How can we help endangered species survive?

Sarah Ellingson, Ella Garrison, Reanna Edlin

Grade: K
Overall Goal: Students understand the essential needs of animals (water, food, air, shelter) can
apply them to endangered species. Students will be able to choose an endangered species and
use their knowledge to identify why this species is endangered. The students will create a project
reflecting on how to prevent their endangered species from going extinct by relating it back to
the essential needs of animals.

Standards Learning Objective Assessment

K.LS.3 Use observations to
describe patterns of what plants
and animals (including humans)
need to survive
SEPS.2 Developing and using
models and tools
Students are able to identify the 4 Students receive a
essential needs of humans, plants, great or average
and animals (Food, water, air, on the animal,
shelter and sunlight for plants). problem, and
solution rubric.
Students are able to describe 3
ways to prevent their assigned
endangered animal from going
extinct. Students are able to state
ways to help save the animal. They
need to be able to clearly state what Students receive a
this animal needs to survive. great or average
on the picture rubric.

Students are able to choose an

animal on the website that is Students receive a
endangered. great or average
on the animal,
problem, and
Students are able to create a poster solution rubric.
reflecting on their new knowledge.
This poster should include pictures
and information on their animals
needs and why it might be extinct
and the steps that should be taken
to help the animal.

Key Terms & Definitions:

Environment: The aspects of their habitat
Types of plants, sunlight, climate
Essential needs: Things plants, animals, and people need to survive.
 Food
Water
Shelter
Sunlight
Endangered species: Animals that are at risk of no longer existing
Habitat: Where an animal lives
Tree bark, ocean, jungle

Lesson Introduction (Hook, Grabber):

Week 1 Hook (Introduction to animal and animal survival)
Today we will are going to talk about animals and how to take care of them! How many of you all
have a pet? If you have a pet I want you to draw a picture and write down all of the things your
pet needs to live, and if you dont have a pet, please think of a pet you would like to have in the
future or you had in the past draw a picture and write everything you think it will need to live.

Week 2 Hook
Read ABCs of Endangered Species and choose an endangered animal and write down what this
animal needs to survive.
https://www.abebooks.com/9780692714379/ABCs-Endangered-Species-Jennifer-Jake-
0692714375/plp
After reading this book and choosing an endangered animal, they will be prompted with
questions:
What animal did you choose? Why is it endangered? How can we help? Why did you choose that
animal?
Also, draw picture of the animal and the things that

Lesson Main:
Week 1: What is an animal and what does it need to survive?
Mini lesson: What are the things we need to survive?
Food
Water
Shelter
Air
What Else?
Teacher will explain the basic essential needs by defining the terms above. Ask students to give
examples of food, water, shelters, and habitats and write them on board. The students will
complete the plant needs worksheet (link under resources) and the animal habitat worksheet (link
under resources) together as a class. Allow students to pair and share to discuss what people
and animals need outside of basic needs.
 Activity: Art Center: Have students choose an animal (hand drawn or cut out a picture)
then have them glue it onto a paper. Then have the student draw the animals habitat based on
mini lesson discussion (but be close to re-explain if the student forgets) and what they know
about that animal; possibly based on book checked out from library. (Example: Fish with
seaweed, coral, and a shark on blue paper to show water)
Share: Choose students who chose different animals and provided detailed habitats.

Week 2: What is an endangered species?

Mini lesson: What is an endangered species and why do they become endangered?
Endangered Species: animal where there are not very many left in the
world
Show example Endangered species: Blue whale
https://www.smore.com/v0fsh-blue-whale
Class will focus on the aspect of how to solve the problem before
the species goes extinct. This may include donating to a cause,
stop hunting, do not pollute water, do not take down trees, etc.
This will tie into the essential needs of the animals. Explain what
essential need is being taken away from the animal (unsafe
shelter).
Have students turn to a neighbor and think of another way to help
save the blue whale. Use this to probe a class discussion.
Read The ABCs of Endangered Species by Jennifer Jake
https://www.abebooks.com/9780692714379/ABCs-Endangered-Species-
Jennifer-Jake-0692714375/plp
Show screencast that shows how to choose an animal from the
endangered species website https://youtu.be/LsH4cJQQO0U
Put students in groups of 3 and have them choose an animal from
the website that interests them
Explain project: We are going to make project to share with the
class at the end of the week. You and the other 3 friends in your
group will do (heres a good science word) research on the animal
you chose and share with the the class why the animal is
endangered, and how we can make the animal not endangered
anymore, or help it survive and be happy!

Activity: Writers Workshop: Group Pre Write- The teacher will list five endangered
species on the board and give background knowledge on each animal. The group will come up
with ideas on why they think the animal is endangered based on our discussion of blue whales
and what an animal needs to survive and how they can help the animal become not endangered
How can we help this animal survive and live happily?
 Teacher will go around to each group to make sure each group is correctly
grasping the ideas of why the animal is endangered and how they can
help.

Special: Students will access the link below during computer/library time. The groups will
choose one animal from the website per group. Teacher will help students find pictures to put on
their project board during these times. Students can use
https://www.worldwildlife.org/species/directory and listen to screencast during in class computer
time so they understand how to navigate a web page and strange vocabulary.

