ENDANGERED

SPECIES

Can we help them survive?

2017 Teacher’s Resource Pack

Thank you for obtaining this Teacher’s Resource Pack for the North Carolina Zoo’s Endangered Species Poster

Competition. This competition provides a fun, interactive way for students to learn about endangered species and how to help conserve them.

This teacher’s pack consists of: Competition entry forms to photocopy for each entry submitted; Group Results Form for certificates of achievement;

A list of the competition rules; Guidelines for poster design; A Teacher’s Check List; A bank of some endangered species around the world and links to more comprehensive lists;

Supporting Activities for the Classroom; Some useful resources. We trust that using this teacher’s pack may prove helpful and provide some interesting ideas for you.

North Carolina Zoological Park

Education Division schoolprograms@nczoo.org (336) 879-7718; toll free (800) 488-0444, ext. 7718

Attach a copy of this Poster Contest Entry Form (with paperclip or tape – NO STAPLES) to the back of each poster. Please print clearly with correct spelling of the student’s name.

Endangered Species Poster Contest Official 2017 Entry Form

Student’s Name: ___________________________________________________________

Endangered Species Chosen: ________________________________________________

Division (Circle one): K – Grade 2 Grade 3 – 5 Grade 6 - 8 Grade 9 - 12

Age: _________ Grade: __________ Teacher: _________________________ School/Organization: _______________________________________________________

Address: _________________________________________________________________

Competition Coordinator: ____________________________________________________

Contact Telephone Number: _________________________________________________

Send poster competition entries to: North Carolina Zoo Education Division

2016 Endangered Species Poster Competition 4401 Zoo Parkway

Asheboro NC 27205

ENTRY DEADLINE: Posters must be postmarked no later than

Friday, December 16, 2016

Complete a result sheet for each division at your school. Attach a photo/copy of the 1st, 2nd and 3rd place poster winners. Label each photo/copy with the student’s name and grade. Certificates will be issued by the NC Zoo.

Endangered Species Poster Competition

2017 Group Results Sheet

Division (Circle one): K – Grade 2 Grade 3 – 5 Grade 6 - 8 Grade 9 - 12

School/Organization: _______________________________________________________

Address: _________________________________________________________________

Competition Coordinator: ____________________________________________________

Contact Telephone Number: _________________________________________________

1ST PLACE

Student’s Name: ______________________________ Grade: _______ Teacher: ___________

2ND PLACE

Student’s Name: ______________________________ Grade: ___________ Teacher: ______________________

3RD PLACE

Student’s Name: ______________________________ Grade: ___________ Teacher: ______________________

COMPETITION DETAILS

Who Can Enter?

This competition is open to K-12 students who attend NC public and private schools or are a NC registered home school student. Students may enter through their school or community group such as 4-H and scouts. Each student may only submit one entry.

Designing the Poster Competition Coordinators, teachers and group leaders work with their students to design a poster.

Include the name of the endangered or threatened species you have chosen and the habitat it lives in.

What are the main threats to this animal/plant and its habitat? How can we help protect this animal/plant and its habitat?

Poster Specifications

Students must design an 8½” x 11” poster containing a picture and a message about one endangered or threatened species. It should encourage people to care about endangered plants and animals and want to protect them. A short, simple brief message (3-10 words) is best for a poster that is easy to see and easily remembered.

Posters should include the name of the endangered or threatened species.

The poster may be designed on any kind of paper, including card stock. Students may be as creative as they wish. The poster may be in any medium including collage, free-hand drawing, paint, charcoal or pencil. Chalk, charcoal, and pastel must be sealed with a fixative spray to prevent smearing and smudging. Photography, 3D designs, computer-generated images and text, will not be accepted.

All posters should be backed with construction paper leaving a two-inch frame around the edges. Only the original poster can be submitted into the competition, no photocopies. Each poster should reflect the student’s own idea, interpreting the theme. The teacher may assist young children

with writing down the message on their poster, but the message must be the child’s own thoughts and all artwork

must be the child’s own work. All posters will become the property of the NC Zoo. Any incomplete entry or entry not following these specifications will be disqualified from final judging.

Runner Up Division 1 2005 Runner Up Division 1 2005

Lauren W., Southern Pines, NCLauren W., Southern Pines, NC

Submitting Entries First, schools/groups will hold their own competition. Choose first, second and third place in the following divisions.

* Division 1 – Kindergarten – 2nd Grade * Division 2 – 3rd – 5th Grade * Division 3 – 6th – 8th Grade * Division 4 – 9th – 12th Grade

Submit only the first place winners of each division as your official entries. For the first place winner of each division, please complete an entry form and attach it to the back of the original artwork

with a paperclip (not glue). Posters will not be returned. Take a photo or copy of your poster before submitting it. Competition coordinators should take photographs or color

copies of the 3 winning entries in each division and submit them on the Group results form. This form will be used to issue certificates to those students. Please do not send originals for 2nd and 3rd place to the zoo.

Folded posters will not be accepted. Artwork should be rolled and shipped in a mailing tube or be packed and wrapped flat. Please read the competition details carefully, as only

posters that meet the contest guidelines will be considered. Send your posters to the following address:

2016 Endangered Species Poster Competition NC Zoo Education Division 4401 Zoo Parkway

Asheboro, NC 27205 Deadline: Posters must be postmarked on or before Friday, December 16, 2016. Winners will be notified in February 2017 by mail.

Judging Procedure The posters will be grouped in one of the following four grade categories:

Kindergarten through 2nd Grade 3rd through 5th Grade 6th through 8th Grade and 9th through 12th Grade

Posters will be judged by a committee of zoo staff and community representatives. The winning poster and runner-up in each grade category will be judged based on the criteria listed below. In addition, we will be selecting the best entries in the following categories: mammal, reptile, bird, amphibian, and plant.

First Place Division 3 2005 First Place Division 3 2005

Zachary L, Winston Salem, NCZachary L, Winston Salem, NC

Judging Criteria 1. Clear message conveyed by the text and artwork. How significant or relevant is the poster in increasing understanding of an endangered

species? Does it communicate the message to a broad audience? Did the artist use a catchy slogan or message?

