2. Extinct, Endangered and Threatened species Over the last 200 years, 18 species of mammals, and about 100 species of plants have become extinct within Australia. Currently, about 40 species of mammals and hundreds of plant species are threatened with extinction as they are listed as endangered. According to the Australian Government (2011), Australia has more endangered species than any other country in the world. The word extinct means that an animal or living species, no longer lives or exists! The word endangered however, means that an animal or living species is harmed or in danger of becoming extinct. Those species that are critically endangered are facing an extremely high risk of becoming extinct very soon. Vulnerable or threatened species are those that are not yet classes as endangered, but population numbers continue to drop.
3. Threats to endangered species Humans are largely responsible for the extinction and endangerment of animals. Humans destroy precious habitat-the natural environment of a living thing-when they fill swaps and dams and cut down trees to build homes and other developments. Oil spills, acid rain, water pollution and rubbish have been devastating for many species of fish and birds. Many animals are overhunted for their meat, fur and other parts that are of value. The introduction of exotic species spread diseases and kill many native animals.
4. Unit overview Purpose The purpose of this unit is to help you understand why some animals become endangered, what kinds of animals are on the endangered list within the local area, and what people can do to protect them from extinction. Key Understandings Plants, people and other animals are interdependent Extinction is a natural process. However, human intervention adds to the extinction rate There are many ways people can also intervene to protect endangered species and prevent them from becoming extinct Aims Understand the process of how species become endangered Develop an understanding of strategies that are used or can be used to help threatened species
5. Why learn about endangered animals? As you are the future caretakers of our world, this unit of work is necessary as it gives you the opportunity to learn about the importance of protecting endangered species and everyday actions that people can take to protect the nation’s disappearing wildlife in the future. We can have hope for the survival of the animals in our world by becoming environmentally friendly. By becoming environmentally friendly and helping the survival of the animals in our world, you can set a good example for others. When others see that you care about the habitat and its living animals, others will too.
6. Assessment 1– Blog Reflections Your first assessment piece will require you to reflect on a YouTube clip on ‘Saving the Kimberley’s Wildlife’. You will be assessed on the quality of your reflection which will reflect your ability to critically analyse and interpret the information being presented. You will: Watch the YouTube clip “Saving the Kimberley’s Wildlife” as a class (you may take notes during the clip). Discuss your thoughts and ideas of the clip as a class. Use the guiding questions on the class blog to write a reflection about the YouTube clip. Post this reflection on the class blog (your teacher will show you how to use and access the class blog).
7. Assessment 2 – Glogstar Poster Your second assessment piece will require you to research relevant information and design and present an interactive glog which will inform others about the endangered species and how to take some action to help prevent its extinction. Your creative online poster will combine text, pictures, graphics, video and audio to add meaning to what you are presenting. You will: Complete all research before creating glogs. Include background information about the endangered specie, its major threats and how it can be saved. Decide on the most important information and pre-write all information into a word document and spell check. Look over the example on the class blog to gain a better understanding of what is expected. Create your eye catching glog using the pre-written information and following the sequence (first the wall, then the title for the glog, then the pre-written text followed by pictures and captions, then videos, sound and graphics to complete the glog). Upload your glog to the class blog and print off. This will be displayed around the school to raise awareness of the endangered species of Australia.
8. Assessment 3 – Visual/Audio Presentation Your final assessment piece will require you to select a listed species within a specific area and research and draft imaginative ideas to create an imaginative story based on predictions and inventions. Students will be assessed on their ability to plan, write and publish a creative story as well as create an audio and visual presentation using PodOmatic before presenting to the class. Students will also be assessed on their ability to peer and self-asses the work of themselves and others. Students will use the following process to complete this final assessment. Access wildlife online and generate a species list for a selected area (choose the animal species, native type and rare and threatened status option then select own area to focus assessment on). Once your report has been generated and sent, choose an animal within the area from the list that you will focus your assessment. Write an imaginative story about your chosen animal (chose to use the following ideas) How the animal lived 10-20 years ago and how it lives today as a threatened species The causes and effects of its endangerment How the animal may adapt/evolve and survive in the coming years – what will happen to it (prediction) How the animal could survive is humans intervened (prediction or invention of intervention)
9. Show draft to teacher for editing and proof reading (written piece will also be assessed) before printing for final copy Once drafting and final written piece has been completed students begin creating their podcast using their written piece to relay into an audio file using PodOmatic Then students search for any illustrations they wish to add to create meaning for the story (use Flickr or Google) by creating a minicast using PodOmatic Present final publications to the class. Upload your stories to the class blog for others to see. Complete a peer and self-assessment on the work of others. Revisit narrative stories before researching and drafting imaginative story
