Conservation of Animal Species
Description:
Students explore the various reasons for decline of an animal species (Asian elephant) and the various ways in which society uses legislation to protect these animals from extinction. This lesson is designed to increase student confidence in their research ability by providing opportunities to explore various resource materials, collect information, and then share it with others.
Goals & Objectives:
LIBRARY MEDIA SKILLS OBJECTIVES
The student will:
-locate information about federal laws to protect animals.
-use information in laws to discuss how public opinion is put into action regarding an issue such as conservation of animals.
CURRICULUM OBJECTIVES:
This unit or series of lessons may be completed as part of a social studies unit on government and how the US Legislature works.
MOTIVATIONAL OBJECTIVES:
The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.
Materials & Sources:
Resource List
| Credits: |
School Library Media Activities Monthly
Adapted for SOS by Kori Gerbig
School of Information Studies
Syracuse University
|
| Sources: |
School Library Media Activities Monthly
February 2003; 19:6; 19-21
http://www.schoollibrarymedia.com
http://www.crinkles.com |
Procedures:
INSTRUCTIONAL ROLES:
-The teacher leads the class in an investigation of how laws are made to protect and conserve an animal species. The library media specialist assists in gathering pertinent government resources.
ACTIVITIES AND PROCEDURES FOR COMPLETION:
-How do we conserve our animal populations? The teacher may introduce students to the plight of the Asian elephant and the historic decline in populations. Only about 35,000 to 45,000 still exist in the wild or about 10 populations in 13 countries: Bhutan, Nepal, India, Bangladesh, Sri Lanka, Burma, Thailand, China, Laos, Cambodia, Vietnam, Malaysia, and Indonesia. What are some of the problems creating this decline?
-Students visit the library media center to locate articles specific to the loss of the Asian elephant populations. The library media specialist reviews use of periodical indexes and how to find such articles on approved Internet sites. Students take notes to identify causes.
-In a follow-up class session, the students use their notes to identify the causes. The teacher asks how such problems can be addressed by world populations. Share a list of examples of legislated efforts on behalf of wildlife.
*Senate Committee on Environment and Public Works: http://epw.senate.gov/
-The teacher focuses on one particular group, i.e., Asian elephants. The teacher introduces the text of the Asian Elephant Conservation Act of 1997. After students have read the act or sections of it, they are asked to think about how such an act or law might come into being. Share the process
*Thomas Legislation Information on the Internet: http://thomas.loc.gov/
*US Fish & Wildlife Service: http://international.fws.gov/laws/asianele.html).
-Show students examples of testimony and hearings that took place. What did people say when they testified about the Asian elephant?*Issue Page, House Committee on Resources: http://resourcescommittee.house.gov/issues.htm ,
*Testimony of Jamie Rappaport Clark:http://training.fws.gov/history/testimonies/2000/june20.htm, *Photo J: http://www.photoj.com/browse/090398.html).
-Introduce students to the process of funding or the financial support of laws. Share samples of funding and reauthorization of laws and discuss how individual legislators make decisions and vote
*Public Law 107-141: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=107_cong_public_laws&docid=f.publ141.107).
-What are the roles of other agencies and groups in support of laws? Introduce different kinds of groups and ask students to consider how each group might feel about the law and conservation efforts. Share statements from such groups
*Circuses: http://www.ringling.com/cec/ ,
http://www.pbs.org/teachersource/scienceline/archives/march98/march98.shtm
-Provide information and pictures of new Asian elephant baby photographs from Zoos and other organizations (*Asian Elephants-*National Zoo: http://nationalzoo.si.edu/Animals/AsianElephants/default.cfm ,*Wildlife *Preservation Trust International: http://www.wildlifetrust.org/who.htm).
-After reviewing the steps for a bill to become law, each student uses examples of testimony and the information found in articles to write a testimony as if he or she was a member of a particular interest group.
FOLLOW-UP:
-After students have studied the issues of different agencies and groups in the conservation of Asian elephants, they may take the role of one of the groups and present their arguments for conservation.
Assessment:
EVALUATION:
-After the student has located information about federal laws to protect and conserve animals (Asian elephants) and articles establishing need for such laws, the student will write a statement of testimony for such a law.
Sources:
School Library Media Activities Monthly
February 2003; 19:6; 19-21
http://www.schoollibrarymedia.com
http://www.crinkles.com
