Samantha Bueltmann

Me with Max at the Tiger Sanctuary Me giving my presentation in WFT

I have loved science and animals my entire life, and I always knew that I wanted to do something

related to these for a living. I was lucky enough to work at a veterinary office and volunteer at National Tiger

Sanctuary while going to a community college after high school. Finally I went away to Southern Illinois

University Carbondale where I received my BS in Zoology, and then I started working with the tigers full time.

As much as I loved working with the animals, however, I started to realize that what I really loved was

teaching all of the visitors about all sorts of environmental issues. The most fun I had was finding the people

that truly did not care or understand why the issues mattered. It was challenging and so fulfilling when I

finally discovered how to reach them. I can only hope that if I keep trying to teach, that I will get through to at

least a few people and that will make a difference. After realizing all of this, I decided that I wanted to teach

biology and registered at UMSL. I chose secondary education because I wanted the challenge of getting

through to teenagers and because I can get more in depth with the topics with that age group. I am starting my

graduate program at UMSL in Spring 2011 and I am so excited!

“Somewhere, something incredible is waiting to be

known.”

- Dr. Carl Sagan

“I never imagined my life taking the path that it has, but I can’t

imagine a better surprise.”

- Samantha Bueltmann

My dog Pevely,

whom I love dearly

and who has taught

me valuable lessons

in patience!

Endangered Species Magazine

Environmental Science

Ms. Bueltmann

Spring 2011

Rationale: The dynamics behind endangered species issues is a critical thing for

students to learn and comprehend. This project will be a fun, group effort where

students can explore many different plants and animals of their choosing while also

understanding the challenges those species face. It will help students to focus on

all of the aspects that cause species to become endangered: habitat, food supply,

mating availability, human encroachment, and more. In addition, this will

demonstrate the effects of humans on a wide variety of other species as well as the

effects of these species on us and the other aspects of the environment they live in.

Students will be able to choose a unique species that interests them while

comprehending how all of the issues previously and currently being discussed in

class truly relate to each other and to our lives. In essence, the magazine will tie

together comprehension of material, relevance to the real world, and hopefully

inspire a drive to better that world.

Summary: This project will require each student to choose an endangered species

to research and write a summary about. Each summary will be compiled into the

collective student magazine. In the summary, students will give basic information

about the animal: scientific name, description, habitat, food source, geographic

distribution, etc. In addition, major causes of endangered status will be described,

as well as possible solutions to help the species.

Objectives:

1) Research – finding and using appropriate sources

2) Reading – comprehension of material and selecting pertinent information

3) Critical thinking – determining problems and solutions from facts found

4) Independent learning – finding information and working on project outside of

class without direct teacher assistance at times

5) Team work – compiling each students work together into sensible, organized

final product

6) Hopefully a drive to change something to make a difference

Length of Curriculum: This project will take seven full class periods over four

weeks. The first week will only require one day for introduction of the topic and

the project. The second week will require two days in the computer lab for internet

research guidance and independent work, and the beginning of another class to

answer questions before the weekend. The third week will require two periods in

the classroom and one in the computer lab. Finally, the fourth week will only

require one day for peer evaluation and class discussion of the project.

Materials and Resources:

1) Access to the computer lab for 3 to 4 class periods

2) Use of the school’s library books

3) Use of the school newspaper’s materials for final product.

Means of Assessment:

1) Formative – check mark for meeting due dates and working in allotted class

time, participation points while in groups, peer evaluation

2) Summative – will be graded on their contribution to final product: met all

requirements, critical thinking demonstrated in cause of problem and possible

solutions, can demonstrate that class topics have been learned by accurately

drawing concepts from lessons into article in a meaningful way, peer evaluation of

group participation

Endangered Species

Magazine

Environmental Science

Ms. Bueltmann

Spring 2011

_________________________

Your Name

“It is not the strongest of the

species that survives, nor the

most intelligent that survives.

It is the one that is the most

adaptable to change.”

- Charles Darwin

You will be working

independently and in groups

to create a class magazine

about endangered species.

Step 1

Choose an endangered species you would

like to research and write an article about.

Species choice — DUE MAY 9 Step 2

Gather information independently and write a

rough draft — DUE MAY 15 Step 3

Class will meet and form groups based on similar fea-

tures of your chosen species. Organization is up to you,

the students: you may decide to group them by physical

traits, geographic distribution, attractiveness… whatever

you like! Group choice—DUE MAY 15

Step 4

Each group will combine their individual articles into

one organized section and submit it for the class

magazine—DUE MAY 22

Endangered Species Magazine * Environmental Science * Ms. Bueltmann * Spring 2011

Basic information your articles should include:

1) Picture of your plant or animal

2) Physical description

3) Scientific name

4) Geographic distribution (where you can find it/ where you used to be able to)

5) Habitat

6) Food sources

7) At least one unique or interesting fact about your species

More detailed information:

1) Why is it endangered?

