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Course Module 7805


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Online module on endangered species.

Online module on endangered species.

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  • 1. Course Module: Week 1 Endangered Species Instructor: Ms. J. Weatherly
  • 2. Overview
    • This unit on endangered species is to promote awareness of endangered species, as well as of ways in which endangered species affect humans. Students would be able to share their knowledge about endangered species with others, so that they can improve the quality of the lives of animals and their environment, as well as develop a respect for all living things. By allowing the children to learn of the many endangered animals throughout the United States, the facilitator hopes that someday they will try to protect animals from extinction. This is something that they would begin working on in the classroom. Also, students would increase awareness of the ways in which the environment and the world work as one community.
  • 3. Instructional Strategies
    • Some instructional strategies the researcher would use to develop and deliver the module are:
    • Individualized instruction.
    • Social skill instruction
    • Non-direct instruction
    • Cooperation learning instruction
    • Creative thinking instruction 
  • 4. Rationale
    • The author’s rationale is that individualized instruction focuses on the individual and different characters of students by applying instructional strategies that, on the one hand, consider the individual differences and needs of students and, on the other hand, maintain room that allows students to express their own thoughts. Dunn and Dunn's (1992) major theoretical points is especially representative of this instruction. Non-direct instruction developed by Joyce and Weil (2002) emphasizes learners' external instincts and the feelings and internalization of their core beliefs belonging to the ample expression of emotion
  • 5. Rationale Cont’d
    • The goal is to lead students in expressing emotion and cause them to think, understand, and further their adjustment of self. It involves giving students the freedom of control to become mature and also stresses social interpersonal relationships which is important for students with special needs. Social skill instruction strategy is important because the ability of a person to appreciate others' points of view as well as develop thought processes and emotions depends on whether he/she can effectively interact with others (Rubin, Lemare, & Lollis, 1985).
  • 6. Rationale Cont’d
    • However, social interaction is essential in learning; students can be trained to possess the abilities of expression and creation by viewing and emulating others. Additionally, using the creative thinking instruction strategy would provide students with a learning atmosphere of freedom, safety, and acceptance of individual differences that respects their opinions. Finally, cooperation learning instruction strategy involves learning through the use of cooperation among group members to use resources collectively as well as view, emulate, and help one another. In addition to giving tasks, rewarding, demonstrating authority, and grading in groups, this strategy can create competition among groups and enforce learning motives.
  • 7. Goals
    • Students would write a factual account about an endangered species, express a personal viewpoint, and organize and link ideas logically
    • Students would gather, record and present structured information on endangered species using different technologies.
    • Students would use visual and verbal features to communicate information on endangered species and to publish a web page.
  • 8. Learning Outcomes At the end of this module:
    • The students will be able to define the following words: endangered species, extinct, threatened ecosystem, and habitat.
    • The students will be able to describe why 2 animals became endangered and extinct.
    • The students will be able to make a list of 6 endangered species.
    • The students will be able to describe 4 ways to help save endangered species.
    • The students will be able explain how 3 endangered or extinct animals affect 3 other animals and their ecosystem.
  • 9. Lesson Development
    • Discussion Question
    • View the slide show at the following site: http:// and answer the following questions:
    • 1. What does “endangered” mean? Give two examples of endangered species and explain how each of them became endangered?
    • Submit your assignment to the discussion area by Tuesday, December 1, 2009
    • Name your paper as:  LastnameFirstIntial_M1_A1.doc. For example, if your name is Kathy Smith, your document will be named
    • SmithK_M1_A1.doc.  Respond to at least 2 posts.
  • 10. Consistently uses grammatically correct posts with rare misspellings Consistently posts topic related to discussion topic; cites additional references related to topic Few grammatical or spelling errors are noted in post Frequently posts topic that is related to discussion content; prompts further discussion of topic Errors in spelling and grammar evidenced in post Occasionally posts off topic; post is short in length and offer no further insight into the topic Utilizes poor spelling and grammar Posts topic which does not relate to the discussion content; makes short or irrelevant Delivery of Post Relevance of Post Score 4 3 2 1 Discussion Rubric
  • 11. Discussion Rubric Cont’d TOTAL Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group Does not make effort to participate in learning community as it develops; seems indifferent Contribution to the Learning Community Expresses opinions and ideas in a clear and concise manner with obvious connection to topic Opinions and ideas are stated clearly with occasional lack of connection to topic Unclear connection to topic evidenced in minimal expression of opinions or ideas Does not express opinions or ideas clearly; no connection to topic Expression Within the Post
  • 12. Chat Question
    • Discuss ways that wildlife biologists are working to save endangered species and what are two species that are success stories, brought back from the brink of extinction. How can you help? Respond to two posts.
  • 13. Chat Rubric 24 Total 4 Responded to at least 2 posts 4 Stated how you can help 4 Named two species that are success stories 4 Discussed ways that wildlife biologists are working to save endangered species 4 Participated in the Discussion 4 Entered Chat Discussion Maximum Points Assignment 2 Grading Criteria
  • 14. Written Assessment Module 1 Assignment 3
    • The final project is due on Friday, December 4, 2009.
    • Visit these sites:
    • http://
    • Also use at least three sources from the library.
    • Create an endangered species report using an animal of your choice. Here are some questions that must be answered:
