Endangered Extinct Lesson Plan

SETON HILL UNIVERSITY
Lesson Plan Template
Name Courtney A. Lawrence
Subject Science (Endangered/Extinct)
Grade Level 4th Grade
Date/Duration 2 weeks (4 out of 4 lessons)
Standards (SAS and PA Keys)

Standard - 3.1.4.C1
A. Identify different characteristics of plants and animals that help some
populations survive and reproduce in greater numbers.
B. Describe how environmental changes can cause extinction in plants and
animals.
Standard - 3.1.4.C2
Describe plant and animal adaptations that are important to survival.
Standard - 3.3.4.A3
Recognize that fossils provide evidence about the plants and animals that
lived long ago and the nature of the environment at that time.
Big Idea Statement

 When there are a limited number of animals in a particular species, the
animal is considered endangered.
 When there are no population of an animal in a particular species, the animal
is considered extinct.
Essential Question Statement

 Why are some animals endangered?
 Why are some animals extinct?
Objective Statement (Audience, Behavior, Condition, Degree)

 The student will be able to differentiate between endangered and extinct
animals with eighty percent accuracy.
 The student will be able to give supporting information and research as to
why an animal becomes endangered or extinct with one hundred percent
accuracy.
Vocabulary
 Extinction- the state or process of a species, family, or larger group being or
becoming extinct
 Endangered- (of a species) seriously at risk of extinction
 Survive- continue to live or exist, especially in spite of danger or hardship
 Adaptations- the action or process of adapting or being adapted
 Populations- all the inhabitants of a particular town, area, or country
 Reproduce- produce again
 Fossils- the remains or impression of a prehistoric organism preserved in
petrified form or as a mold or cast in rock
 Environment- he surroundings or conditions in which a person, animal, or
plant lives or operates
 Threatened- state one's intention to take hostile action against someone in
retribution for something done or not done
 Species- a group of living organisms consisting of similar individuals capable
of exchanging genes or interbreeding
LESSON Pre-Assessment of Students

PROCEDURE  To pre-asses the students, the teacher will ask: “Can anyone name an
endangered animal? Can anyone name an extinct animal?”
o This will tell the teacher if the students and how many can identify an
endangered or extinct animal. This will also show how much the
teacher must teach or just activate prior knowledge.
o The teacher will document the students’ responses by writing their
answers on a T chart on the white board (one side endangered, the
other side extinct).
Activating Prior Knowledge

 To activate prior knowledge, the teacher will have
Hook/Lead-In/Anticipatory Set
 As a hook, the teacher will read Don’t Let Them Disappear by Chelsea
Clinton.
 During the reading, the teacher will discuss the animals introduced in the
book. The teacher will point out clear concepts such as why they are
endangered, where their habitat is, etc.
 The teacher will then list the animals on the white board
Modeling the Concept

 To model the concept, the teacher will present and post a sample PowerPoint.
This will be done with one on an endangered animal and the other on an
extinct animal.
Guiding the Practice

 In order to guide the practice, the teacher will provide a checklist of items
that the student should include in their PowerPoint. Each day the teacher will
see what progress the student is making and provide help to any student who
needs it or is not following the checklist.
Providing Independent Practice

 Then students will get the opportunity to sign up for an animal of their
choosing (no doubles) for which animal they would like to research and
create their PowerPoint presentation on.
 Research and present a PowerPoint of an endangered or extinct animal and
present it to the class.
 The presentation will contain the following:
o Name of animal
o Classification
o Habitat
o Characteristics
o Typical lifecycle
o Food chain
o What elements or aspects made the animal go endangered or extinct?
o What do you think would happen if this animal was still around or if
there were more of them?
Closure/Summary/Review of Learning
 As a summary, the teacher will print out short copies of the slides for each
presentation. Each student will receive a copy to reference for each animal
that was presented. This can be used as a study guide for future reference.
TRANSITIONS  To transition the teacher will use the clap pattern in order to gain the
students’ attention.
 The teacher will also call students to the computer area by calling on them
according to the color shoes they are wearing.
 In order to heave the children clean and wrap up, the teacher will do the clap
patter again followed by having students return materials and go back to their
seats by the color of their shirt.
READING  Don’t Let Them Disappear by Chelsea Clinton

MATERIALS,  Computer (Ex: Laptops, Desktops, Chromebooks, etc.)
TECHNOLOGY,  Microsoft PowerPoint (or Google Slides)
AND SUPPLIES  White board
 Dry Erase Markers
EVALUATION OF Formative Evaluation

THE  The checklist will be collected and documented as a formative assessment.
LEARNING/MASTE
RY OF THE
CONCEPT Summative Evaluation
 The PowerPoint presentation will be used as a summative assessment to
assess the student’s overall learning and progress.
INDIVIDUALIZED Accommodations
STUDENT  As an accommodation, the teacher will provide a list of websites and books
SUPPORTS for students who may need help on where to find information.
o National Geographic, United for Wildlife, One Kind Planet, World
Wildlife, Animal Planet, etc.
Modifications
 As a modification, the teacher will limit the amount of information each
student puts on each slide. This would-be such as limiting the habitat
information as well as the food chain information. It would just be shorter
and briefer.
Enrichment
 As an enrichment, students will get the opportunity to research their animal
in a more in-depth process. The student will have the opportunity to list what
he/she would like to further know about the animal. However, the teacher can
also offer additional research requirements if the student cannot think of any:
o Is the animal warm or cold blooded?
o How does the animal reproduce (lay eggs or by just having a baby)?
How many babies does the animal have?
o Is the animal nocturnal?

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SETON HILL UNIVERSITY

Lesson Plan Template

Name Courtney A. Lawrence

Subject Science (Endangered/Extinct)

Grade Level 4th Grade

Date/Duration 2 weeks (4 out of 4 lessons)

Standards (SAS and PA Keys)

Big Idea Statement

Essential Question Statement

Objective Statement (Audience, Behavior, Condition, Degree)

LESSON Pre-Assessment of Students

Activating Prior Knowledge

Modeling the Concept

Guiding the Practice

Providing Independent Practice

READING  Don’t Let Them Disappear by Chelsea Clinton

EVALUATION OF Formative Evaluation

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