Lesson Plan
Title:  Endangered Species
Subject:  Science
Grade Level:  3 - 5
Overview:
 
Approximate Duration:   Five Days
Content Standards:
  • Science as Inquiry
         The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Benchmarks:
  • SI-E-A1
         asking appropriate questions about organisms and events in the environment;
  • SI-E-A2
         planning and/or designing and conducting a scientific investigation;
  • SI-E-A3
         communicating that observations are made with one's senses;
  • SI-E-A4
         employing equipment and tools to gather data and extend the sensory observations;
  • SI-E-A6
         communicating observations and experiments in oral and written formats;
  • SI-E-B1
         categorizing questions into what is known, what is not known, and what questions need to be explained;
  • SI-E-B6
         reviewing and asking questions about the results of investigations.
  • SI-M-B1
         recognizing that different kinds of questions guide different kinds of scientific investigations;
  • SI-M-B3
         understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge;
  • SI-M-B5
         understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism;
  • SI-M-B6
         communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies;
Grade-Level Expectations (GLEs):
  • The Abilities To Do Scientific Inquiry

    Grade 3

    3. Use observations to design and conduct simple investigations or experiments to answer testable questions

    (SI-E-A2)
     

    5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data)

    (SI-E-A2)
     

    6. Use the five senses to describe observations

    (SI-E-A3)
     

    11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios)

    (SI-E-A6)
    Grade 4

    2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations

    (SI-E-A1)
     

    6. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data)

    (SI-E-A2)
     

    7. Use the five senses to describe observations

    (SI-E-A3)
     

  • Understanding Scientific Inquiry

    Grade 3

    13. Identify questions that need to be explained through further inquiry

    (SI-E-B1)
     

    14. Distinguish between what is known and what is unknown in scientific investigations

    (SI-E-B1)
     

    17. Explain and give examples of how scientific discoveries have affected society

    (SI-E-B6)
    Grade 4

    14. Identify questions that need to be explained through further inquiry

    (SI-E-B1)
     

    20. Determine whether further investigations are needed to draw valid conclusions

    (SI-E-B6)
     

    21. Use evidence from previous investigations to ask additional questions and to initiate further explorations

    (SI-E-B6)
    Grade 5-8

    29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge

    (SI-M-B3)
     

    30. Describe why all questions cannot be answered with present technologies

    (SI-M-B3)
     

    31. Recognize that there is an acceptable range of variation in collected data

    (SI-M-B3)
     
Educational Technology Standards:  
  • Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
  • Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
  • Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
  • Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
  • Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
Objectives:
1. TLW recognize and use organizational features of printed text, other media, and electronic information.

2. TLW locate and evaluate information sources such as print materials, databases, CD-Rom references, internet information, and electronic reference works.

 
Lesson Materials and Resources:
Classroom computers that have internet, World Book, Gale, and Word to create Word of the Day template for Word Poster, paper, pencils encyclopedias
Technology Tools and Materials:
 

Hardware:
Computers

Software:
Endangered Species CD

Websites:
•ESPECIES FACT SHEETS
      www.kidsplanet.org/factsheets/map.html
•National Geographic News
      news.nationalgeographic.com/new/2005/04/0418_050418_endangered.html
 

Other:
 
Background Information:
Students will follow the seven steps of the FLEETER Research Model as evidenced by the Louisiana Information Literacy Initiative to develop and proceed through the research process to complete this assignment. FLEETER is the simplified version of LA 7. Students will be able to:
1. Focus: What do I want to research?
2. Locate: Where should I look?
3. Extract: How do I gather information and/or
take notes?
4. Examine: Where do I need more information?
5. Transform: How do I arrange my materials?
6. Exhibit: How do I report my findings and list my sources?
7. Reflect: How can I improve my information skills?
Lesson Procedures:
1. The teacher will post a Question of the Day on an 8 1/2 X 11 poster (Word Document) with 5 questions and answer sections about an endangered species. The poster will contain the following questions to be answered daily:

Monday: What is the name of the endangered anmal?

Tuesday: Where does the endangered animal live?

Wednesday and Thursday: What is an interesting fact about the animal?

Friday: Why is the animal endangered?

2. Students can brainstorm to help decide on an animal to research. Students will locate pictures, books, magazines from the school library. The teacher will also bookmark websites and create a word document on classroom computers with hyper-links to sites listed for each endangered species on classroom computers to use for the activitiy. An Endangered Species CD will also be provided for students to gather information from.

3. On the chalkboard or central area, post the "Questions of the Day". Students will extract information from websites, books, magazines, Endangered Species CD, and encyclopedias and take notes on information that answers the "Question of the Day". The students can put sticky notes on the poster in the central area. They will then record answers to daily questions on their Word Poster.

4. Students will examine their findings, locate and extract, and add any needed information that answers the "Question of the Day". They will then transform their notes by posting their additional findings to their Word Poster on the computer. Students will print and exhibit their findings that are posted on their Word Poster and display the posters on the bulletin board along with a picture of their animal. The students will give an oral presentation of their findings

5. The class will close the lesson by collaborating in small groups about ways that they found their information and possible ways that they can imporove their information gathering and reporting skills.



 
Assessment Procedures:
Rubric

Gathering Information
1. Little information gathered
2. Has information on some of the questions
3. Gathers some information for each question
4. Gathers a lot of information to answer the
questions

Organizing information
1. Shows little skill in using the notes sheet
2. Tries to organize information
3. Is able to organize information in some sections
4. Information is well organized on notes sheet

Using Information
1. Shows little purpose for gathering data
2. Uses some information to make a decision
3. Makes a decision using all of the information
4. Shows insigt in drawing conclusions from information

Creative thinking
1. Exhibts not creative thinking
2. Shows little creative thinking
3. Uses some creativity in their approach to the problem
4. Demonstrates clear, creative thinking and is insightful

 
Accommodations/Modifications:

          ----- written by Mary Quarles  

 
Reproducible Materials:
 
Explorations and Extensions:
 
Lesson Development Resources:
This lesson was originally developed by Debra Lee, a former and now deceased teacher, from Many Elementary School. I adjusted and adapted the original lesson for this lesson plan.
Reflections:
 
Contact Information:
Mary Quarles
maryq@sabine.k12.la.us
Many Elementary School
Additional Contacts:
 
MarcoPolo Lesson:  No