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8th Grade Science Ecosystems Endangered Species Project The purpose of this in-class project is for students to develop a plan to bring their chosen species back from the brink of extinction. Students will work in groups of three (predetermined by the teacher) over the course of seven days. Each group will prepare a five minute presentation that will address specific questions and is aimed at convincing a group of “congressmen” that their chosen species deserves special attention. Each team will choose a threatened/endangered species. Species will be approved on a first come, basis. Extra points will be awarded to teams who pick an “unconventional” species. (For example, we all know pandas are endangered, but what about the red-headed vulture?) Each team member will conduct research about their threatened/endangered species to become more educated about the animal’s habitat, reproduction, appearance, history, future, and survival. Teams will consist of a Zoologist, Conservationist, and Ecologist (determined by the students) that will have their own specific role within the group. In other words, each job has different information to research relevant to the role. See pages 3-5 for description of each role. Upon conducting such research, students will collaborate with their group to develop their persuasive plan for their animal. Each group must provide a written submission of their recovery plan with citations and must include the following information: a. b. c. d. Brief description of animal Why is the animal important to the ecosystem? What human behaviors are a threat to the species? What are the (realistic) steps to take the animal off the threatened/endangered list? e. How long will your recovery plan take AND how much money will you need? Students will have three days in class to complete their research and three days to develop their plan and info-graphic. Students are encouraged to communicate with other team members outside of school via Google docs, if necessary. Each group will then present their recovery plan in class in front of “congress.” The presentation should not be longer than five minutes. We will conduct a congressional vote in class to determine two plans that will receive funding. 1 8th Grade Science Ecosystems Students will be graded both individually and as a group. Each member will turn in their research sheet specific to their role in addition to their group’s recovery plan on the seventh day. This project will count as a test grade and will be broken down into the following categories: Research Sheet Species research sheet turned in Neatness Sources Presentation Participation Recovery Plan Teamwork 20 points 10 points 5 points 5 points 70 points 5 points 65 points 10 points TOTAL POINTS: 100 POINTS 2 8th Grade Science Ecosystems Conservationist: The job of a conservationist is not only to protect animals, plants, and natural resources but also to prevent the loss or waste of natural resources. Therefore, the role of the conservationist is to conduct research related to these items specific to your animal. Information relevant to your role is as follows: STATUS 1. Is your animal Threatened or Endangered? (What does this mean?) CONSERVATION AND FUTURE 1. Reasons for endangerment- has there been a loss or change in the environment or food supply. Is the species hunted or cultivated for food or other reasons, or has it declined because of disease? There can be many reasons why a species has become threatened or endangered, some created and some because of a break-down in their life cycle. Many may cite habitat destruction, but you need to give details of why there is habitat destruction. 2. Timeline of endangerment- starting on the date your species was put on the IUCN list, include at least 4 major events in its conservation/preservation history 3. Human Importance- how is your species important to humans? - ideas: economic, conservation, cultural, etc 4. How many are left- use different sources to confirm the number and include a population graph 5. Government intervention- how have the governments where your animal resides intervened to save your species? Make sure you keep track of your sources since all information presented to Congress needs to be referenced. 3 8th Grade Science Ecosystems Ecologist: The role of the ecologist is to be concerned with the ecosystem as a whole, including the number and distribution of organisms (people, plants, animals), and the relationships between those organisms and their environment. Therefore, the role of the ecologist is to conduct research related to these items specific to your animal. Information relevant to your role is as follows: HABITAT 1. Ecosystem (Abiotic and Biotic Factors that influence the survival of the species) 2. Geographic distribution – show all locations for the biome your animal thrives in and the locations of your actually lives animal. This requires maps and explanations. 3. What is happening in your species habitat that has put your animal at risk? (Biotic and abiotic factors that have been modified or lost). ENEMIES AND SURVIVAL 1. What does the animal eat (simple food chain for your animal and role in the food chain. Is the species a predator or prey or both)? 2. Symbiotic Relationships in Nature. Make sure you keep track of your sources since all information presented to Congress needs to be referenced. 4 8th Grade Science Ecosystems Zoologist: Zoology is the study of animals. The job of a zoologist is to study the behavior, origins, genetics, diseases and life progression of animals and wildlife. Therefore, the role of the zoologist is to conduct research related to these items specific to your animal. Information relevant to your role is as follows: CLASSIFICATION 1. Common Name 2. Genus species ANATOMY OF THE THREATENED OR ENDANGERD SPECIES 1. Basic Anatomy (color, weight, pictures, etc) 2. Life Span / Longevity 3. Special adaptations - additional traits that make them different from their close relatives. REPRODUCTION 1. Special mating rituals? 2. How often do they reproduce, what season? 3. If there is a gestation (or incubation) period, how long? 4. How many offspring? 5. Describe the young - do they look like the adults? Size, color? 6. Parental care BEHAVIOR 1. Does the species live in groups, herds, or alone? 2. Unique or unusual behaviors 3. In what ways does this animal interact with humans? Is it helpful/useful or harmful? Make sure you keep track of your sources since all information presented to Congress needs to be referenced. 5 8th Grade Science Ecosystems Name: ________________________________ Class: ___________ Date: _____________ Endangered Species Project Rubric Area Research Sheet (20 points) Teamwork (10 points) Presentation (5 points) Strong Proficient Below Average Poor Animal research sheet is turned in, neat, and complete. Student cites multiple sources. Animal research sheet is turned in, neat, and complete. Student cites sources. Animal research sheet is turned in but not neat or incomplete. OR Student does not cite sources Animal research sheet is turned in but incomplete or illegible AND student does not cite sources (20) N/A (18-19) Student works well and equally with group. (15-17) Student does not work equally with other members. (≤15) Student has to be reminded to work with group. (10) Member participates in presentation. (7-9) Member seldom participates in presentation. (≤6) Member does not participate in presentation. (5) (3) (1) N/A Recovery Plan Grade: __________ Final Grade: __________ Comments: 6