In Class work time: Students will be allowed in class work time throughout the week in
station work time, art time, or choice time. Teacher will provide project boards or posters with
lined paper and example text for students to copy or fill in the blank (Example: Our Animal is a:
_____, Why ______ are Endangered, What we can do to help _______) Students will include 3
reasons why their animal is endangered (no place to live ie habitat destruction) and 3 ways that
they can help the animal become not endangered anymore (plant more trees ie rebuild habitat).
Students will also include at least 5 pictures on their project board with both hand drawn with
labels and printed from the computer.
Share: On Friday during show and tell time, the students will share their project with the
class, explaining their animal, and how they can help.

Lesson Ending:
Student groups (of 3) will choose an endangered species from the link and create a poster over
how to prevent this animal from going extinct. The students must choose an animal that is
endangered, state three reasons why it is endangered, and present three ways that we can
prevent this animal from going extinct. The driving question is: How can we help endangered
species survive? The groups will then present their project to the class. The students will then
have a short question and answer session after they present. This will help the students apply
their knowledge by answering their classmates questions.

Assessment Rubric:
Great Average Poor

Animal Animal is an endangered Animal is an The animal is not an

species and students endangered species endangered species
explain why it is but not explained by
endangered and facts students
about it.

Problems Students researched and Students researched Students researched

identified 3 or more and identified 2 and identified 1 or 0
 reasons why their animal reasons why their reasons why their
is endangered animal is endangered animal is endangered

Solutions Students insightfully Students came up Students came up

came up with 3 or more with 2 solutions to with 1 or 0 solution to
solutions to help their help their animal help their animal
animal survive with survive survive
supporting evidence of
some kind

Pictures There are 5 or more There are 9 pictures There are less than 9
pictures on the board. At on the board but pictures on the board
least 3 are hand drawn there are not a or pictures are off
with labels and the combination of topic and dont
pictures are on topic and printed and drawn enhance the project.
enhance the project pictures or drawn
board. pictures dont have
labels

Resources / Artifacts:
Nearpod over K.LS.3 https://share.nearpod.com/vsph/gVhXF9sTLG (Sarah)
http://cliparting.com/free-cat-clipart-1691/
http://clipartix.com/dogs-clipart-image-40538/
http://wikiclipart.com/cute-fish-clipart_17597/
https://www.pinterest.com/explore/rabbit-clipart/?lp=true
https://www.pinterest.com/explore/yellow-lab-puppies/?lp=true
Some Images also acquired off of powerpoint clipart
https://www.worldwildlife.org/species/directory List of endangered species and facts
https://youtu.be/LsH4cJQQO0U (Ella) Screencast for Endangered Species Website
Smore (Reanna) https://www.smore.com/v0fsh-blue-whale
URLs are included on the smore page, the pictures used in the story were from
clipart of the app
Habitat Worksheet
http://www.littleworksheets.com/worksheets/science/New4worksheets19.pdf
Science Worksheet
https://www.pinterest.com/pin/573434965035668815/
https://www.abebooks.com/9780692714379/ABCs-Endangered-Species-Jennifer-Jake-
0692714375/plp synposis and idea of ABCs of Endangerd Species

Differentiation
1. Differentiation for ability levels
 High ability: We will pair students of high ability with low ability students so low
ability students have at least one member in their group that can read/write well.
The teacher will ask the high ability students questions about their projects. This
will challenge high ability students because they will have to apply their
knowledge and help the other students.
2. Differentiation for demographics
Students will be split into groups based on ability levels. If students are not
behaving because too many boys/girls are in a group, they will be split up.
If students have issue with project due to religious/racial beliefs, they will do an
alternate project or speak to the teacher about how to change project to fit their
concern
If student has concern with endangered species, the student will do a
project over how to take care of plants. The teacher will provide a small
plant the student must take care of for the duration of the project aspect of
the unit. The student will record when they watered the plant and
acknowledge how much sunlight, soil, and space the plant needs to grow.
3. Differentiation for languages
Students in ESL, EFL, ENL will be placed in groups with students that speak
English and understand the project. Before presenting, these students will spend
one-on-one time with the teacher to rehearse what they will say.
If the students cannot read in English, here is a list of endangered species
in Spanish.
http://www.byki.com/lists/spanish/some-endangered-animals.html
4. Differentiation for access & resources
This is an in-class only assignment
When students are in computer lab, they will choose an animal off of the website
listed above. In class, we will watch a screencast over the procedure for computer
lab. If the lab is not working, the students will choose an animal out of The ABCs
of Endangered Species by Jennifer Jake.
Students that have trouble accessing computers will be placed into groups
that are familiar with accessing technology. If a students has never used a
computer before or is not familiar with technology, they will receive extra
help from the teacher to teach them how to use technology. If they do not
feel comfortable, they can use the book listed above to choose their
animal.

Anticipated Difficulties:
At the Kindergarten level, many students are not familiar with technology. When the class goes to
the computer lab, we will need to walk around and help students. In order to help give direction
to the students, the screencast will show the students where to go, what to find, and what they
will do with the information. The students will also be in groups to help each other navigate,
which will also help us reduce the amount of questions from students.