Conservation Biology: Claim your Species Presentation

Begin with (a) photo(s) or slideshow or video showing some endangered species. Ask students to identify the species and say where it lives, if they know. 

Have students brainstorm a list of causes for species to be threatened, endangered, or become extinct. This can be done on a Google Doc, Padlet, or other tool.

Ask students if they know of any ways to prevent or stop the threats.

Ask students what the results are in the ecosystem when an species numbers become very low and when a species becomes extinct.

Tell students that they will watch a video to learn about a threatened animal, read about endangered animals, and gather information about an endangered species of their choosing to present about to the class.

Conversation: Use the conversation questions on Endangered Species, Animals, or Animal Rights from the ESL Discussions website or the following (note: if you use a learning management system, students can be asked to post replies to a set number of questions via a discussion forum).

1. What are some ways that humans have contributed to the decline of certain animal species?
2. Can you describe a time when you observed an animal in its natural habitat?
3. What are some ways we can help protect endangered species and their habitats?
4. What role do zoos and aquariums play in conservation efforts for endangered species?
5. What are some potential consequences of losing certain species in an ecosystem?
6. What are some ways that climate change is impacting animals and their habitats?
7. What are some endangered species in your country or region, and what efforts are being made to protect them?
8. Do you think it is ethical to use animals for scientific research? Why or why not?
9. What are some positive changes you've observed in conservation efforts over the past decade?
10. How do hunting and poaching impact animal populations and ecosystems?
11. How can we encourage more sustainable and responsible practices in industries like fishing and agriculture to protect natural habitats?
12. Do you think it is important for humans to connect with nature and wildlife? Why or why not?
13. What are some of the biggest threats facing marine animals and their habitats?
14. What organizations do you know of that work to protect animals and natural resources? If no one in your group can name such an organization, search together on the internet and find two or three. What are their names and what do they do?
15. What are some of the most successful conservation efforts that have helped to protect endangered species and their habitats?

Listening:  Preview the TEDEd video, Disappearing Frogs OR Penguins in Peril.

Have students watch the video and answer the questions. Check as a whole group, or if you have students do this activity individually and submit their results, give feedback online via your instructor dashboard.

Reading about endangered animals with comprehension questions. Sources can be Common Lit Target Lesson "Destination Endangered Species”

Optional: Opposing views. Stossel in the News – Endangered Animals Act. Have students watch the two videos and use the discussion questions to conduct a small-group or whole-class discussion.

Jigsaw Reading / Internet Search:

Divide students into equal groups. Assign each group one of the following species to research in groups and fill out a handout with the following information for their assigned species: (you may choose different species for your local area): Snowy plover, Torrey Pine, Migratory Monarch, Grey Whale, Southern Steelhead.

Team Members’ Names:

Assigned species:

Scientific species name:

Type of species (bird, reptile, mammal, insect, plant, etc.):

• Current status: extinct, critically endangered, endangered, threatened, etc.
• Why are these creatures endangered?
• How many are left in the world?
• What is being done to protect them?

After groups have completed their information gathering and have taken notes, regroup students so that each group has a different species to report on to the group. The new group members fill out a handout with the information supplied to them by their new group members. Introduce the assignment prompt with the handout "Conservation Biology." Show a sample and demonstrate how to use the websites listed and others, as needed. Have students select their species and begin research by taking notes. When students are ready, have them create their slideshows or enter the information and add images on their assigned slides on a shared class slideshow or on an individual slideshow. 

Presentations: Students deliver their presentations to the class and ask and answer questions.

Use a rubric or peer checklist to give students feedback on their work. Students can also reflect on their learning with a checklist or questions on a Google Form.

Students will be able to carry out research projects to answer a question or solve a problem, gather information from multiple print and digital sources, and prepare and deliver an oral presentation with a visual aide that include integrate graphics or multimedia.