How Human Activities Contribute to Species Endangerment

Another Lesson Plan taken from National Geographic
http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html
**Modified to suit our needs.**

Combining geography, current events, biology & zoology into one assignment ~ Gotta Love That!! Plus we added a *much Loved* field trip to Weeks Bay Nature Preserve.


Intorduction:
"Scientists recognize five mass extinction episodes which have occurred because of major changes in the prevailing ecological conditions brought about by climate change, cataclysmic volcanic eruptions, or collisions with giant meteors. (We have gone over these previously this year.)

The sixth mass extinction appears to be in progress now, and the main cause is environmental change brought about by human activities."

Overview:
This lesson provides students with an overview of some endangered species and of the ways that human activities contribute to species endangerment. When studying these topics, it is important to provide students with a sense of optimism and to help them figure out ways they can help protect species. Students will be asked to devise their own species protection plans.


Main Concepts:
"The characteristics and spatial distribution of ecosystems on Earth's surface"
"How human actions modify the physical environment"
Time:
Two 1/2- Four hours

Materials Required:
Computer with Internet access
Notebook
Writing materials

Objectives:
Students will complete the Preserving Biodiversity family activity;
describe reasons why biodiversity is important;
research and take notes on five endangered species;
discuss the ways that human activities contribute to declining biodiversity;
and devise plans to help protect endangered species.

Geographic Skills:
Acquiring, Organizing & Analyzing Geographic Information

S u g g e s t e d P r o c e d u r e
Opening:
Have students go through the Preserving Biodiversity activity to learn about some endangered animals. http://www.nationalgeographic.com/xpeditions/activities/08/biodiversity.html They should see how many animals they can match with the correct ecoregion.
Define the terms "biodiversity," "threatened," and "extinct." Definitions are available at the Bagheera Web site glossary. http://www.bagheera.com/inthewild/class_glossary.htm
Ask students to describe some of the reasons why they think biodiversity is important, and list their ideas on the board.

Development:
Have each student go to the Bagheera site and choose five vanishing species to read about.
http://www.bagheera.com/
In their notebook, have them list the species and take notes on each species' geographical range, habitat, and reasons for endangerment.

Discuss as a class the ways that human activities contribute to declining biodiversity.
What reasons did they write in their notebook?
What human impacts have students read about in this lesson?
What human impacts were they already aware of?
What human impacts do they think occur close to their homes?
Can these impacts be curtailed, or do people need to continue these activities?

Closing:
Have students brainstorm about things they can do to help protect endangered species. They should list as many ideas as they can think of.

Suggested Student Assessment:
Have each child choose one of its ideas and write a plan for how the class could carry the idea out. The plan may focus on one species or may be relevant to endangered species in general.
It must consist of an explanation of why the plan is a good one and what it will accomplish;
a list of the steps that would need to be taken;
a list of the species that will benefit from the plan;
and a description of the difficulties that might be associated with this plan (e.g. in what ways might this plan be difficult to carry out?).



Extending the Lesson:
Have students research Internet or print resources to find out about things that kids are already doing to help save endangered species. Which of these activities are similar to the ones your students devised? Which activities do they think would be the most effective in helping the animals they have learned about?

Wonderful Idea!!!
***Have students use the Internet, print resources, or a local conservation organization to find out about an endangered species near their home. Ask them to research the animal's range, habitat, and food sources and to find out about the human activities that are contributing to its endangerment. Have them write editorials for their local newspaper in which they describe this animal's situation and explain how people can modify their activities to help the animal.*** (Our next assignment.)


Related Links:
Bagheera: A Web Site for Endangered Species
Environmental Protection Agency
National Geographic: Xpeditions Activity—Preserving Biodiversity
World Wildlife Fund

The Merry Adventures of Robin Hood

THE MERRY ADVENTURES OF ROBIN HOOD by Howard Pyle.

...An exciting vividly written novel re-creating the medieval world. With romance, swordplay, colorful friendships, archery contests, revenge and a quest for justice --this novel has something to interest and captivate each of my homeschooled children. Thus, allowing them to become immersed in yet another story. Which after all, reinforces my main goal in teaching with Classic Literature -- to incorporate a thirst and desire to read many types of literature, including ones they possibly wouldn't have chosen for themselves. :-)
Now we could go off in many directions when studying this novel. However with the writing style being so rich and descriptive, I have chosen to use it to develop and reinforce critical thinking skills. For their curriculum I am breaking down each part into chapters and plan to cover a chapter each day or two, as some chapters are longer and more complex than others.

SKILL OBJECTIVES
1) While reading the text they will decipher the theme of the novel. Identifying the main idea, supporting details and facts, setting, problems and solutions of each chapter.

2) They will also arranging events in chronological order, compose character analyses by traits of personality shown through words and/or deeds, and make connections between the characters and their lives.