- This should include some basic information (ex: it is being overhunted) and

some more detailed/thought-provoking information (why is it being hunted?)

- Consider the topics we have discussed this semester. Use the basic information

listed above to draw conclusions, and look at cause/effect relationships

- Consider outside effects, such as people and development

- Often times there is more than one cause

2) Offer a possible solution to the problem

- This will require some critical thinking. Take a look at what is going on and

think about what changes could be made in our lives or the environment that might help

to prevent extinction.

REMEMBER TO RELAX AND HAVE FUN!

This is not an essay! While you should learn about your species and use critical thinking

to come to your conclusions, you are only writing a one page article. Use only important

information, and BE CONCISE! The article should fill ONE WHOLE PAGE.

I recommend gathering all of the information to answer the basic questions listed above

and then organize it into different sections as paragraphs. After that, focus on the more

detailed questions and do the same for them. Finally, find a few fun details to fill in the

article in sensible places where the information will fit with the topic of the paragraph.

Make sure you do not waste space with a bunch of “fluff” or you may not have room to

fit all of the required information. If you do have extra room, that is where you put the

extra, interesting details or “fun facts.” If you are uncertain about something…

PLEASE ASK! THAT IS WHAT I AM HERE FOR!

used to be found over large

areas of Asia, but their range

has decreased dramatically in

the last 100 years. See the

population map below for

past and present ranges.

Red = Range in the year 1900

Green = Range in 1990

Tigers are generally orange

with black stripes. A female

tiger in the wild averages

about 250—400 lbs, while a

wild male reaches about

400—700 lbs. In captivity, a

male can reach up to 1000

lbs! Siberian/Amur tigers are

the biggest of the eight sub-

species, and they are the big-

gest cats in the world—even

bigger than lions!

The main food

source of tigers is medium-

to large-sized mammals. Alt-

hough uncommon, adults

have been known to success-

fully hunt everything from

rodents to brown bears to

crocodiles! Although their

diet may vary depending on

what food is available, tigers

are strictly carnivores.

An adult male re-

quires about 40 square miles

for his territory. This may

overlap a bit with some fe-

males for mating purposes,

but absolutely no other males

are allowed! This area must

have the necessities: water,

forest, brushy cov-

er, and food. The

territory is so

large because

most of their food,

such as deer,

move around and

the tigers must

follow.

Tigers

There are many causes for the

endangered status of tigers.

All over Asia they have been

overhunted for several rea-

sons: large predators are tro-

phy prizes, locals see them as

a threat to themselves or their

livestock, all of their body

parts are used in traditional

Chinese medicine, and they

are consequently worth a lot

of money on the black market.

Deforestation and habitat frag-

mentation have created a

problem, especially in Russia

where there aren’t a lot of

people living but there are a

lot of forests to be logged.

Population growth in India

have taken away both land and

prey. On islands like Java and

Sumatra, low genetic diversity

in small populations has left

subspecies less adaptable to

change. In China, all of these

reasons are seen, as well as

loss of both plant and animal

wildlife due to pollution.

With all of these ob-

stacles to face and such large

territories required, how

could tigers possibly survive?

It doesn’t occur to most of us

that our children might never

see a tiger since they are so

well known, but they are fast

on their way out the door.

We need to learn to be more

conservative with and recycle

all products from trees to re-

duce logging and fragmentation

effects. In addition, great

measures need to be taken in

Asia to prevent further mas-

sive overpopulation effects.

What Is a Tiger?

Why are Tigers Endangered?

Endangered Tigers

FUN FACTS

Tigers are the

only cats that

love water

Their tongue is

so rough for

grooming their

thick fur that it

can cut

through your

skin

A white tiger

lives in the

jungle, not in

the snow

Three of the

eight subspe-

cies of tigers

are already

extinct

Panthera tigris

MAY 2011 * Environmental Science * Ms. Bueltmann * Your Name________________________

M T W R F

1

TEST OVER

CH 9!

