is cruelty to animal may cause conflicts. However you have different thing coming out of the central idea. An good example is the lines of inquiry, cause the central idea is going to be so big, we will need to make it simpler to research. ​We  think the central idea means that cruelty to animals can make conflicts because people in organizations that are helping animals are fighting with cruel people who are hurting  the animals. We  believe the central supposed to be realeted everything, and  we think that after our research.