Quality Core Curriculum Objectives:

HS  Biology  #1 – Uses terms and processes employed in scientific research

                        #2 – Uses reference sources appropriately.

                        #13 – Discriminates relationships when using a classification model to

group living things.

                        #26 – Assesses man’s impact on the environment/explore ways to help solve ecological problems.

Vocabulary:  endangered, critically endangered, threatened, rare, extinct, peripheral, habitat fragmentation

Materials:  Information from the U.S. Fish & Wildlife Service and state wildlife agencies  about endangered and threatened species (Internet access is optimal), poster-making and writing materials

Background:

Some sources report that worldwide, since 1600, about 300 species of wildlife have become extinct, either directly or indirectly as a result of human activities.  In 1985, the United States Fish and Wildlife Service listed 254 plants and animals in the U.S. as being endangered, with an additional 71 listed as threatened.  In 2002, that list has grown to 983 endangered plants and animals with an additional 276 threatened plants and animals in the U.S.   

Although extinction is a natural process, excessive and intensive human activities in the environment have caused a dramatic increase in its rate.  Loss of habitat as a result of human activity is considered to be the most pervasive cause of species extermination.  Other major causes of species extermination and endangerment include:  habitat modification, unregulated or illegal commercial and personal use, disruption of migration routes and breeding behaviors, contamination by pollutants, human disturbance, predator control, competition or predation from introduced species, and natural causes.

Preparation:  Contact the U.S. Fish and Wildlife Service to access their most recent listing of Endangered Species.   Their Web site is www.endangered.fws.gov.  Contact the Georgia Dept. of Natural Resources (Web site: http://georgiawildlife.dnr.state.ga.us) for the state’s endangered species list.  You can also contact local chapters of conservation organizations such as the National Wildlife Federation, Defenders of Wildlife, or National Audobon Society for additional information they might have about species and habitats for which there is concern in your area. 

1.      Review and discuss with the students the definitions of the above classifications (endangered, extinct, threatened, etc.) – as used in wildlife conservation as well as in a dictionary. 

2.      Either assign or ask each student or group of students to select an endangered or threatened animal or plant to learn more about.  Each student will research factors that led to the animal’s classification, what has been done or is currently being done to help this animal, and what could each of us as individuals do to help this animal or plant.  In addition, the student will attempt to answer the following questions:  What will be the consequences of the  disappearance of this species?  What are the trade-offs involved?  What alternatives are available?  What contributions does the animal make ecologically?  Economically?  Medicinally?  Aesthetically?  Intrinsically?  Each student or group will present their findings to the class upon completion of the project.

3.      Divide the class into five groups.  Each group will be responsible for gathering information from the state and national wildlife agencies and constructing a poster-sized chart for one of the following animal groups (mammals, reptiles, birds, fish, and insects).  The chart will be in the following format and will include a section on factors affecting the animal’s status.  Upon completion of this chart, students will be asked what factors appear to have the most impact as far as causing animals to become threatened or extinct.