  • 15. Questions
    • What is the name of your animal?
    • Give some general information about this animal, (eating habits, hunting skills, breeding habits, etc.)
    • What is the scientific name of your animal?
    • What region does this animal come from?
    • Is this animal now extinct, threatened, or endangered?
    • Why or how did this animal become endangered?
    • What are some ways that this animal can be helped?
  • 16. Written Assessment Cont’d
    • Write a two page paper on your discoveries with accurate punctuation, grammar and spelling. Include a heading, title and bibliography. Submit your assignment to the Dropbox by Friday December 4, 2009. Name your paper as:  LastnameFirstIntial_M1_A1.doc.
    • For example, if your name is Kathy Smith, your document will be named
    • SmithK_M1_A3.doc. Respond to two of the posts.
  • 17. Written Assessment Rubric 24 Total 4 Used at least three sources from the library 4 Answered questions listed 4 Responded to at least 2 posts 4 Correct spelling, grammar, and punctuation 4 Included Title, heading 4 Included a bibliography Maximum Points Grading Criteria
  • 18. Readings and Resources
    • From the textbook:
    • Mc Gavin, G. (2006) Endangered: Wildlife on the brink. Firefly Books Ltd.
    • The lost and the last
    • Mc Kay, R. (2008) Penguin atlas of endangered species. Penguin Books Ltd.
    • Endangered animals and plants
  • 19. Reading and Resources Cont’d
    • Websites
  • 20. Module 1 Assignment Overview Friday, December 4, 2009 Assignment 3: Project Wednesday, December 2, 2009 Assignment 2: Chat Tuesday, December 1, 2009 Assignment 1: Discussion Due Date Assignment Summary: Module 1
  • 21. Key Concepts for Module 1
    • Day 1
    • Endangered Species: What Does It Mean to Be Endangered?
    • A plant or animal species is endangered if it is at risk of disappearing from the earth. When a species disappears, it is extinct. Extinction is forever. No extinct animal can ever come back. Sometimes, a species is not currently at risk of becoming extinct, but people think it will be soon. These species are called "threatened."
  • 22. Extinction Long before recorded history, humans were killing off species of animals. Humans caused the extinction of huge birds called moas in Malaysia and of giant lemurs in Madagascar. We may also have caused the extinction of many large mammals like dire wolves, giant sloths, saber-toothed cats, and mastodons. Since 1600, more than 700 species of plants and animals have gone extinct. This is only counting the plants and animals that we know of. The majority of plants and animal species in the world have never even been documented. There is no way of knowing how many of these undiscovered treasures have been lost.
  • 23. Day Two Endangered Species: how can you help?
    • Since the major reasons for extinction are caused by humans, it's up to us to save these plants and animals! Here are some ways that you, your family, and your community can help.
    • Protect Their Habitats:
    • Help Parks
    • Stop Pollution
    • Recycle
    • Save Water
    • Join an Organization
    • Make Your Voice Heard
  • 24. Day Three What is the Endangered Species Act?
    • The Endangered Species Act (ESA) was passed in 1973 in order to protect those plant and animal species that are at risk of becoming extinct. Species that receive protection under the ESA are classified into two categories, "Endangered" or "Threatened," depending on their status (how many are left in the wild) and how severely their survival is threatened. A species that is listed as Endangered is in danger of becoming extinct throughout a significant portion of its habitat range (the areas where it lives). Threatened species are those that are likely to become endangered in the foreseeable future.
    • The Endangered Species Act outlines a number of protective measures that are designed to preserve species that have been listed as Endangered or Threatened. These measures include restrictions on hunting, transporting and trading (buying and selling) the species.
  • 25. Days Four and Five What are Biologists doing about endangered species?
    • The World Wildlife Fund
    • For more than 45 years, WWF has been protecting the future of nature. The world’s leading conservation organization, WWF works in 100 countries and is supported by 1.2 million members in the United States and close to 5 million globally. WWF's unique way of working combines global reach with a foundation in science, involves action at every level from local to global, and ensures the delivery of innovative solutions that meet the needs of both people and nature.
  • 26. Mission WWF's mission is the conservation of nature. Using the best available scientific knowledge and advancing that knowledge where we can, we work to preserve the diversity and abundance of life on Earth and the health of ecological systems by protecting natural areas and wild populations of plants and animals, including endangered species; promoting sustainable approaches to the use of renewable natural resources; and promoting more efficient use of resources and energy and the maximum reduction of pollution. We are committed to reversing the degradation of our planet's natural environment and to building a future in which human needs are met in harmony with nature. We recognize the critical relevance of human numbers, poverty and consumption patterns to meeting these goals. Goal By 2020 WWF will conserve 19 of the world's most important natural places and significantly change global markets to protect the future of nature.
  • 27. Materials and Media
    • Digital photographs of endangered species from a visit to the Bronx Zoo.
    • PowerPoint presentation of report on chosen endangered species.
    • Windows Media for streaming content from video clips of endangered species
    • Wikis to provide students with a variety of authentic audiences, ranging from students themselves to anyone in the world with Internet access.
  • 28. Hypermedia
    • The Internet for research
    • CDROM encyclopedias to assist with the writing assessment assignment
    • E-Trips to view endangered species in other zoos in the United States
    • Animation to create graphics for PowerPoint slides.
  • 29. References
    • Dunn, R., & Dunn, K. (1992).  Teaching primary students through their individual learning styles.   Boston: Allyn & Bacon, Inc.
    • Joyce, B. & Weil, M. (2000) Models of teaching .(7th ed.) Boston: Allyn & Bacon, Inc.
    • Rubin, K. H., Lemare, L., & Lollis, S. (1985). Social withdrawal in childhood:Developmental pathways to peer rejection . University of Walterloo.
    •   Endangered New Jersey - An Introduction Retrieved from on November 23, 2009
    • The Endangered Species Act (1973).Retrieved from on November 23, 2009.
    • World Wildlife Fund Retrieved from / on November 23, 2009