2 Ecosystems

3 Ecosystems

4 Habitats and Niches

5 Endangered Species Issues New project introduction – En-

dangered Species Magazine

8 Meet in computer lab How to find proper internet

sources Independent work in computer

lab

9 Meet in computer lab Independent work in computer

lab SPECIES CHOICE DUE BY

END OF CLASS

10 Population Dynamics

11 Food distribution and disease

12 Time to ask questions about the

magazine project and offer

ideas

Overpopulation

15 Student conference – magazine organization and

form groups ROUGH DRAFT OF ARTI-

CLE DUE

16 Magazine layouts Group meeting – peer editing of

articles, plan layout of your

section of the magazine

17 Predator/Prey Relationships

18 Habitat Fragmentation

19 Meet in computer lab Put your work together in one

file in your planned layout,

complete finishing touches

22 FINAL WORK DUE! Send off to the press! Discuss projects, Peer Evaluations

23 Human Effects on Wildlife Homework: What can we, as

students or a class, do to

help?

24 TEST REVIEW Class discussion about your

homework

25

TEST OVER

CH 10!

26 HELP OUR WILDLIFE! Surprise outdoor project –

MAKE SURE TO DRESS

APPRORIATELY FOR THE

WEATHER!!!

Rubric for Endangered Species Magazine, Spring 2011

Individual 0 - 8 9 - 17 18 - 25

Basic Requirements Few basic requirements

listed accurately, due

dates not met on time

Most basic

requirements met and

listed accurately, due

dates met on time

All basic requirements

met and listed

accurately, all due

dates met

Detailed Information Little detailed

information given,

fewer than 3 ties to

coursework shown

Most detailed

information

requirements listed,

3 – 4 ties to course

work shown

All detailed info

requirements met, more

than 4 ties to

coursework

demonstrated

Critical Thinking

and Creativity

Little critical thinking

shown in possible

solutions, conclusions

drawn, relationships,

etc.; article does not

fill one page

3 examples of critical

thinking shown, article

fills one page in an

uncreative or

unorganized fashion

More than 3 examples

of critical thinking

demonstrated, article

nicely and creatively

fills one page

Total points out of 75 =

Group 0 - 3 4 - 7 8 - 10

Organization Groups of species

illogical, group section

of magazine

unorganized

A few species do not

match their group,

group section of

magazine a little untidy

Species organized into

sensible groups, group

section of magazine put

together in neat and

logical manner

Teamwork (final

product reflects

this)

Very poor teamwork,

most of class time was

wasted

Team worked together

most of the time, some

class time was wasted

Team worked very well

together on their own,

class time used very

well

Total points out of 20 =

Average from Peer Evaluation…………………… Total points out of 5 =

TOTAL POINTS OUT OF 100 =

MAY 2011 Teacher Calendar

M T W R F 1

Reserve computer lab

Ch 9 Test

2

Ecosystems

3

Ecosystems

4

Habitats and Niches

5

1st ½ of class – Introduce

topic through Quote of the

Week and discussion

Last ½ of class – Introduce

magazine project with full

example, answer questions

8

Check Those Facts!

(variation) strategy to find

appropriate sources

Independent work in

computer lab

9

Independent work in

computer lab

Species choice due by end

of class period

10

Population Dynamics

Graphs/Charts

11

Food Distribution and

Disease

12

Beginning of class –

answer any questions or

concerns, students offer

suggestions as well

Reserve computer lab

15

Rough draft due

Student conference to

discuss how to organize

magazine and form groups

16

Meet with group in

classroom to peer edit,

give suggestions, and

organize layout on paper

of their section of the

magazine

17

Predator/Prey

Relationships

18

Habitat Fragmentation

19

Meet with group in

computer lab to compile

their work, organize layout

on computer, and complete

finishing touches

22

Peer evaluations, discuss

project, give feedback, and

groups turn in final work

to be sent off to the press

23

Human Effects on Wildlife

Homework: what can we

do to help?

24

Test Review

Class discussion about

homework

25

Test over Ch 10

26

Outdoor project in back

woods

Heading Environmental Science Ms. Bueltmann

Endangered Species Magazine Introduction Day May 5

Instructional

Framework

Initiating

Lesson Plan

Format

Teacher Centered - Review old material and present new material on endangered species

- Presentation of magazine assignment

- Direct instruction, presentation, and concept

Student Centered - Quote of the Day – analyze meaning individually and then discuss

ideas with class

Grouping Individuals

Materials &

Resources

School – Computer and Overhead

Teacher – Example and information

Student –

Strategies 1. Quote of the Day

2. Review and presentation of new material

3. Presentation of assignment

Review

Previous

Lessons

Review previous topics: food, habitat, geographic distribution, habitat

fragmentation, etc.

New Material How do these issues directly relate to endangered species?

Introduce magazine topic, requirements, example, etc.

