Endangered Species
By:  Jennifer Hopkins

Project at a Glance :
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The project is for 2nd graders.  It explores different species of animals and allows the students to partner with John Ball Zoo.  Students will chose an animal they want to help from becoming extinct. The project focuses on reading and writing standards as well as research and speaking skills.  This unit will be approximately 6 weeks.  

Driving Question:

How can we protect endangered species?             

Standards:

• RI.2.5 Know and use various text features.
• W.2.2 Write informative and explanatory texts.
• W.2.7 Participate in shared research and writing projects.
• SL.2.1 Participate in collaborative conversations.

Team / Culture Building:

• ​Animal Chain -  the children will write names of animals on strips of paper and put them in ABC order.  Then they will create a chain linking the papers together.  ​

​Entry Event:

• Invite Megan Burkhart from John Ball Zoo is share the “Animal Encounter” (endangered species) activity with students at Lakewood Elementary. ​

• Lockbox activity - to reveal the Driving Question.

Stakeholders:

• Students
• Families
• John Ball Zoo staff

Empathy Building:

• Show the Endangered Species video. 
• Create an Empathy Map​​

Inquiry / Need to Knows:

• Interview Megan Burkhart to learn more about endangered animals.
• Use the Jigsaw protocol to read about 5-6 endangered species from Michigan.​

• Biomimicry 
• Use the Forced Connections protocol or Big Paper activity to record ideas.
• Interviews - students interviewed Tony MCCaul, Critter Barn Director.
  

Incubation:

• Students will generate solution ideas using the Idea Quota protocol​.

• Then they will sort their ideas using Rule of Thirds activities.

• Anti Problem - will help students dive deeper into the DQ. ​

Checking in:

• The teacher will check in with the students shortly after introducing the driving question and then after each stage in the creative sequence using the following protocols: 
• Tell it to a Toddler 
• Pluses and Deltas ​

• Talking Chip 
• Top 10 List

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Solution Building:

• Solution ideas will be grouped using the Saturate and Group strategy and voted on using the Dot Voting method. ​

Critique and Revision: 

• While in groups, the students will use the NUFF test to determine whether or not their solution is new, useful, feasible, and includes fun!
• Followed by the Critical Friends protocol for feedback.
• Final ideas wil lbe shared using a Gallery Walk  with Two Stars and a Wish as feedback.
  

Authentic Audience:

• Megan Burkhart from John Ball Zoo
• Parents
• Other students

Final Presentation:

• Students will create Prototypes of their solution to share during their Pitch.

Click here for teacher's full plan.
Reflection and Feedback:

• The audience will use the NUF(f) emoji feedback page.
• Teacher will assess the students using the report card objectives.
• The students will use a Google Form to answer questions about the process.  
  
• Feedback following the project  "I liked when Megan came to our classroom."  ~ Ethan, Student.  "My favorite part was presenting."  Reese, Student
  
• "I am impressed with all of your speaking skills.  I work with high schoolers who don't do as well as you do!"  Denise, ISD expert​​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Jennifer Hopkins teaches 2nd grade at Lakewood Elementary for West Ottawa Public Schools.  

     " The PBL experience is empowering.  It's a process where students' ideas matter and their voices can be heard.  They take ownership of their learning and make real world connections.  PBL gives students an opportunity to take action and make a difference in their commuity."​