2. Creativity, originality and artistic quality. Is the design creative and original? Does the selected medium enhance the presentation of the overall artistic quality?

3. Visual clarity — easily read.

Visual use of space - Is the poster clearly and logically set out? Is the text easy to read?

Winners One first place overall winner will be chosen in each division. These 4 winning entries will be

combined to create the Endangered Species Awareness Poster.

The poster will be sent to participating schools and used in conjunction with the zoo’s education programs. The first place overall winner of each division will

receive a certificate of recognition, a prize pack

including a family pass to the zoo, an endangered species poster and an educational program, presented by NC Zoo Staff educators, for their classroom.

Last year’s poster

TEACHER CHECK LIST:

Have students design 8 ½” x 11 posters that include the name of the endangered or threatened species.

Hold a school-based competition, and choose first, second, and third place in each

division. Complete a competition result sheet for each division at your school. Take a photo or

copy of the 1st, 2nd and 3rd place posters and attach it to the result sheet. Label each photo/copy with the student’s name and grade.

Complete an entry form for the first place overall winner of each division. Attach it to the

back of the original artwork with a paperclip or tape (no glue). Posters will not be returned.

Prepare result sheets and the first place overall winning posters (from each division) to be mailed to the NC Zoo. Certificates of participation will be issued by the NC Zoo.

Artwork and result sheets should be rolled and placed in a mailing tube or wrapped and packaged flat for mailing. (Folded posters will not be accepted)

Send your entries to the following address: 2017 Endangered Species Poster Competition NC Zoo Education Division 4401 Zoo Parkway Asheboro, NC 27205 Deadline: Posters must be postmarked on or before Friday, December 16, 2016.

Winners will be notified in February 2017 by mail.

ENDANGERED

SPECIES

Can we help them survive?

Whale shark Grizzly

Bear

Chimpanzee

Pangolin Gorilla

Jaguar Leopard

Galapagos

Penguin

Bilby

Komodo Dragon

Atlantic

Salmon

SCHWEINITZ'S SUNFLOWER

WATER VIOLET

APPALACHIAN VIOLET

FRASER FIR

PIEDMONT INDIGO-BUSH

ROUGHLEAF DOGWOOD

BIGLEAF MAGNOLIA

VENUS FLYTRAP

MOUNTAIN PAPER BIRCH

CAPE FEAR

SHINER

LEATHERBACK

SEA TURTLE EASTERN

PUMA

AMERICAN

ALLIGATOR

CAROLINA

NORTHERN FLYING SQUIRREL

RED WOLF

RED COCKADED

WOODPECKER

Siberian

Tiger

Narwhal

Southern

White Rhino

Monarch

Butterfly

Panamanian golden

harlequin frogs

EASTERN DIAMONDBACK

RATTLESNAKE

American Eel

Ivory Billed Woodpecker

Hawksbill Turtle

GREEN SALAMANDER

SUPPORTING ACTIVITIES FOR THE CLASSROOM

How Does This Relate In My Classroom? Below are examples of how the Endangered Species Poster Contest, and suggested activities can be

correlated to the North Carolina Essential Standards.

KINDERGARTEN Essential Standard K.L.1: Compare characteristics of animals that make them alike and different from other animals and nonliving things. (Science)

Clarifying Objectives: K.L.1.1: Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to

determine individual differences within a particular type of animal. K.L.1.2: Compare characteristics of living and nonliving things in terms of their:

Structure

Growth

Changes

Movement

Basic needs

Suggested Activities…

Share pictures/stories of various endangered animals. Compare similarities and differences of these

animals.

Create a class alphabet book of Endangered Species.

Create a list of “Things we can do to help”.

Participate in movement to music- moving with different animal motions.

Categorize animals in different ways: type of animal, body covering, how it moves, live birth or egg, where

it lives, etc.

FIRST GRADE

Essential Standard 1.L.1: Understand various characteristics of various environments and behaviors of humans that enable plants and animals to survive. (Science)

Clarifying Objectives: 1.L.1.1: Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that

these may be found in their environment. 1.L.1.2: Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. 1.L.1.3: Summarize ways that humans protect their environment and/or improve conditions for the growth of

the plants and animals that live there (e.g., reuse or recycle products to avoid littering). Essential Standard 1.L.2: Summarize the needs of living organisms for energy and growth.

Clarifying Objectives: 1.L.2.1: Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.

1.L.2.2: Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.

Suggested Activities…

Great lesson on Habitats http://www.learnnc.org/lessons/KellyStewart2112003506

Have students draw pictures of an animal’s habitat and label the parts. Discuss - What would happen if

some of these components were taken away?

Talk about the Red Wolf, and the recovery program at Alligator River Wildlife Refuge (for more information

visit www.fieldtripearth.com)

Create a list of “Things we can do to help”.

Look at pictures of North Carolina’s endangered plants and animals. Why do they live where they live?

Look at needs that their habitat provides.

Project Wild – Too Close for Comfort.

SECOND GRADE

Essential Standard 2.L.1: Understand animal lifecycle. (Science) Clarifying Objectives:

2.L.1.1: Summarize the life cycle of animals:

Birth

Developing into an adult

Reproducing

Aging and death

Suggested Activities…

Draw life cycles of endangered species. Talk about risks at various stages.

Compare the lifecycles of different endangered animals, e.g. sea turtle and African elephant

Create a list of “Things we can do to help”.

Population Connection: “Lend a Hand to the Earth”

Project Wild Aquatic: “ Hooks and Ladders”

THIRD GRADE

Essential Standard 3.L.2: Understand how plants survive in their environments. (Science)

Clarifying Objectives: 3.L.2.2: Explain how environmental conditions determine how well plants survive and grow.

Suggested Activities…

Look at different plant habitats in North Carolina and what needs are provided there. What would happen if

we switched them to another habitat?

Create a class discussion around the ramifications of introducing non-native plants to an area – e.g. Kudzu

Create a list of “Things we can do to help”.