Guided

Practice

Show full example of info with a species

Closure to

Lesson

Presentation of assignment, answer any questions

Assignment Begin thinking about what species they would like to use for their article

Heading Environmental Science Ms. Bueltmann

ES Magazine Meet with Group to Layout Magazine Day May 12

Instructional

Framework

Constructing

Lesson Plan

Format

Teacher Centered

- Direct instruction on how to layout magazines and give examples

Student Centered - Working in groups to discuss articles and magazine layout – cooperative

learning

Groups

Materials &

Resources

School – Computer and overhead

Teacher – Information and examples

Student – 1st draft of articles

Strategies 1. Direct Instruction

2. Cooperative learning in groups

3.

Review

Previous

Lessons

Answer any questions about the magazine project

New Material Teach different ways to layout magazines and give examples

Guided

Practice

Show full examples of different magazine layouts that students can work off of

Closure to

Lesson

Answer any questions, let groups work together for majority of time

Assignment Final draft of individual articles

Writing Assignment

The Defeat of the Wicked Squirrel King

Samantha Bueltmann

Final Draft

October 6, 2010

“Other people’s opinion of you does not have to become your reality.” – Les Brown

The treetops were thick with the members of the Branchbottom clan. All 107 of us had

united together to put a stop to the tyranny. For ten long months King Harold of Oakbark had

ruled over our neighborhood after discovering our hidden supply of nuts and berries. He

conquered our soldiers and easily took control, for we had been a peaceful clan. We preferred

to spend our time prancing through the fields and dancing with vividly colored butterflies instead

of training for battle. Now if we wanted to survive the long winter, we had no choice but to fall

under this evil squirrel’s rule. King Harold was not a kind leader, and although we spent all of

our energy building up his hoard, he barely gave us enough scraps to live. Finally, we had

enough of slavery and decided King Harold must be stopped.

*****

I will never forget the day that I received that call. I was enjoying the mild and sunny

late September afternoon after counting the day’s catch of acorns to store up for winter. I had

just settled in with my newest book, Contemporary Algebra, when I heard the rings coming from

upstairs in the big oak tree I called my home. My voicemail was broken so I sprinted up the

many layers of thick vegetation, just beginning to suggest the coming of fall, to reach the phone

just in time. Winded, I listened in surprise to the voice of my brother Kevin. It was the first time

I had heard from him in several months; we had fought at the Memorial Day picnic over who

won the six-legged race, and he usually stews for quite a bit longer than this.

“Finally called to apologize and admit defeat, loser?” It was always fun to taunt him.

“You know you could never beat me, Norman. You’re too puny and weak. I don’t know

how they think you could ever help, but for some reason Mom and Dad want you to come over

immediately. It’s time,” and he abruptly hung up.

Kevin didn’t need to say any more, for I knew what he meant immediately. My stunned

mind didn’t even get upset with him for picking on me. My whole body tensed up and

adrenaline began rushing through my veins. Fear overtook me momentarily, for this would be

quite dangerous, but then just as suddenly joy filled my insides. I leapt from tree to tree; I kissed

the sparrow in the cherry tree next door; I danced a brief polka with the chipmunk on the third

floor branches. After a moment I regained my composure and hurriedly packed up my things,

occasionally breaking into a nervous sweat. Once I had double-checked that my reading glasses

and plenty of crossword puzzles were packed, I swallowed some medicine for my queasy

stomach and headed out on the long journey across the neighborhood to my parents’ maple.

When I arrived everyone was already there. After the Branchbottoms shared some pecan

juice and blackberries, which is only done on special occasions, we got down to business. We

plotted a secret meeting after dark when we could sneak past the king’s sentries. As I dressed up

in my finest spy gear, a black jump-suit, the one without safety reflectors and a hole for my

bushy tail, my father walked by and stopped at my door. I hesitated in the middle of putting on

my night vision goggles to see what was bothering him.

“I am sorry son, but I think you should probably stay here and help your aunts and your

mother to take care of the kids. There isn’t much a little guy like you can do to help in this

matter. This is for the men to handle,” he said to me. “You just aren’t big enough or strong

enough for this fight.”

My whole body wilted at this and my tail touched the ground. “Why does everyone think

I am useless just because I am the runt?!” I cried in frustration into my pillow. Eventually a

fitful sleep found me, but suddenly I awoke drenched in a cold sweat. The sound of tears carried

me down the hallway, where my mother sat talking in hushed and urgent tones with some of the

men. I looked at them in a dazed confusion as they explained to me that the sentries had broken

up their meeting, and many had been arrested, including my father. Sobs burst out of my mouth

and tears streamed down my face as I thought of what this meant for us all. What would happen

to my dad? How would the elders make it through the winter on these meager rations? Old Man

Henry was already a bag of bones, and Granny Doris can only eat the berries because of her

gingivitis and generously spaced teeth. After a moment as all this rushed through my brain, I

was able to shake off my disbelief and to everyone’s surprise, including my own, I became a

squirrel of action.