3) To focus on individual learning styles and boost self esteem. I am giving each of them seperate Literature Teacher Jobs with this novel to share with the group.
a) Drake will create 8 questions for each chapter in his journal for the other two. Creating an answer sheet and noting the page number where the answers are to be found.
b) Griffin will compare and contrast characters in each chapter in his journal by the their actions & personality traits shown and his impressions. He will relate these to us, leaving out some details so the others can contribute their ideas and thoughts to each. Which he will then add to his journal entries.
c) Trinity will be the literary spotter. Listing the sentence or phrase and page number on which each Literary term is found in her journal. She will also explain and describe each at the end of each chapter to the group. These terms are --metaphor, simile, onomatopoeia, alliteration, personification, hyperbole, and idiom. (*A* Definations and examples of each listed.)

4) By using a variety of comprehension strategies, (ie. re-reading, context clues, and checking other sources), they will infer the meaning of new and unfamiliar words - thus increasing their vocabulary. To help with this we will be focusing on word relationships, (synonyms, antonyms, homophones, prefixes, suffixes, root words, & multiple meanings).
Additionally some vocabulary words along with definitions for most chapters will be given before reading. These will be copied from the white board. Reinforcing good handwriting and copying skills. (**B** Listed)




*A* Literary Skills
1) Metaphor - a word or phrase used in place of another to suggest a likeness.
The SOUND IN THE AIR CONDITIONER was MUSIC to his ears.
2) Simile - comparing two unlike things, often introduced by like or as.
Their STOMACHS felt LIKE TUBES OF TOOTHPASTE that had been all squeezed out.
3) Onomatopoeia - the naming of a thing or action by a sound associated with it.
PLUNK,PLUNK,PLUNK. The turtle sang as she walked up the ramp.
4) Alliteration - repeating initial consonant sounds in neighboring words.
The Gray Goat Gulped the Green Grass.
5) Personification - representing a thing or idea as a person.
The big TREE WAS FIGHTING HARD to keep standing.
6) Hyperbole - extravagant exaggeration.
The worm was SO LONG it stretched OFF THE PLATE, OUT THE BARN DOOR, AND INTO THE ORCHARD.
7) Idiom - having a meaning that that is different than the meaning of the individual parts.
Her EYES DRIFTED around the room and RESTED on the little girl.



**B** Vocabulary
Chapter One
Yeoman – a man who works his own small farm
Abbey – several buildings including a church, where men or women lived a religious life
Outlaw – criminal who is running away from the authorities
Treason – the crime of betraying your country or trying to overthrow the government
Lincoln Green – a color of wool cloth once made in Lincoln, England
Wager – to make a bet

Chapter Two
Idle – lazy; to not work
Mettle – an attitude of courage
Perchance – meaning perhaps
Staff – a pole or stick that is used to fight
Stronghold – a fort

Chapter Three
Guild – an association formed by merchants or craftsman to control a trade in product or service
Mutton – sheep’s meat

Chapter Four
Steward - servant
bonny lass - beautiful girl
beshrew - to curse

Chapter Five
Grammercy – a word once used to express astonishment or gratitude
Patron saint - a saint one prays to for help and protection. St. George is the patron saint of England
Thicket – a group of small shrubs

Chapter Six
Roundelay – a simple song with a line that repeats often
Jerkin – a leather vest that covered the hips
Mantle – cloak

Chapter Seven
Buckler – a small round shield held at arm’s length by handle
Hasty Pudding – boiled oatmeal; porridge
Rheumatic pains – pain caused by swelling in the muscles or joints
Anchorite – someone who lives alone as a hermit, usually for religious reason

Chapter Eight
Minstrel – traveling singers and poets who usually also played the harp
Normans – people of Scandinavian descent who occupied Normandy in the 10th century
Varlet – a servant of bad character
Banns – an announcement in church of a proposed marriage, usually made weekly for three weeks

Chapter Nine
Gallant –noble; brave
Parry – to ward off a weapon or a blow

Chapter Eleven
Page – a youth being trained for knighthood by serving a knight
Amnesty – a pardon or forgiveness

Chapter Twelve
Device – the design or emblem that identified a person or a family; coat of arms
Lists – in tournaments, a fenced area where knights on horseback charged each other and each tried to knock his opponent from his horse with a lance
Harts – male deer

Chapter Thirteen
Tinker – someone who repaired metal household utensils
Solder – a mixture of tin and lead that is melted to bond two pieces of metal together

Chapter Sixteen
Wis – know
appertaining - relate or pertain, usually followed by to.

Chapter Seventeen
Palmer – a person who made a pilgrimage to the Holy Land
Shrive – to listen to someone confessing his sins

Chapter Eighteen
Chivalry – the ideals of medieval knights that emphasized gallantry, honor and courtesy, especially toward women

Chapter Nineteen
Gruel – thin oatmeal porridge
Gauntlet – a glove with armor protecting the hand

Chapter Twenty
Health – a drinking toast wishing for health
Fripperies – foolish or useless things