FOURTH GRADE

Essential Standard 4.L.1: Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. (Science) Clarifying Objectives:

4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the

environment. 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats.

Suggested Activities…

Research an endangered species. An endangered species is a plant or animal that might become extinct

because something is changing its environment and it cannot adapt. Organize your information in a chart. An example would be:

Animal Name

Describe the Animal

Where Found

How Long Endangered

Possible Changes in Environment

Animal Adaptations

Investigate the effects of global warming on Arctic Animals. For example how the polar bear adapts to

shorter winters and less ice.

Create a list of “Things we can do to help”.

Project Wild: “Who Fits Here?”

Project Learning Tree: “Life on the Edge”

FIFTH GRADE

Essential Standard 5.L.2: Understand the interdependence of plants and animals with their ecosystem. (Science) Clarifying Objectives:

5.L.2.1: Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands. 5.L.2.3: Infer the effects that may result from the interconnected relationship of plants and animals to their

ecosystem.

Suggested Activities…

Research endangered animals from different ecosystems. Compare the obstacles they face.

Project Wild Aquatic: “Water Canaries”

Project Wild Aquatic: “Plastic Jellyfish”

Project Wild: “Who Fits Here?”

Project Wild: “Hazardous Links, Possible Solutions”

Project Learning Tree: “Web of Life”

Project Learning Tree: “Life on the Edge”

SIXTH GRADE

Essential Standard 6.E.2: Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans. (Earth Science)

Clarifying Objectives: 6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.

Essential Standard 6.L.1: Understand the structures, processes and behaviors of plants that enable them to survive reproduce. (Science) Clarifying Objectives:

6.L.1.1: Summarize the basic structures and functions of flowering plants required for survival, reproduction

and defense.

Suggested Activities…

Share current environmental issues from the news. Alternatively assign current issues to students and

have them do the research and report findings.

Project Wild Aquatic: “Plastic Jellyfish”

Project Learning Tree: “Life on the Edge”

SEVENTH GRADE

Essential Standard EEn.2.2: Understand how human influences impact the lithosphere. (Earth/Environmental Science) Clarifying Objectives:

EEn2.2.1: Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) past and present. Essential Standard EEn.2.4: Evaluate how humans use water. (Earth/Environmental Science)

Clarifying Objectives: EEn.2.4.2: Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments.

Suggested Activities…

Find current news on concerns of extinction or endangered species.

Research specific animals and write articles to suggest reasons of endangerment. Focus particularly on

scientific changes in nature, such as global warming.

Investigate the impact of human activity on animal habitats and population.

Initiate a program in your school, e.g. recycling, to promote ways we can help.

Population Connection: “Pondering Pandas”

Population Connection: “Timber”

EIGHTH GRADE

Essential Standard 8.L.3: Understand how organisms interact with and respond to the biotic and abiotic components of their environment. (Science) Clarifying Objectives:

8.L.3.1: Explain how factors such as food, water, shelter and space affect populations in an ecosystem.

Suggested Activities…

Share and discuss current issues/news articles associated with endangered animals, e.g. Population increase,

habitat loss. Organize data to compare reasons for endangerment in different continents, habitats, and animal

families. Draw conclusions and write reports.

Conduct debates on issues related to animal endangerment.

Visit fieldtripearth.com to investigate “various field-based wildlife conservation research projects ongoing around

the world”. Talk about North Carolina Red Wolves at Alligator River.

Project Wild Aquatic: “Migration Headache”

Project Wild: “Planting Animals”

Project Learning Tree: “Watch on Wetlands”

HIGH SCHOOL

BIOLOGY

Essential Standard Bio.2.1: Analyze the interdependence of living organisms within their environment.

Clarifying Objectives: Bio.2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.

Essential Standard Bio.2.2: Understand the impact of human activities on the environment (one generation affects the next).

Clarifying Objectives: Bio 2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels,

habitat destruction and introduction of nonnative species) may impact the environment. Bio 2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.

EARTH / ENVIRONMENTAL SCIENCE

Essential Standard EEn2.2: Understand how human influences impact the lithosphere.

Clarifying Objectives: EEn2.2.1.07: Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) past and present.

Suggested Activities…

Share and discuss current issues/news articles associated with endangered animals, e.g. Population increase,

habitat loss. Organize data to compare reasons for endangerment in different continents, habitats, and animal

families. Draw conclusions and write reports.

Conduct debates on issues related to animal endangerment.

Visit fieldtripearth.com to investigate “various field-based wildlife conservation research projects ongoing around

the world”.

Visit www.fieldtripearth.com and learn about red wolf recovery at Alligator River

Project Wild: “Planting Animals”

Project Wild Aquatic: “Aquatic Roots”

Project Wild Aquatic: “Deadly Waters”

ACTIVITIES FROM ENVIRONMENTAL EDUCATION RESOURCES… POPULATION CONNECTION ACTIVITIES…

“Lend a Hand to the Earth” from Sharing a Small World pg. 30

Suggested Grade Level: K-2

Description: In this activity students identify ways that they can help save the Earth (protect the environment).

“Crowding Can Be Seedy” from Sharing a Small World pg. 4

Suggested Grade Level: K-2

Description: In this activity students will identify plant needs and the effects of crowding on living things.

“Our Town” from Sharing a Small World pg. 18

Suggested Grade Level: K-2

Description: In this activity students identify resources needed for survival and ways that people impact the

environment.

“Habitat is Home” from Counting on People pg. 128

Suggested Grade Level: Lower Elementary

Description: Pictures facilitate discussion/awareness of the ways in which animal and plant habitats are being

changed.

“Pondering Pandas” from Counting on People pg. 131

Suggested Grade Level: Lower and Upper Elementary

Description: A simulation of pandas in the wild relays to students the needs of the panda and the impact of

population increase on their natural habitat.

“Timber” from Counting on People pg. 95

Suggested Grade Level: Upper Elementary

Description: Through a role playing activity, students observe what happens to a forest when the demand for

wood is greater than the supply.

