_X_Ethical Considerations Unanswered Questions _X_ Over Time Different Perspectives Big Ideas. Lessons and Activities Resources:

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1 Grade Level: 4 Topic: Texas Endangered Species Subject Area(s): Reading, Writing, Mathematics Science _X_ Social Studies Essential Question(s): What is an endangered species? What are the causes for some of the Texas endangered species? How can we help local endangered species? Assessment(s): Pre-Assessment X Formative X Summative GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Student Learning Styles: _X_ Auditory _X_ Visual/Spatial Framework & College and _X_ Kinesthetic Career Readiness Standards) Other X Creative Thinking X Critical Thinking X Communication X Research GT Differentiated Exemplar Lesson Social Studies TEKS/Student Expectations: 4.9 Geography. The student understands how people adapt to and modify their environment. The student is expected to: (C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality. Elements of Depth and Complexity: _X_ Language of the Discipline _X_ Details _X_ Patterns Trends Rules _X_ Whole Class _X_ Small Group _X_ Independent Activity _X_Ethical Considerations Unanswered Questions _X_ Over Time Different Perspectives Big Ideas Lessons and Activities Resources: PART ONE: Whole Class: Show students the Texas Endangered Species website (see Resources column). Model how to navigate the site and find information on the animals. Show students the Projects pages (see attached below) and answer any questions regarding the project. Texas Endangered Species website: pdf Texas Endangered Species Projects Page (scroll below) *Spanish and English versions

2 On Grade Level: Students work in pairs on their projects. GT Level Group: Students work in GT clusters to create their project and an additional student created one, as well. Whole Class: Students share their finished projects with other classes to inform other students about endangered species in Texas.

3 Texas Endangered Species Projects Once you have completed your three research pages about your Texas endangered species, you are ready to select a project to demonstrate what you have learned about this organism. Your choices are: 1) Poster to increase awareness about your organism How can you educate Texans about your organism and how can we work together to protect it? Your poster should include: a title (the organism s name spelled correctly and written neatly), a picture one descriptive paragraph about what your organism looks like and its role in the food chain (what it eats, what eats it) one paragraph about why it is endangered and how the reader can help your name color 2) Video to increase awareness about your organism How can you educate Texans and people all over the world about your organism and how can we work together to protect it? Your video should include: a title (the organism s name spelled correctly and written neatly), a picture one descriptive paragraph speech about what your organism looks like and its role in the food chain (what it eats, what eats it) explain why it is endangered and how others can help your name

4 3) Illustrated & published poem about your organism. Your poem must describe: what your organism looks like what your organism s role in the food chain is (what it eats, what eats it) why it is endangered

5 Proyectos de Animales en Peligro de Extinción Cuando has completado las tres páginas de investigación sobre tu animal, estás listo para escoger un proyecto que demuestra lo que has aprendido de este organismo. Puedes escoger de estas tres opciones: 1) Poster para aumentar conocimiento Cómo puedes educar personas en Texas sobre tu organismo y cómo podemos protejerlo? Tu poster debe incluir: un título (con el nombre escrito correctamente) un dibujo un párrafo descriptivo que describe cómo parece tu organismo y su papel en la cadena alimentaria (que come y que lo come) un párrafo que describe por qué está en peligro de extinción y cómo podemos ayudar tu nombre color 2) Video para aumentar conocimiento Cómo puedes educar personas en Texas y en todo el mundo sobre tu organismo y cómo podemos protejerlo? Tu video debe incluir: un título (con el nombre escrito correctamente) un dibujo describe cómo parece tu organismo y su papel en la cadena alimentaria (que come y que lo come) describe por qué está en peligro de extinción y cómo podemos ayudar tu nombre

6 3) Un poema e ilustración sobre tu organismo. Tu poema debe incluir: cómo parece tu organismo el papel de tu organismo en la cadena alimentaria (que come y que lo come) porqué está en peligro de extinción

7 Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Score Genres Booklet Critical Thinking 3 Student compares and contrasts fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions. 2 Student compares fiction and nonfiction books. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Student applies knowledge of the distinguishing characteristics of genres to make predictions.

8 1 Student distinguishes between fiction and non-fiction books. Includes distinguishing information for each genre in the booklet. Student predicts the contents of a book.