EDUC 2220- Educational Technology Lesson Plan

Endangered Species
Holly Stockham
5th grade Science

Common Core Standards:

Taken from: http://education.ohio.gov/getattachment/Topics/Ohios-LearningStandards/Science/ScienceStandards.pdf.aspx
SCIENCE INQUIRY AND APPLICATION
Identify questions that can be answered through scientific investigations;
Design and conduct a scientific investigation;
Develop descriptions, models, explanations and predictions;
Think critically and logically to connect evidence and explanations;
Communicate scientific procedures and explanations.
Content Elaboration:
Organisms have symbiotic relationships in which individuals of one species are dependent upon individuals of another species
for survival. Symbiotic relationships can be categorized as mutualism where both species benefit, commensalism where one
species benefits and the other is unaffected, and parasitism where one species benefits and the other is harmed.
Investigations of locally threatened or endangered species must be conducted and include considerations of the effects of
remediation programs, species loss and the introduction of new species on the local environment.
Essence of the Standard:
Plants and animals have life cycles that affect their ability to survive and reproduce in their environment.
Plants and animals have traits and behaviors that impact their survival.
Environmental changes may impact the survival of an organism.

Taken from: Ohios Academic Content Standards Extended Science

https://education.ohio.gov/getattachment/Topics/Special-Education/Students-with-Disabilities/Students-WithDisabilities-(1)/OACS-E-Science.pdf.aspx
LS.35.7a Identify producers, consumers or decomposers.
LS.35.7b Identify predator/prey relationships in a food chain.
LS.35.7c Match a food source for a given animal.

Lesson Summary:
Students will learn about migration and interactions with the environment of endangered species. Students
will research one of four endangered species individually. They will come together as a group to create a Prezi
presentation based on their individual research.
Estimated Duration:
This lesson will cover 5 days, divided into 50 minute increments.
Commentary:
I believe most of the students will enjoy this lesson as most are interested in endangered species. Students will
be hooked into the lesson when they realize they can track their specie sightings and be included with

sightings from all over the world. I think the biggest challenge will be for some of the students to be able to
report sightings of their specie (Eagle, especially, and maybe the hummingbird). Monarchs and robins will be
easier to sight for most students in our area.

Instructional Procedures:
Day 1: 50 min.
15 minutes: Using laptops students will individually complete a pre-assessment on Survey Monkey.
20 minutes: Explain to students that they will be using http://www.learner.org/jnorth to research one of four
endangered species: robins, hummingbirds, Eagles, and monarchs. Using the computer & SmartBoard, show
students the site and demonstrate how to use the http://www.learner.org/jnorth/ site to track & report sightings
of their specie. Explain to students that after their research project has been presented, they may continue to
track and report sightings. Give students information so that they may use the journey north app.
15 minutes: Students will complete the research form on google docs individually for their assigned specie.
Demonstrate how to access the project research form on google docs.
https://docs.google.com/forms/d/1oW16AdCcSwda6oCK0qbkoRewa9r1g0QSdrvSguxhW5s/edit?
usp=forms_home&ths=true
Day 2: 50 min.
5 minutes: Using SmartBoard, as a class, post any sightings on Journey North.
45 minutes: Using laptops, students will research specie and begin working research form.
Day 3: 50 min.
5 minutes: Using SmartBoard, as a class, post any sightings on Journey North.
20 minutes : Using laptops, students will research specie and complete research form.
25 minutes: Show students how to create a Prezi. Divide class into groups based on specie researched.
Groups will each create a minimum of 5 slides. Begin working on slide show working on Prezi.
Day 4: 50 min.
5 minutes: Using SmartBoard, as a class, post any sightings on Journey North.
45 minutes: Students will complete Prezi.
Day 5: 50 min.
35 minutes: Prezi Presentations -Each student will present and talk about one of the slides.
15 minutes: Vocabulary Quiz using ClassTools

Pre-Assessment:

Students will complete a pre-assessment using survey monkey followed class review discussion.
Scoring Guidelines:
The Survey Monkey quiz will be based on a 10 point scale with each question being worth 1 point.
During the discussion teacher will be looking for individual participation.
Students will be asked to complete a grading rubric to assign both a personal and group grade.
Post-Assessment:
Participation
Research form
Vocabulary Quiz on ClassTools
Prezi presentation
Homework drawing

Scoring Guidelines:
The Prezi project will be graded on a 60 point scale with 10 points for each of the 5 slides, 5points for
presentation and 5 points for participation. This will be a group grade. Each member of the group
needs to present at least one slide.
The research form will be graded on a 20 point scale with 1 point for each question. It will be an
individual grade.
The vocabulary quiz will be graded on a 10 point scale with each question being worth one point.
Each group member will be observed for active participation in the project each day. There will be 2
points available each day for a total of 10 points per member.
Homework:
5 points for drawing

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students will work in peer groups to complete the assignment. Allowing for group members to help
each other.
Gifted groups may choose to include additional slides in the Prezi.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Create crossword puzzles to assist with vocabulary study.
Draw diagrams of the life cycle or food chain.

Extension
http://www.dogonews.com/search/endangered%20species
This site has articles written on a students level about a variety of endangered species and ecosystems.
http://www.kidzone.ws/animals/monarch_butterfly.htm
This site has more information about monarch butterflies and activities.
https://www.audubon.org/bird-guide
This site gives a nice description of various birds and their habitats. This site also gives ways to help selected
birds buts is written on an advanced level for 5th grade students. The site can be a bit difficult to navigate.

Homework Options and Home Connections

Homework:
Students will record sightings of endangered species and report these sightings to
http://www.learner.org/jnorth/ either by using the computer or the phone app.
Draw and color a picture of their endangered specie. Bonus points if parts are labeled.
Home Connections:
Students will be encouraged to participate in any local bird hikes/counts or monarch counts sponsored by
ODNR.
Students will be encouraged to photograph endangered species sited.
Students will be encouraged to create feeders for the endangered species and/or create gardens with plants to
feed and attract these species.

Interdisciplinary Connections
Language Arts
Students can write an informational report for language arts
Students can create a book about their subject using storybird.com
Art
Students can draw their specie (sketch, drawing, outline turned into Zentangle, etc)
Create a painting incorporating their specie (depicting in habitat or showing with young)
Create a sculpture of their specie

Materials and Resources:

For teachers

laptop/computer
SmartBoard
journey north log in
Prezi
research form on google docs
Survey Monkey Pre-Assessment
Post Assessment on ClassTools

For students

laptop
Prezi
Research form on google docs
Survey Monkey Pre-Assessment
Vocabulary Quiz on ClassTools

Key Vocabulary
specie
endangered specie
ecosystem
mammal
life cycle
predator
prey
habitat
extinct
food chain

Additional Notes:
This assignment assumes basic knowledge of previous lessons covering the interactions of wildlife in their
ecosystems.