“Wanted Alive” from Counting on People pg. 133

Suggested Grade Level: Lower and Upper Elementary

Description: After being deputized “Species Sheriffs” students research an endangered species and create a

poster defining the species’ right to be saved.

PROJECT WILD ACTIVITIES…

“Too Close For Comfort” from Project Wild Activity Guide pg. 300

Suggested Grade Level: K-4

Description: Students will investigate negative consequences for people and wildlife as a result of over crowding.

“Hooks and Ladders” from Project Wild Aquatic Activity Guide pg. 76

Suggested Grade Level: 3-9

Description: Students simulate salmon and the hazards they face in this activity portraying the life cycle of these

aquatic creatures.

“Who Fits Here?” from Project Wild Activity Guide pg. 64

Suggested Grade Level: 5-8

Description: Students play an identification game to identify characteristic life forms in ecosystems.

“Water Canaries” from Project Wild Aquatic Activity Guide pg. 38

Suggested Grade Level: 4-12

Description: Students investigate a stream or pond by using sampling techniques and are able to recognize

impacts on environmental quality.

“Plastic Jellyfish” from Project Wild Aquatic Activity Guide pg. 170

Suggested Grade Level: K-12

Description: Students investigate the potential effects of plastic waste on aquatic wildlife and actions that will

lessen the problem.

“Hazardous Links, Possible Solutions” from Project Wild Activity Guide pg. 326

Suggested Grade Level: 7-8

Description: A physical game to show ways in which pesticides enter food chains and the consequences of this.

“Migration Headache” from Project Wild Aquatic Activity Guide pg. 94

Suggested Grade Level: 4-12

Description: Students investigate how various human activity and environmental change impacts the population

of migrating water birds.

“Planting Animals” from Project Wild Activity Guide pg. 152

Suggested Grade Level: 5-8

Description: Students describe reasons for transplanting animals and identify one animal that has been

transplanted in their state.

“Aquatic Roots” from Project Wild Aquatic Activity Guide pg. 100

Suggested Grade Level: 5-12

Description: This activity investigates the impact of introduced species.

“Deadly Waters” from Project Wild Aquatic Activity Guide pg. 146

Suggested Grade Level: 3-12

Description: Students will name and describe different kinds of pollution that can affect water as well as the

animals and plants that live there.

“To Dam or Not to Dam” from Project Wild Aquatic Activity Guide pg. 134

Suggested Grade Level: 4-12

Description: Students will evaluate possible positive and negative effects on people, plants and animals from

constructing a dam on a river.

“Turtle Hurdles” from Project Wild Aquatic Activity Guide pg. 164

Suggested Grade Level: 4-12

Description: Students become sea turtles and limited factors in a highly active simulation game, and evaluate the

effects of limiting factors on sea turtle populations.

“Here Today, Gone Tomorrow” from Project Wild Activity Guide pg. 154

Suggested Grade Level: 5-8

Description: Students become familiar with the various designations of animals such as “threatened”, “rare”, and

“endangered”; conduct research and report on endangered species and related factors.

PROJECT LEARNING TREE ACTIVITIES…

“Life on the Edge” from Project Learning Tree Activity Guide – activity #88

Suggested Grade Level: 4-8

Description: In this activity, students will become advocates for endangered species of plants or animals and

create “public relations campaigns on behalf of these species.

“Web of Life” from Project Learning Tree Activity Guide – activity #45

Suggested Grade Level: 4-8

Description: In this activity, students will take a close look at one particular ecosystem and will discover the ways

that plants and animals are connected to each other.

“Watch on Wetlands” from Project Learning Tree Activity Guide – activity #71

Suggested Grade Level: 7-8

Description: In this activity, students will learn more about wetlands and how land-use decisions affect these

areas.

MORE ACTIVITIES FOR THE CLASSROOM…

Activity Endangered Animal Ice Breaker

Grade Level 3rd – 12th Grade

Materials Animal Picture Necklaces – Paste pictures of endangered animals on index cards and make

into a necklace with yarn

Description This activity is a great way to make students aware of some endangered animal species. Students are given a necklace, with the animal picture hanging on their back. The picture

should be covered with a post it note. Students take turns writing clues for each other on the sticky note. Each student should get 3 clues written by different people. The teacher reads the clues aloud and the student tries to guess their endangered animal. It may be necessary to give additional clues as a group.

Modifications This activity can be as difficult as suited to the group, depending on the animals selected. It is

easily adapted for K-2 students by using verbal clues, in place of written clues.

Activity Who’s Endangered in North Carolina?

Grade Level Kindergarten - 3rd Grade

Reference Endangered Species and You.

U.S. Fish & Wildlife Service – Asheville Field Office

Materials Copies of pictures of North Carolina's endangered and non-endangered plants and animals from magazines, internet and books; poster board; scissors; glue; and crayons.

Description

Students find and classify pictures of endangered and non-endangered wildlife. They then

create displays and share information about the plants and animals and why they are endangered.

Modifications This activity can be as difficult as suited to the group, depending on the plants/animals

selected.

Activity Poetry Writing

Grade Level All Grades

Materials Paper and pencils

Description Write different styles of poetry about endangered species and illustrate. It can be compiled to

make a class book.

Activity Colorful Homes

Grade Level Kindergarten - 3rd Grade

Reference Endangered Species and You.

U.S. Fish & Wildlife Service – Asheville Field Office

Materials Photos of North Carolina endangered and non-endangered plants and animals and their habitats. (Available in the program resource)

Description

The teacher defines habitat and shows examples of some habitats of North Carolina

endangered plants and animals, e.g. coastal, wetland, mountain, field and forest, urban. The students then place the plants and animals in their appropriate habitat.

Modifications For students in grades 4 – 6, have students research the animals and plants to find out about

their appropriate habitat.

Activity The Success Hall of Fame Wall Mural

Grade Level All grades

Reference Endangered Species and You.

U.S. Fish & Wildlife Service – Asheville Field Office

Materials Construction paper, white display paper, writing and coloring materials.

