Staying Alive...
Why do certain animals head toward endangered status?
Learning Objectives

Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
  • Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
  • Students will make connections and draw inferences about endangered speciesí environments, their behavior and their endangered status.
Objectives:
  • Student will discuss what being endangered means. The students will then be divided into five groups. The groups will be based on different continents where endangered species are found (Africa, Australia, Asia, North America, South America). Each group will be given a worksheet with a list of animals on it and questions from the teacher
  • Students will use 2 class periods to research these animals on the Internet using the websites given to them by the teacher.  Each group will have to present their findings to the entire class.
  • Students will be grouped in groups of 5.  They will choose an endangered species to report.   A picture board will be completed along with a report of their animal and its correlation to its endangered status. 
  • Inspiration Notes: Inspiration introduction

SCI.4.2.b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.
SCI.4.3 Living organisms depend on one another and on their environment for survival.
SCI.4.3.b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
SCI.4.3.c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.