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ENDANGERED SPECIES,[object Object],How we can make a difference!,[object Object]
Extinct, Endangered and Threatened species,[object Object],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. ,[object Object],The word extinct means that an animal or living species, no longer lives or exists!,[object Object],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.,[object Object],Vulnerable or threatened species are those that are not yet classes as endangered, but population numbers continue to drop. ,[object Object]
Threats to endangered species,[object Object],Humans are largely responsible for the extinction and endangerment of animals. ,[object Object],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.,[object Object],Oil spills, acid rain, water pollution and rubbish have been devastating for many species of fish and birds.,[object Object],Many animals are overhunted for their meat, fur and other parts that are of value.,[object Object],The introduction of exotic species spread diseases and kill many native animals. ,[object Object]
Unit overview,[object Object],Purpose,[object Object],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. ,[object Object],Key Understandings,[object Object],Plants, people and other animals are interdependent,[object Object],Extinction is a natural process. However, human intervention adds to the extinction rate,[object Object],There are many ways people can also intervene to protect endangered species and prevent them from becoming extinct,[object Object],Aims,[object Object],Understand the process of how species become endangered,[object Object],Develop an understanding of strategies that are used or can be used to help threatened species,[object Object]
Why learn about endangered animals?,[object Object],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.,[object Object],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.,[object Object]
Assessment 1– Blog Reflections,[object Object],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. ,[object Object],You will:,[object Object],Watch the YouTube clip “Saving the Kimberley’s Wildlife” as a class (you may take  notes during the clip).,[object Object],Discuss your thoughts and ideas of the clip as a class.,[object Object],Use the guiding questions on the class blog to write a reflection about the YouTube clip.,[object Object],Post this reflection on the class blog (your teacher will show you how to use and access the class blog). ,[object Object]
Assessment 2 – Glogstar Poster,[object Object],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. ,[object Object],You will:,[object Object],Complete all research before creating glogs. Include background information about the endangered specie, its major threats and how it can be saved. ,[object Object],Decide on the most important information and pre-write all information into a word document and spell check. ,[object Object],Look over the example on the class blog to gain a better understanding of what is expected.,[object Object],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). ,[object Object],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. ,[object Object]
Assessment 3 – Visual/Audio Presentation ,[object Object],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. ,[object Object],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). ,[object Object],Once your report has been generated and sent, choose an animal within the area from the list that you will focus your assessment.,[object Object],Write an imaginative story about your chosen animal (chose to use the following ideas),[object Object],How the animal lived 10-20 years ago and how it lives today as a threatened species ,[object Object],The causes and effects of its endangerment,[object Object],How the animal may adapt/evolve and survive in the coming years – what will happen to it (prediction),[object Object],How the animal could survive is humans intervened  (prediction or invention of intervention) ,[object Object]
Show draft to teacher for editing and proof reading (written piece will also be assessed) before printing for final copy,[object Object],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,[object Object],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,[object Object],Present final publications to the class.,[object Object],Upload your stories to the class blog for others to see.,[object Object],Complete a peer and self-assessment on the work of others. ,[object Object],Revisit narrative stories before researching and drafting imaginative story,[object Object]

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Introduction to Unit

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