Description Students find out why a plant or animal have become endangered or threatened, and how people have helped them. They make a mural of the species and display.

Modifications Older students can accompany their drawings with a newspaper report or magazine article

that tells the animal or plants success story.

Activity Letter Writing…Dear Humans

Grade Level 2nd – 12th Grade

Materials Paper and pencils

Description

Have students write letters to humans from an endangered species, describing what is

happening to the endangered species and telling humans what they can do to help. These can be compiled to make a class book.

OTHER RESOURCES…

Lesson Ideas Online… http://www.wildlife.state.nh.us/Education/Education_PDFs/Endangered_Animals_curr.pdf

An interdisciplinary unit on Endangered Animals.

http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci058.html The purpose of this lesson is to allow the students to select a specific endangered animal, identify its attributes, and suggest how changes in its physical and behavioral characteristics would improve its chances for survival.

http://www.zoosociety.org/pdf/GuidedTours/Endangrd.pdf A middle school unit from the Zoological Society of Milwaukee. This unit has some excellent background information for teachers, as well as activity ideas.

http://www.nwf.org/endangered Animals and plants rely on the Endangered Species Act, a safety net to catch species that might slip by. We owe our children and grandchildren a healthy world. Show your support by creating a safety net for wildlife with this online quilt.

No sewing required!

http://www.eduplace.com/activity/endangered.html Students will learn about threats that endangered animals face, and identify steps that can save animals from extinction.

Information Websites… www.endangeredspecie.com

www.kidsplanet.org

www.wwf.org

http://ecos.fws.gov/tess_public/TESSSpeciesReport

This web site provides a comprehensive list of endangered animals worldwide.

www.kidinfo.com/science/Endangered_animals.html

This site has many links related to endangered animals.

www.endangeredearth.com

Books To Share… Ducks Disappearing

By Phyllis Reynolds Naylor

Antheneum Willie figures out why the ducks are disappearing and helps adults understand that the ducks belong to everyone.

Koko-Love! Conversations with a Signing Gorilla

By Francine Patterson Dutton Learn about a gorilla that uses American Sign Language, and meet his human family, who created a foundation to protect gorillas and other endangered animals.

Nights of the Pufflings By Bruce McMillan Houghton Mifflin

The children on Heimaey Island in Iceland help young puffling birds make their way toward the open sea.

Once a Wolf: How Wildlife Biologists Fought to Bring Back the Gray Wolf By Stephen R. Swinburne

Houghton Mifflin Learn about how biologists study wolves and how wolves have been reintroduced into Yellowstone National Park.

Endangered! By Rick Wilkinson This book outlines the work of zoos and wildlife organizations, explaining their role in conserving and building up stocks of rare animals. By providing case studies of both well-and lesser-known endangered species and

detailing what is being done to help them, Wilkinson aims to increase awareness of these animals' plight and the reasons they are in danger of becoming extinct.

Condor's Egg

London & Chaffee Beautiful, realistic paintings and An eloquent, carefully researched text tell the dramatic story of a family of California condors and its struggle for survival in a world where its habitat is being destroyed. A list of organizations is provided at the back of the book for readers interested in learning more about helping these

endangered animals. An afterword by the Condor Recovery Program Coordinator gives information about this noble bird, its fight for survival, and ways we can help preserve its existence.

I Wonder Why the Dodo Is Dead and Other Questions About Extinct and Endangered Animals by Andy Charman Answers questions about extinct animals and animals in danger of becoming extinct, with a focus on reasons for endangerment and conservation efforts.

And Then There Was One : The Mysteries of Extinction

by Margery Facklam, et al This book, written for grades 4 to 6 by the Sierra Club, examines the many reasons why animals disappear from

the face of the earth: from natural causes such as earthquakes, floods, and overspecialization, to human causes such as overhunting, habitat destruction, and pollution.

Last Chance to See

by Margery Facklam, et al This book, written for grades 4 to 6 by the Sierra Club, examines the many reasons why animals disappear from the face of the earth; from natural causes such as earthquakes, floods, and overspecialization, to human causes such as overhunting, habitat destruction, and pollution.

Witness: Endangered Species of North America

by Susan Middleton and David Liittschwager Beautiful photos and accurate information about North America’s endangered species.

Will We Miss Them? Endangered Species.

by Alexandria Wright

Learn about endangered species and the first step toward saving them. This intriguing book introduces children to the fascinating lives and challenges of the endangered species from the unique perspective of an 11 year old author.

Can We Save Them? Endangered Species of North America

by David Dobson and James Needham In this important book, readers are introduced to a variety of endangered species. Engaging text and stunning

illustrations highlight the plight of these animals and plants and suggest ways to help restore their natural environments.

Endangered Animals

by George S. Fichter and Kristin Kest A valuable resource for anyone who is concerned with the fate of animals and the future of life on this planet. Includes descriptions of many causes of endangerment.

The Penguin Atlas of Endangered Species: A Worldwide Guide to Plants and Animals by Richard MacKay By 2030 up to twenty percent of existing plants and animals may be extinct. This invaluable resource, fully illustrated reference on the world’s endangered species, shows how human survival depends on biodiversity.

Suitable for upper grades.

TEACHER RESOURCE BOOKS…

Endangered Species: Wild and Rare. NatureScope series. Washington, D.C.: National Wildlife Federation, 1989. Recommended grade level: K-7.

Endangered Species: Wild and Rare includes background information and activities that focus on the process of extinction and the role of humans in the destruction or conservation of plants and animals and their habitats. Students participate in classroom and playground activities that integrate science with social studies, mathematics, language arts, drama, music, and art as they learn about habitat destruction, wildlife trade,

pollution, and other factors that put species in danger. The chapters in this module usually begin with primary activities and end with intermediate or advanced activities. Endangered Species: Wild and Rare contains 17 lessons organized in 4 chapters; a fifth chapter provides art and craft ideas. Teachers may choose single activities or teach each chapter as a unit. Copycat pages supplement

the activities and include ready-to-copy games, puzzles, and worksheets.

