Students will select an animal to research for a presentation aimed at convincing classmates about its conservation. The project involves individual or group work, mini lessons on various animal-related topics, and a class-driven conservation project. The initiative includes discussions and ongoing lessons as the project evolves.

1. PRESENTED BY: JANICE ABERNETHY

2. STUDENTS ARE PRESENTED A LIST OF
ANIMALS TO CHOOSE FROM TO
RESEARCH AND CREATE A
PRESENTATION TO CLASS.
STUDENTS MAY CHOOSE TO WORK
INDIVIDUALLY, WITH A PARTNER, OR IN
A GROUP

3. STUDENTS WILL CREATE A
PRESENTATION ON THEIR ANIMAL
USING A MEDIA OF THEIR CHOICE.
STUDENTS WILL TRY TO CONVINCE
THEIR CLASSROOM THAT THEIR
ANIMAL DESERVES TO BE SAVED AND
WILL PRESENT A PLAN FOR THE
CLASS TO TAKE ON A CONSERVATION
PROJECT.
THE CLASS WILL CHOOSE A
CONSERVATION PROJECT, PLAN THE
PROJECT AND EXECUTE IT.

4. AT THE BEGINNING OF EACH CLASS,
STUDENTS ARE PRESENTED MINI
LESSONS ON A VARIETY OF TOPICS.
• ENDANGERED SPECIES (Who are
they? What are the levels? How do
you find out if an animal is
endangered?
• SKETCHNOTES - A unique way to
take notes

5. 4. Vertebrates and Invertebrates
5. Producers and Consumers
6. Characteristics of animals
(mammals, reptiles, amphibians, fish,
and birds)
7. Other topics that may arise
TOPICS WILL BE ADDED TO THIS
LIST AS THEY ARISE

6. World Map

9. • PBL begins with a class meeting and
discussion.
• This first meeting will hopefully provide
the driving question for your project.
• As your project moves forward, always
leave room for mini lessons, class
meetings and class discussions.

10. 4. Prepare mini lessons, before you start
the project, for information, skills, and
standards you would like students to
learn.
5. As the project gets underway, more
topics will arise and more mini lessons
will be required.
THE REST OF THE SLIDES REFER TO THE SPECIFIC
PROJECT I AM COMPLETING WITH A FOURTH GRADE
GROUP OF STUDENTS.