TITLE OF THE LEARNING EXPERIENCE: Endangered Animals Bookmarks by Cynthia Bogerd & Jeanette Pawlik, Dolgeville

1. LEARNING CONTEXT
Learning standards: Math, Science and Technology #2-Information Systems-Students will access, generate, process and transfer information using appropriate language. Math, Science and Technology #4-Science-Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Math, Science and Technology #5-Technology-Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human environmental needs. English Language Arts #1-Language for Information and Understanding-Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, th ey will use oral and written language that follows the accepted conventions of the English Language to acquire, interpret, apply and transmit information.

By developing these bookmarks the students will be integrating their scientific knowledge with writing skills to present information to the public on endangered animals. The students will need to have background information on a specific endangered animal and working knowledge of a publishing program such as "Print Shop".

2. PROCEDURE
The students choose an endangered animal and research it using the Internet or CD ROMs. They then decide what the most important and interesting information is and retell it accurately in their own words. Using this information the students will then create a bookmark containing the text and appropriate graphic. The teacher will facilitate the project by guiding the research, checking the written information for accuracy, and instructing the students on the proper use of the publishing program. Once the bookmarks are printed, the teacher will then have them laminated. The students will then sell the bookmarks to raise money for an organization that supports the Species Survival Plan, such as the Utica Zoo.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Teacher Assistants, when needed, will give individual guidance. If the Internet is not available, then library resource material may be used.

4. TIME REQUIRED
Planning time: 1 hour

Implementation and Assessment are concurrent: 2-3 hours

5. RESOURCES
Computers, printers, CD-ROMs, Internet access with appropriate websites bookmarked, publishing program, laminating service.

6. ASSESSMENT PLAN
Bookmark will be assessed with a 4 point rubric by the teacher(s). 4-Approriate graphics, all information accurate, interesting facts included. 3-Appropriate graphic, all information accurate. 2-Appropriate graphic, some adult assistance needed to insure accuracy of information. 1-Student needs adult assistance to find appropriate graphics, much adult assistance needed to insure accuracy of information.

7. STUDENT WORK
Student form to be used for research will contain: Name of animal, geographic location, at least 2 important facts, 1 fun fact.

8. REFLECTION
This experience allows the students choices within the framework of requirements. Most elementary students are interested in animals and this activity supports that interest. By making a product that will raise the public's awareness of the plight of endangered animals, as well as raise money to help these same animals, the student will have an authentic role in the solution to a very real problem. (see the Learning Unit-Life on the Edge)