Guide to Federally Listed and Endangered and Threatened Species of North Carolina.

This publication is available online at www.ncnhp.org. Click on publications and then the resource title. It has detailed fact sheets of NC endangered and threatened plants and animals, including distribution maps and pictures. Great resource and free!

Project Learning Tree Environmental Education Activity Guide American Forest Foundation This resource is issued at Project Learning Tree Workshops

www.plt.org

Project Wild K-12 Curriculum and Activity Guide

Council for Environmental Education This resource is issued at Project Wild Workshops www.projectwild.org

Project Wild Aquatic Education Activity Guide Council for Environmental Education This resource is issued at Project Wild Aquatic Workshops

www.projectwild.org

Counting on People: Elementary Population and Environmental Activities

Zero Population Growth Inc This resource is available online at www.populationeducation.org

Sharing a Small World: Environmental Activities for Young Learners Zero Population Growth Inc This resource is available online at www.populationeducation.org

ENDANGERED SPECIES BACKGROUND INFORMATION

WHAT IS AN ENDANGERED SPECIES?

An endangered species is any species of plant or animal whose existence is threatened with immediate extinction through all or most of its range. The species' numbers are usually low, and need protection in order to survive.

Facing extinction are: one-third of amphibians, nearly half of all freshwater turtles, one in eight birds, and one in four mammals, as well as more than 8,000 plant and lichen species.

In the United States, approximately 744 species of plants and 566 species of animals are listed as threatened or endangered. (08/2013) There are more than 1000 animal species endangered worldwide. http://ecos.fws.gov/ecos/home.action

WHY DO SPECIES BECOME ENDANGERED?

Everyday between 50 and 150 plant and animal species become extinct. When you ask yourself “Why?” just think HIPPO.

Habitat loss

Introduced Species

Pollution

Population

Over-consumption

Habitat loss Habitat refers to the place where an animal or plant species lives. This habitat consists of five elements: food, water, shelter, space and an appropriate mixture of these elements. All species must have adequate habitat in order to survive.

Habitat is the number one reason species become endangered.

Today, nearly every type of habitat is impacted by changes in land use and habitat loss.

Grasslands

In the United States, over half of our native prairies have been lost.

Grasslands have been cleared for agriculture and to make room for towns and cities.

Rainforests

Approximately 1 acre of rainforest is destroyed every second, which equals 50 football fields every

minute.

Destruction and severe damage is caused by logging, clearing for farming and cattle ranching, mining, dams and oil development.

Deciduous forests

Thousands of acres of deciduous forests have been destroyed throughout the world.

Deciduous forests are cleared for logging and to make room for expanding cities and towns.

Deserts

Deserts are not vast empty spaces, but are delicate ecosystems teeming with life.

Deserts are destroyed or damaged by overgrazing by livestock, off-road vehicles, military equipment, mining and irrigation.

Wetlands

Each year between 300,000 and 500,000 acres of mangroves, salt marshes, freshwater marshes,

bogs and swamps are destroyed.

Wetlands are drained for agriculture, development, industry and marinas.

Introduced Species When non-native plants or animals are introduced into an area, they may disturb the natural balance of

the ecosystem. Introduced species may over populate an area, compete for food, carry diseases for which native species may have no immunity, drive out other species and cause numerous other problems. They may prey on native species that have no defenses again the invader.

Pollution Pollution from pesticides, burning coal, oil and gas, industrial plants and automobile emissions all impact

wildlife populations.

The Bald Eagle, our national symbol, is just one example of how pollution can cause a decline in wildlife populations. Bald Eagles became endangered largely due to the pesticide DDT. The pesticide caused the eagles and may other birds to lay thin-shelled eggs that could not survive. This

pesticide is now banned in the United States.

Deformed frogs are being discovered around the world. Scientists have several theories to explain the malformations and declines in frog populations, including pollution. Damage to the earth’s ozone layer allows increased amounts of ultraviolet radiation to enter the earth’s atmosphere. Scientists

fear that the additional UV light could be damaging not only to frogs but to humans as well.

Population It took the entire history of humankind for the population to reach 1 billion around 1810. By 1930, this doubled to 2 billion people. Today there are over 6 billion people.

As the population continues to grow so does the need for space for housing and food.

Wild animals in the United States which were formerly isolated from the public now must cross paths

with humans who have moved into their former territories.

Over-consumption Because of over-consumption of the earth's resources, the world is losing wild places and species as the demand for food, minerals, lumber, and other resources increase.

Many species of animals, such as rhinos, tigers and bears, are endangered due to illegal hunting for

their body parts. Animals are poached (hunted and killed illegally) and their body parts sold on the black market.

Some sources say that this black market is larger than illegal arms sales and second only to the drug

black market.

HOW CAN WE HELP?

You can be a part of the solution! The things we do everyday effect the health of our environment…let’s have a positive effect.

Awareness and understanding - you and your community

Learn about endangered species and share the information with your family and friends.

When you and your parents are driving along highways where wildlife may be present (especially if there are

signs), SLOW DOWN and keep a sharp lookout. Being alert for wildlife can help keep YOU safe, too.

Learn how your community's activities affect (both positively and negatively) the watershed you live in.

Participate in animal monitoring programs like

The Great Backyard Bird Count - http://www.birdsource.org/gbbc

Wildlife Watch USA- http://www.nwf.org/Wildlife/Wildlife-Conservation/Citizen-Science/Wildlife-Watch.aspx or Monarch Watch- http://www.monarchwatch.org/index.html

Don’t buy exotic or wild animals as pets, or plants that have been taken from the wild.

Don’t buy products made from endangered species.

Clean your windows with vinegar and water instead of chemical products.

Don’t put hazardous substances down your drain or in your trash (paint thinner, furniture polish)

Use low wattage light bulbs where possible. The lower the wattage the less energy used.

Learn about natural insect controls as alternatives to pesticides

Use organic fertilizers – these help condition soil as well as fertilizing plants.

Think globally and act locally!

Conserve Habitats…

Learn more about the causes of habitat loss.

