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Endangered Animals

Grade 8, Science

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Description of Unit

Eighth-grade students will learn about the various factors that may cause an animal’s placement on the endangered species list. Students will create a webpage, news story segment, or research paper about an endangered animal. The product will describe the animal’s unique qualities (including photos or video footage), list causes and factors contributing to its decline, explain the pros and cons of protecting the animal, and include any questions raised during the research. Students will create graphs, tables, or charts using statistical information relating to their particular animal and its decline and/or return from endangerment. Students will identify efforts to protect this animal and propose solutions to aid in the successful restoration of the animal’s numbers in the wild.

This guide links the Endangered Animals unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Endangered Animals is a science unit that allows students to explore an endangered animal and research possible causes of, and solutions to, its endangerment. Although mainly a science unit, Endangered Animals also reinforces skills in the content areas of English language arts, mathematics, and social studies. Students will refine writing and research skills in addition to creating charts using statistical data. The following document includes the applicable TEKS and the details of the Endangered Animals unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the project by watching the video, “The Sixth Extinction,” from the PBS series It’s Okay to be Smart (http://www.pbs.org/video/2365758721/).
  2. Engage students in a conversation about endangered and extinct animals. Possible questions include the following:
    • What are the differences between endangered and extinct animals?
    • What are some of the possible reasons that animals become endangered or extinct?
    • What are some of the efforts being conducted to save animals from endangerment?
    • Why are some efforts successful while others are not?
    • What are some examples of animal rescue campaigns or organizations?
  3. Students will build on prior knowledge and experience from prior grades by using the following skills:
    • Analyzing existing data
    • Using data to make predictions
    • Creating graphical representations of data and trends
    A support activity with a scatterplot graph is included if needed.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will select an animal that is currently endangered to research.

    Optional: locate endangered species by visiting: https://tpwd.texas.gov/huntwild/wild/wildlife_diversity/nongame/listed-species/.

  2. Asking guiding questions. Once the student has selected an animal, he or she will identify at least five guiding questions to explore in order to understand the plight of the animal. Questions may include the following:
    • What are the unique qualities of this animal?
    • What are the causes of endangerment for this animal?
    • What factors contribute to positive or negative trends in this animal’s plight?
    • What are the consequences of losing the animal to extinction?
    • What dilemmas or controversies are involved with the endangerment, extinction, and/or survival of this animal?
    • What are the opposing viewpoints related to the endangerment, extinction, and/or survival of this animal?
    • What are some solutions for saving this animal?
    • What are the advantages and disadvantages of each solution?
    • How could the solutions lead to new problems?
    The questions should be specific for the animal chosen and should lead the student to form individual, research-based opinions.
  3. Creating a research proposal. The student should include numerous components in the research proposal, including the following:
    • Animal to be investigated
    • Five or more guiding questions he or she will investigate
    • Resources he or she will need to answer questions
    • A process for gathering data to show trends and expectations of the animal’s population as well as possible solutions to the animal’s plight
    In the process of writing the research proposal, students may refine their guiding questions and research process.
  4. Conducting the research. After the teacher has approved student proposals, each student will begin using the resources he or she has identified and any others he or she may encounter in the process. During this stage, each student will keep a log, note cards, and/or resource process sheets (please refer to the resource process sheets on the TPSP website) for all the sources he or she uses, noting what he or she learns from each source.

B. The product

Students will demonstrate what they have learned by completing one of the following products:

  1. A webpage or recorded news story showing the plight of the endangered animal. The product must include the following:
    • Photos or video footage of the animal
    • Cause(s) of the endangerment of the animal
    • Solutions to save the animal, including pros and cons of each solution
    • At least two pieces of supplemental information, such as graphs, tables, or charts, illustrating data and trends related to the endangerment and/or solutions to endangerment
    • Information regarding organizations helping the cause

  2. A written report that summarizes the results of the student’s research. Because the report will be discussed with a panel, the student should create visuals, using graphs and pictures to illustrate and reinforce the content of the written report.

    The student must complete a Works Cited page that includes at least 10 references.

C. Communication

Each student will demonstrate what he or she has learned by preparing and delivering a formal presentation to a panel of “experts” (groups of other students) who will view the news story, view the webpage, or read the report and then ask questions. The student may provide the panel with some questions, but most should be generated by the panel members.

The presentation should last no more than 10 minutes.

D. A completed project consists of:

  1. A cover sheet
  2. A research proposal
  3. A log, note cards, or resource process sheets
  4. A summary of research-data (for graphs and/or trend charts)
  5. A Works Cited page with at least 10 references
  6. A link to private video newscast presentation, link to webpage, or a typed research paper

This unit may address the following TEKS.

111.28, Mathematics, Grade 8

111.28(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.28(b)(2)
Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms.
111.28(b)(8)
Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.
111.28(b)(11)
Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data.
111.28(b)(12)
Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

112.20, Science, Grade 8

112.20(b)(11)
Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

113.20, Social Studies, Grade 8

113.20(b)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(30)
Social studies skills. The student communicates in written, oral, and visual forms.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.24(b)(8)(D)(ii)
features such as footnotes, endnotes, and citations
110.24(b)(8)(D)(iii)
multiple organizational patterns within a text to develop the thesis;
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.24(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.24(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.II.E.1
Understand descriptive statistics.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.C.4
Identify and explain misleading uses of data.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.VII.C
Logical reasoning
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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