CORE QUESTION: Why is biodiversity necessary to sustain healthy ecosystems? What will be the impact of the loss of endangered species?

OVERVIEW: The loss of biodiversity through the destruction of endangered species is listed as one of the top 11 world environmental risks of the Environmental Protection Agency. Throughout this investigation the students will research an endangered plant or animal species and create a milk carton with information about their species, similar to the way missing children organizations publicize a missing or abducted child. They will investigate the ecological roles, habitats and importance of the endangered species.

TIME REQUIRED: 3-4 forty-five minute periods.

SUGGESTED GRADE LEVEL: Grades 6 - 9

INTERDISCIPLINARY CONNECTIONS:

• Social Studies: Students will be able to investigate environmental law and policies involving endangered species.
• Science: Students will discuss human impact on biodiversity.
• Technology: Students will search various Internet sites to investigate biodiversity and endangered species.

NEW JERSEY CORE CONTENT STANDARDS: 5.4, 5.12

INSTRUCTIONAL OBJECTIVES:

1. Students will be able to investigate environmental law and policies involving endangered species.
2. Students will discuss human impact on biodiversity.
3. Students will search various Internet sites to investigate biodiversity and endangered species.

STRATEGIES:

Day 1-2:

Students will research an endangered species of their choice to answer the following questions:

1. Where is the endangered species found throughout the world? In answering this question the students should not only identify the geographic location of the species, but also discuss the natural habitat and niche of the plant or animal.
2. What is the ecological role of the species? What impact does the plant or animal make on the natural world?
3. What does the animal or plant look like at varying stages of life? Students should collect pictures and create a timeline of how the appearance of the plant or animal changes throughout its lifetime.
4. Why is this species endangered?
5. What, if anything, is being done to save this species from extinction?

Day 3-4:

Once these questions have been researched, the students will construct their milk cartons of their "missing" endangered species. Information should be placed on all sides of the carton in a creative manner that answers all of the above questions. Students should present their endangered plant or animal to the class and then place the carton on display in the school building to bring about environmental awareness.

MATERIALS:

• Cardboard Milk Cartons (clean and empty)
• Computers with Internet and Printer Access
• Glue
• Construction Paper

REFERENCES:

ASSESSMENT:

1. Student responses to the 5 questions on their endangered species
2. Construction of milk carton displaying the geographical location, habitat, niche, status and pictures of the endangered species
3. Presentation of endangered species information to class