What better way to cultivate within students the habits of animal and planet conservation, then engaging them from their classroom seats in mapping endangered species and identifying how they can act globally to protect endangered species? How can that happen from a local school site without an expensive excursion? Have Chromebook, can begin to conserve and to protect endangered species.
- Students individually research using online Chromebook Google and video features and report on a self-selected endangered species of animal. They also get public domain pictures and use Google maps to identify the local geographic habitats and sites where that species has been tracked by scientists. These are saved to the individual student files.
- The class, as a whole, creates a map through which all of the individual reports are made available to readers. Access to each student’s report is achieved through hyperlinks between the reports and a strategic, Illustrative point on the group map.
- The map, in turn, is published and made available to a broad audience, rendering the students’ individual and whole class efforts an authentic activity through which the students can make a real impact on their world.
STEP BY STEP:
- After conducting a whole group discussion with the class, inform the students that each of them will be researching and reporting on a species of their own choice. Inform them as well, that the class will publish and present its body of individual species reports as an interactive map that allows chromebook network readers and invited adult and distanced peers to browse through their entire body of reports and select ones for individual inspection and reflection. Inform them, as well, that their reports will not only inform readers but request, suggest, and guide the readers’ efforts to contribute to improving the situation for their chosen focus species. Therefore, the students will not only be studying mandated animal science curricula but also using authentic persuasion skills on behalf of the endangered animal species. This integrates required language arts persuasive writing and argument skills with authentic science animal endangered species protection needs.
2.Provide the students with a list of endangered species that merit their research and reflection, or, alternatively, charge the students with researching their own lists and identifying several (for each student) possible species to work on.
- After a class brainstorming session, have each student identify a species to research that is different from the species researched by their classmates. Keep a record of which species each student will take on. This session should be at least audio recorded and/or videotaped so that it can be integrated or used as part of the interactive endangered species final product.
Brainstorming and discussing further, have the class as a whole draw up a list of focus questions that they will address in their own, individual work.
- Give the students time to gather information and images that they can use in their species reports
5.Each student should create and save to his or her chromebook an individual endangered species status report that conforms to content and design standards established by the class or teacher. This report will realize grade and age mandated informational reading and writing standards using because of the chromebooks a range of digital and print texts. The Content standards reflect the group focus questions that will drive the research. Additionally, the class or teacher may also want to establish standards for the length of each content item the students should include in their report.
6. From the design point of view, the class should agree on (or the teacher should decide and assign) the type and number of images to insert as illustrations, the style and size of the report’s title, whether or not the text items should be inserted in text boxes or shapes, as well as the size and style of the type or whether or not that should be left up to each individual student.
7.After the teacher or designee has imported the map into a PowerPoint slide, each student can designate the spot on the map where a link to his individual report should be plotted.
8.After each individual report is either imported into a single PowerPoint slideshow or individually uploaded to a document sharing resource, a hyperlink connecting each student’s individual, full report to the chosen spot on the class’ group map can be created by the teacher or designee.
The finished map can be shared with appropriate audiences in a variety of ways.
Individual Student Chromebook Science and ELA Portfolio Product: Each student produces a single page, poster-style “report” digital file. These pages identify the focus species highlighted, give essential background information, and requests/suggests actions for the reader to take that will improve the situation for that species.
Group Product: The whole class (the teacher or assistant or student designee) creates an outline map of the total area covered by the class’ species research efforts (generally, a map of the world or of the US, if the activity is limited to that location). A point is plotted on the map that corresponds to a student selected representative location for his or her focus species. Those points are hyperlinked to the students’ pages.
Sharing the Work (exhibits, publishing, presentations, etc.)
The finished pages and map may be saved locally on the chromebook classroom teacher managed network if the intention is to share the work using digital technology, but offline. OR it they may be uploaded to any of a variety of media sharing sites to share them online. If uploaded this way, working on the project in a word processing program (e.g. MS Word) will work fine.
If the map is to be exhibited and share within the class or school, then PowerPoint is a good choice for a software platform on which to create it.
If the map is done as a word processing document, it may be emailed to a selected group (saving as PDF will work best for this) or shared through a class or school blog or website, as well.
Through the jigsaw activity of students selecting and developing their own endangered species map data, they use their Chromebooks as global tools to voice and “map their advocacy for endangered species protection. In doing so they authenticate science informational and literacy cross content persuasive skills in a globally accessible and universally comprehended functional document that engages them from their classroom in a community of concerned animal protectors. That puts them on the map as global citizens using their Chromebooks to voice their concerns.
- e) Standards Alignment
|Common Core Standards in ELA|
|Reading: Literature and Informational Literature||Key Ideas and Details: RL._.1 – RL._.2 – RL._.3
Craft and Structure:
Integration of Knowledge and Ideas: RL._.7 – RL._.8 – RL._.9
Range of Reading and Complexity of Text: RL._.10
|Writing||Text Types and Purposes: W._.1 – W._.2 – W._.3
Production and Distribution of Writing: W._.4 – W._.5 – W._.6
Research to Build and Present Knowledge: W._.7 – W._.8 – W._.9
Range of Writing: W._.10
|Speaking & Listening||Comprehension and Collaboration: SL._.1 – SL._.2 – SL._.3
Presentation of Knowledge and Ideas: SL._.4 – SL._.5 – SL._.6
|Language||Conventions of Standard English: L._.1 – L._.2
Knowledge of Language: L._.3
Vocabulary Acquisition and Use: L._.4 – L._.5 – L._.6
|1. Creativity and Innovation: a – b
2. Communication and Collaboration: a – b
3. Research and Information Fluency: a – b – c
4. Critical Thinking, Problem Solving, and Decision Making: a – b – c
5. Digital Citizenship: a – b – c
6. Technology Operations and Concepts: a – b- d
– Kid Defenders: Wild Animals that Need Our Help– Things to Think About and Do by Marcia Lesky / Defenders of Wildlife (publisher) 2007
– Almost Gone: The World’s Rarest Animals by Steve Jenkins – Harper Collins 2006
– Will We Miss Them?: Endangered Species (Nature’s Treasures) by Alexandra Wright – Charlesbridge, 1992
Quest for the Tree Kangaroo by Sy Montgomery
The Tapir Scientist by Sy Montgomery
Gone Wild- An Endangered Animals Alphabet by David McLimans
Help the Animals of Africa by Robert Sabuda
– World Wildlife Fund Species Directory: https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status
– US Fish and Wildlife Service: http://www.fws.gov/endangered/
– Earth’s Endangered Creatures: http://www.earthsendangered.com/
- l) Project Extension(s)
Students may use this project as a springboard to more direct involvement in which they actually raise funds (to be sent to a conservation group dedicated to improving the situation for endangered species) or other direct social action, like collecting signatures for petitions or writing politicians and policy makers to influence their actions influencing the fate of endangered species.
PSA announcements about endangered species or business and trade practices that affect them are a natural extension of this project. (See chapter on PSAs elsewhere in this book).
Students also can examine and evaluate in terms of authenticity fiction books on endangered species including Katherine Applegate’s The One and Only Ivan and Eliot Schrefer’s Endangered.
Dr. Rose Reissman,
Academic and Grant Funding Director for Sector 5
About Sector 5,
Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on http://www.twitter.com/sectorfiveinc and http://www.facebook.com/sect5 and find further information at http://www.sector-five.com. For Sector 5’s Forward Looking Statements, click here.