Endangered Species

Summary:

Students will graph data in order to compare the number of extinct species and a rise in human population. At first the students will not know what the data represents. They should be encouraged to infer the relationship.

Materials:

• Student handout
• Pencil
• Ruler
• Overhead projector or blackboard

Background Information:
DO NOT TELL THE STUDENTS WHAT THE DATA REPRESENTS. Allow them to graph the data and make inferences as to what the relationships could be. Students may work alone or as teams. Students should already be familiar with graphing. They should know how to use a double versicle axis graph and be able to enter the data. Line graphs will work best in this situation. The teacher needs to be aware of why certain relationships may or may not fit the data.

Example 1-
Some students may say that they think the data compares automobile emissions with rising populations.(This would be incorrect because cars did not exist in 1650.)

Example 2-
Some student may say that the data shows a comparison between rising costs of gasoline compared to the amount of imported oil. (Ask students why an increase in imported oil would cause a rise in gas prices?.This could be a valid conclusion if they can justify the numbers. i.e.What does 550 mean? What does 5 mean?)

Sequence of Events and Duration of Activity:

Exploration Phase:

Pass out the student handout that contains the data. Tell the students to organize the data into 2 separate tables that show a link to time. When all have organized the data into tables, instruct the students to graph their data on the graph grid provided on the handout. Have them use 2 verticle axis on the same graph to obtain a good comparison. (15 minutes) While the students are busy graphing, the teacher should write and conceal the questions on the overhead projector.

Tell students to brainstorm possible relationships between these two sets of data. Have students record their relationships on their handout. (10 min)

Go around the room and ask the students to report on relationship they believe could fit the data. Discuss with the class why theirs' is a valid or invalid relationship. Have the students come up with reasons of why it is valid or invalid. (15 min)

After many plausible or implausible relationships have been proposed and discussed, inform the students that the data actually shows the number of bird and mammals which have become extinct and the rise in human population.

Concept Invention Phase:

Ask students to propose possible explanations for a rise in extinctions. Explanations could include: encroachment on habitat, hunting, pollution, etc. Introduce the terms: threatened, endangered and extinct.

Questions:

1. Does there seem to be a correlation between human population and extinction?
2. If the trend continues, predict what will happen to each graph after the year 2000?
3. Do the data provided prove that the increase in extinctions is due to increased human population?
4. Why do you think the statistics were given for birds and mammals rather than some other kind of organism.
5. Why do you think we should care about other species?
6. List some way that you, as an individual, can help protect endangered species.

Applications Phase:

1. Debate the issue of elk and deer herd control and hunting policies.
2. Have the class raise funds to support animal, or plant protection. (ex.Save the Whales)
3. Watch the movie or read the book "The Lorax" by Dr. Seuss. After reviewing the film, have students brainstorm ways they can personally protect a species.
4. Have students bring in magazines or newspapers containing data or graphs. Have students analize the data and graphs for validity. (You can say anything you need with numbers.)
5. Have students take a survey and construct their own graphs and publish them on the bulletin board.

Evaluation:

1. An appropriate type of graph was chosen with properly labeled coordinates. The graph showed the data in a clear, concise form. The student was able to interpret the graph, clearly communicate the results and point out weaknesses.
2. An appropriate type of graph was chosen with properly labeled coordinates. The graph was in a clear, concise form. The student was able to interpret the graph and communicant the results.
3. After receiving assistance an appropriate type of graph was chosen with properly labeled coordinates. The graph was in a clear concise form. The student needed further assistance in interpreting the graph and in communicating the results.
4. The student could not choose an appropriate type of graph or table without being told exactly what coordinates to use. The graph was unclear. The student needed further assistance in interpreting the graph or in communicating the results.