Hold a school Arbor Day tree planting. (Investigate native plant life)

Plant a garden on your school grounds to attract wildlife, birds, and butterflies. (Use native plants)

Adopt an area of your school's playground, and then develop a plan to improve it.

Identify causes of erosion. Develop and distribute a stream or watershed protection guide.

Adopt a stream, wetland or watershed. Monitor water quality and plant and animal distribution, and distribute

your findings.

Recycle, Reduce and Reuse

Save energy by turning off lights, radios and the TV when you are not using them.

Turn off the tap when you brush your teeth.

Recycle everything you can: newspapers, cans, glass, aluminum foil and pans, motor oil, scrap metal, etc.

Check with your city for available programs.

Save your kitchen scraps for the compost pile.

Conduct a waste audit at school and identify materials that can be recycled or re-used.

Encourage recycling programs in your city.

Use re-usable containers to store foods, not plastic wrap and foil.

Establish a school organic garden, and teach others the techniques you've learned.

Encourage your family and friends to shop for eco-friendly products.

CAN WE REALLY MAKE A DIFFERENCE?

In the end we will conserve only what we love; we will love only what we understand; and we will understand only what we have been taught.

Baba Dioum

SUCCESS STORIES

Peregrine Falcons The Peregrine Falcon (Falco peregrinus) is the world's fastest flying bird. In the 1970's, Peregrine Falcon populations were dangerously low because of a chemical called DDT. DDT is a

pesticide (poison) that farmers used to prevent insects from destroying their crops. They did not know it at the time, but DDT was indirectly killing many birds, as well as limiting their productivity (ability to make young). Small birds ate insects that fed on plants sprayed with DDT. Then larger birds, like the Peregrine Falcon, ate these birds. When the falcons ate the animals contaminated with DDT, the concentration (amount) of DDT inside the falcon increased. DDT

caused eggshell thinning in peregrines. This made the eggs more likely to break before the baby bird hatched. Because there were so few peregrines hatching, the population of Peregrine Falcons decreased when the adult birds died. In 1975, there were only 39 known breeding pairs in the continental United States. But there is hope! DDT is now banned in the United States. This ban, along with captive breeding and release

programs, means that Peregrine Falcons are once again soaring in the skies! The Peregrine Fund released over 4000 captive-bred peregrines in 28 states over a 25-year period. Currently in North America, there are approximately 1500 breeding pairs of Peregrine Falcons. These recovery efforts were deemed so successful that the FWS removed the peregrine falcon from the list of endangered species in August 1999.

Red Wolves Back from Extinction in U.S. Wild The red wolf made history as the first U.S. species to be successfully reintroduced after extinction in the wild. The United States Fish & Wildlife Service (USFWS), working closely with state agencies, the public, and zoos, released the first animals into North Carolina's Alligator River National Wildlife Refuge in 1987. More wolves were later

introduced nearby, then in the Great Smoky Mountains National Park in eastern Tennessee. Since the first reintroduction, at least 139 pups have been born in the wild in eastern North Carolina and 30 more in the Great Smokies. Most of the wolves now living in eastern North Carolina were born there.

California Condor: California CAPTIVE BREEDING SUCCESS North America's largest soaring bird and one of its most famous endangered species, the California Condor is an unmistakable and incredible bird. California condors are extremely endangered, with the population reduced in the

late 1970's to less than 25 birds. How did this happen? The pesticide DDT caused the condor's eggs to have shells too thin for the baby birds to develop. Condors only produce one egg every two years. Additionally, ranchers would put out poisoned meat to kill coyotes. The condors ate the poisoned meat, which killed them. They also consumed lead bullets and shot fired by hunters who could not find the animals they shot. Add to these problems, habitat

destruction, power and telephone lines that would kill unsuspecting birds that hit them, as well as less food. The wild population of the condors continued to decline, causing people to fear that this magnificent species of bird would become extinct very soon. In 1986, only one breeding pair remained in the wild. In the 1980's, faced with unsustainable mortality rates, the last remaining wild California Condors were captured to

initiate a captive-breeding program. After a series of setbacks in the re-introduction program, efforts met with a crucial success in 2002. In April of that year, a pair of captive-reared California Condors bred successfully. It was the first time the species had bred in the wild in more than 18 years.

The Recovery of the Bald Eagle Bald eagles are a very important part of the environment. By eating dead animal matter, they help with nature's clean-up process. Bald eagles are also hunters, so they keep animal populations strong. They do this by killing weak, old, and slower animals, leaving only the healthiest to survive.

Thirty years ago, the bald eagle was in danger of extinction. Loss of habitat, shooting for feathers and poisoning by the pesticide DDT all contributed to the near demise of this bird. Since that time, DDT has been banned in the United States and the bald eagle has been protected by the Endangered Species Act and other Federal laws. Today, thanks to the efforts of the American people, the bald eagle once again soars the skies above our country. In 1999, the U.S.

Fish and Wildlife Service proposed removing the bald eagle from the List of Threatened and Endangered Wildlife. The success of the bald eagle is a tribute to the Endangered Species Act and is an incentive for increased awareness and conservation everywhere.

Rare White Mountain Plant Recovers: Endangered Species Success Story

"The U.S. Fish and Wildlife Service has removed the Robbins' cinquefoil, a rare plant that was on the brink of

extinction just a few years ago, from the federal List of Endangered and Threatened Plants. The plant's recovery was aided by the conservation efforts of a partnership among the Fish and Wildlife Service, the U.S. Forest Service, the Appalachian Mountain Club, and the New England Wild Flower Society."

Robbins’ cinquefoil is a small, almost stemless perennial that measures 2 to 4 centimeters in diameter and bears a yellow flower. Flowering generally begins in early June and lasts approximately three weeks.

Robbins’ cinquefoil was threatened by plant collectors and disturbance from hikers along the Appalachian Trail. In 1983, the White Mountain National Forest and the Appalachian Mountain Club rerouted the trail away from the species’ critical habitat and built an enclosure to protect the primary population.