“We must strike now! We can’t give up or we will always live in fear this way! They

will never expect another attack this soon, but it must be of a different sort. I have a plan, and

we will need everyone’s help!” I cried out as everyone stared in shock.

The family huddled around as I told them my plan. After gathering supplies, the whole

clan traveled far into the woods and started working all night long, sawing and hammering away.

At daybreak our work was finally finished. All of the squirrels gathered around the giant

wooden acorn on wheels and stared up in awe, jaws hanging open.

“There’s no way this is going to work, stupid,” Kevin sneered at me. “I can’t believe we

listened to you. This is ridiculous! You and your history books. Besides, it was mythology!”

I ignored him and started pushing the acorn back towards the king’s lair, and everyone

else followed suit. As we approached his lair, we were stopped by the sentries once again.

“Who goes there?” they yelled.

“It is I, Bartholomew of the Branchbottom clan,” responded my uncle. We wish to make

peace with the king for what our villainous brothers attempted to do last night. We knew nothing

about it, and we want to show our loyalty to King Harold with the gift of this giant acorn. The

sentries weren’t sure what to make of this, but they knew they had better get it to the king at

once.

“That’s the biggest acorn I’ve ever seen!” cried King Harold. “Get it to the food pantry

immediately while I decide how to deal with these filthy, scraggly rebels.”

Unfortunately for King Harold, the moment the giant acorn was in the pantry, the top of

the acorn was thrown off and the entire clan stormed out and started gathering all of our food

back. Since I was the smallest, I was able to sneak away in the chaos. I used a wooden splinter

from the acorn to pick the lock on the prisoners’ cell.

“I am so proud of you, Norman!” said my beaming father, a salty tear of joy in his eye.

“I will never doubt you again, for you have proven you have just as much strength as the rest of

us. It just lies in your heart and your brain instead of your muscles.”

“Guards, lower the gates! Not so fast, runt! So this is all your doing, eh? You think you

are so smart? We shall see about that!” Evil King Harold had found us. “I can’t overtake you

all, but I can keep you from leaving my lair. I propose a duel, just you against me, and the

winner gains complete control with no contest.”

“But I can’t beat you in a duel. Look at me!” I trembled with fear, but I knew I had no

choice. King Harold just snickered.

A tough looking sentry with a black mohawk and a scar across his right eye led me out

onto the edge of the street; King Harold strutted and bowed on the opposite side. His sentries

and guards watched from the neighboring yards in their box seats, while the rest of the

Branchbottom clan, all 106 of them, filled the treetops above in the nosebleed section. The

king’s pride and arrogance were so great that so he decided to let everyone out of the lair to

watch the duel. He could hardly wait for them all to witness my defeat. A wicked grin grew on

his face, curling up higher on the left side. He chuckled with glee as he envisioned us all in

shackles, gritting our teeth and holding back tears as we dug through the frozen January earth for

still more nuts for his collection. The cheering was deafening on all sides and from above. I was

frozen in fear. My mind went blank. Suddenly, as if in a dream, I heard it: inspirational music

echoing in the background of my brain, accompanied by my brother Kevin cheering me on.

“We need you Norman! You can save us all! I am sorry! I believe in you!”

Reality came crashing back at me and I saw King Harold about to rush at me from across

the street. I looked all around, and then up at the branches above us. I had been given one tiny

twig to use as a sword. Now I have never been any good at fencing, but I excel at physics, so I

calculated the distance from where I stood to where an acorn hung almost ready to fall, and I

determined the speed and velocity at which King Harold was charging me. Planting my feet into

the chilly, rough pavement, I launched my sword into the air with perfect precision, and the

acorn fell directly on the King’s head and knocked him out cold. The air filled with applause

from above. Three of the king’s men came out into the street and nudged him until they were

sure he was breathing, and then dragged him out of the street to the safety of the grass. The rest

prepared a gurney of leaves and started packing their belongings, for the Branchbottom squirrels

had won fair and square and the invaders had to leave the neighborhood now.

To my shock, the clan cried in unison, “Hail, Norman! Long live the new king! You

may not have the strength of a warrior, but you have the wisdom of a ruler! Hooray!”

*****

“Mom, look at all those squirrels!” exclaimed a girl walking by with her mother. “What

are they doing? There must be a hundred squirrels in that tree! That must have been the king of

all the squirrels in the neighborhood!”

Her mother just sighed and said, “Samantha, you have quite an imagination, don’t you?”