Breaking News - Species Survival Depends on You!

Presented by: Nicole Chase-Iverson

Subject Area(s):

Grade Level(s):

Description:

This lesson involves the exploration of endangered or threatened animal species and what “we” (people) can do to help preserve wildlife in their natural habitat. The information skills to be focused on will be the location of relevant information sources through the use of the library OPAC, the Grolier electronic database, and selected web resources. Students will research an endangered or threatened animal and learn some basic facts about the animal, some facts about why it is endangered or threatened, and what “we” can do to help save it from future extinction.

Goals & Objectives:

Instructional Goals:

 

·         Students will be able to successfully use the library OPAC to locate books on the library shelves.

·         Students will be able to successfully use an electronic database to locate needed information.

·         Students will be able to successfully find the information they require using provided web resources.

·         Students will become experts on an endangered/threatened animal and will gain an understanding of actions people can take to minimize the threats to animal species.

·         Students will orally and visually share what they have learned about their endangered/threatened animal.

 

Learning Objectives:

 

·         Sixth grade students will perform a successful search of the library OPAC and locate one print resource with information about their animal.

·         Sixth grade students will perform a successful search of the Grolier database to locate two articles written about their endangered/threatened animal.

·         Sixth grade students will perform a successful search of the provided web resources and locate two articles/sites that have information about their animal.

·         Using information from all the selected resources, students will be able to complete a graphic organizer about their endangered/threatened animal.

·         Students will use information from their graphic organizer to orally and visually present their findings to the class.

 

Motivational Goals:

 

·         Generate interest in the research process.

·         Build confidence in students’ information skills.

·         Promote student satisfaction in the research process.

 

 

Materials:

Procedures:

Introduction:

          SLMS and Science teacher present information about an endangered/threatened animal in a “News Bulletin” broadcast format.  Along with the “bulletin,” collaborators present the “Save the [animal]” poster that has been created as a visual.  SLMS succinctly states all the necessary facts that “people” should know about this animal and what they might be able to do to help.  After the role-play, the Science teacher will review with students the facts that they already know about endangered species (based on earlier Science lessons).  Together, the SLMS and Science teacher will pose thinking questions about what students think “they” can do to help these animals.  After brainstorming some ideas, the instructors ask students if they would like to learn about some of the many animals that are endangered. 

          From there, the SLMS introduces the research topic at hand, and tells students they will be using some familiar information finding skills, as well as a new one in order to gather information about an animal that they will be researching.

TECHNIQUES:  Role-play, lecture, group discussion, brainstorming, props

Body:

          SLMS reviews OPAC skills with the students, reminding them of how to locate books within the library. SLMS also tells students that (like in previous library experiences), they will be using preselected web sites to search for relevant information.  SLMS then introduces students to the Grolier online database.  A projection screen is used so that students can follow along as SLMS demonstrates the database and finds information on an example animal.  Upon finding two information sources on Grolier, SLMS introduces students to the graphic organizer they will be using to determine what information they need to “extract” and include for their research project.  Students and SLMS will work together using projected information on Grolier to locate the relevant information needed to fill out the graphic organizer. Once all students have filled out their sample organizers, the Science teacher or SLMS will role-play the “News Bulletin” once again.  After the broadcast, SLMS highlights the fact that all the information in the “bulletin” and the “Save the [animal]” poster came from the graphic organizer. 

At this point students are invited to choose their animal topic.  Through collaboration, the Science teacher and SLMS have preselected endangered/threatened animals and have placed them in boxes within an appropriate category.  Categories include: “Cute & Cuddly,” “Flighty & Feathery,” “Creepy & Crawly,” “Wet & Wild,” and “Large & In Charge.”  Students choose a group/category and then choose an animal from the appropriate box. 

The animal chosen will be the one that the student researches.  A blank graphic organizer will be handed out to guide students in locating relevant information.  To further focus the students and help them keep track of tasks, a “Task Sheet” is provided.   It will serve as a research project checklist for students and provides space for the students to keep track of their information sources.

Students’ goal will be to learn about their endangered/threatened animal.  They will learn: its characteristics, its habitat, its estimated current population, some factors causing its endangerment, and some ideas about what humans can do to help save it from extinction.

          Once all students have chosen animals and have received necessary materials, they will be divided into “working groups”.  SLMS (with input from the Science teacher) will place students in groups.  These groups will be mixed among animal categories as best as possible (ex. one student that chose “Cute & Cuddly,” one student that chose “Flighty & Feathery,” etc. – this should minimize complications where students are seeking information from the same book our source).  During their time in the library, groups will rotate to different tasks.  One group will be working on web resources, while one is working on Grolier and another is seeking book sources, etc.  The Science teacher and SLMS will float among the groups providing feedback and guidance as necessary.  Groups will be given library class time to start on their research.

TECHNIQUES:  OPAC, Projector, Internet, Grolier database, Endangered Animal Graphic Organizer (2), Task Sheet, Role-Play, Props, Teacher Feedback

Conclusion:

          Students will have more than one library class period to work on this research project.  This topic will involve the use of multiple types of resources (websites, Grolier database, and print source found via the library OPAC).  At the end of the research unit, students will need to have completed their “Endangered/Threatened Animal Graphic Organizer”and their “Task Sheet.”  Each student will present their animal topic to the Science class via a “Breaking News Bulletin.”  Each student will also create a poster about their animal.  The graphic organizer and task sheet will also be collected at the conclusion of the research project.

TECHNIQUES:  Drama, Props, Poster Board, Individual Presentations, Teacher Feedback

Assessment:

LEARNING ASSESSMENT METHODS:

• Collaborative effort between the SLMS and the Science teacher – students will have assistance, supervision, and feedback from two teachers during research process.

• SLMS and science teacher will observe student’s ability to use Grolier database, library OPAC, and selected web resources.

• All “assignment helpers” (graphic organizer and task sheet) from this research task will demonstrate student ability to use library sources (Grolier, web, and OPAC) to find relevant information and work through research process. These will be handed in to the SLMS and will serve as a gauge for evaluation.

• Students will share findings at the conclusion of the assignment, which will demonstrate student’s learning (oral and visual presentation).



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