"Thanks to our partnership with the Appalachian Mountain Club, the Forest Service, and the New England Wild Flower Society, two new populations have successfully reproduced," said Parker. "The species no longer is threatened with extinction." http://www.fws.gov/northeast/rcinshow_files/frame.htm

GLOSSARY OF TERMS

Adaptation: A physical or behavioral characteristic that has evolved over time to help a species survive in the environment where it lives. Biodiversity: The variety of life and its processes, including the variety of living organisms, the genetic

differences among them, and the communities and ecosystems in which they occur. Ecosystem: All living and nonliving things, in any size area, connected by nutrient flow and fueled by the sun.

Endangered: Any species in danger of becoming extinct. Endangered Species Act (ESA): A law passed to ensure the survival of endangered and threatened species by protecting the species and the ecosystem they depend upon.

Environment: The conditions (physical and biological) surrounding an organism that influences it’s existence.

Extinct: All individuals of a species no longer exist. There are no animals alive anywhere of this type. Extirpated: All individuals of a species no longer exist in a given geographic area.

Habitat: The place where an animal or plant lives that includes the essential elements it needs to survive including water, food, shelter, and space.

Introduced Species: A non-native species brought into an area by humans. Native Species: A species that occurs naturally in an area.

Rare: A species that has naturally small populations. SSP: Species Survival Plan – A plan developed by zoos to help save an endangered species.

Species: A population of individuals that are alike and able to breed and reproduce fertile offspring. Threatened: Any species likely to become endangered in the foreseeable future.

Vanishing Animals: A term used by zoos to denote an endangered, threatened, or rare species. Vulnerable: A species at particular risk because of low or declining numbers or small range, but not a threatened species.

ZOO LINKS… ENDANGERED SPECIES AT NORTH CAROLINA ZOO

Cape Fear shiner

Notropis mekistocholas The Cape Fear shiner is endemic to the upper Cape Fear River Basin in the Central Piedmont of North Carolina. The Cape Fear shiner was listed as Endangered with Critical Habitat on September 25, 1987 under the provisions of the Endangered Species Act of 1973 (as amended). In the last few decades, the shiner has

undergone a reduction in range, population sizes and populations.

Desert pupfish Cyprinodon macularis

The Desert Pupfish is a small, silvery-colored fish with 6 to 9 dark bands on its sides. This tiny fish grows to a full average length of only 2.5 inches. Pupfish develop quickly, sometimes reaching full maturity within 2 to 3 months. Although their average life span is 6 to 9 months, some survive more than one year. The Desert pupfish was first listed on March 31, 1986. It is currently designated as Endangered in its’ Entire Range.

Shortnose sturgeon

Acipenser brevirostrum The shortnose sturgeon is usually less than 3 feet long. It is dark above and light below. It has a wide mouth

pointed downward beneath a short snout. Five rows of sharp, pointed plates along the sides of its body provide protection from predators. The Shortnose sturgeon was first listed on March 11, 1967. It is currently designated as Endangered in the Entire Range.

White-winged Wood duck Cairina scutulata The White-winged Wood Duck is one of the largest ducks to breed in holes in trees. Larger than some geese, the availability of large tree cavities may now be a serious limitation to the number of White-winged Duck in

some areas. Fewer than 2500 White-winged Ducks now survive in the wild, although the figure may possibly be as low as 550. At the turn of the 20th century, the species was thought to be common in southeast Asian rainforests, but deforestation has since destroyed more than two thirds of this habitat.

Bali mynah Leucopsar rothschildi The Bali Mynah is nearly all white except for its black wingtips and blue skin patches around the eyes. Its strong bill is bluish-gray and has a dull yellow horn on the tip.

The Bali Mynah is the only native bird on Bali. It is a critically endangered bird because of habitat destruction by timber harvest, illegal cage-bird trade, poaching, and nest site competition with the Black-winged Starling. The exact number of Bali mynah’s in the wild is unknown. There are 2 remaining locations on Bali where the birds exist in the wild: the West Bali National Park; and Bali’s small island of Nusa Penida.

Gorilla (Western lowland) Gorilla gorilla gorilla

This docile Great Ape inhabits tropical African forests rich in low growing vegetation. The bushmeat trade is one of the greatest threats to gorillas, chimpanzees, and other animals living in the

African bushlands. Gorillas are poached for their meat and their body parts are illegally sold as souvenirs.

Chimpanzee

Pan Troglodytes Chimpanzees inhabit bushlands and forest near the equator in Africa. They have complex social structure and form loose-knit communities of more than 60 members. Once abundant in the wild, chimpanzees are now severely endangered. Less than 150,000 are estimated to

be living in the bushlands and forests of Africa. At the present rate of population decline, they could become extinct in the wild within 15 years.

Ocelot

Leopardus pardalis Ocelots are well known for their beautiful spotted fur. This small cat measures 40-55 inches from head to tail and typically weighs 20-40lbs. Like other cats, ocelots spend a great deal of time resting and sleeping. Since the time of the Aztecs, ocelots have been hunted for their beautiful fur. In recent history more than 200,000

ocelots were taken each year during the 1960’s and 1970’s. It is now illegal to hunt ocelot in the United States.

Red Wolf

Canis rufus gregoryi This highly endangered canid is one of two wolf species in North America. The gray wolf is larger than the red wolf and occupies a different range. The red wolf is a medium-sized canid that typically weighs 50-60lbs. The North Carolina Zoo is currently working with other organizations to reintroduce this important predator to

Alligator River National Refuge.

ACTIVITIES TO DO WHILE AT THE ZOO… Find out the country, habitat and one reason for endangerment, for each endangered animal at the zoo (or

allocate animals to different students).

Many field scientists keep a journal of observations they make of animals. Use the field journal, to record drawings and observations of the endangered species at NC Zoo.

Have students follow the inquiry model of learning… Assign, or have students select their own animal at the

zoo that they think is endangered and plan how to investigate. What do they already know, what do they want to find out, how can they get the information? Consider specific zoo resources, like interpretive signs, keepers, volunteers and educators.