Michigan Geographic Alliance
Presents
The Two Sides of
Endangered Species
Cindy Bloom
Comstock Northeast
Middle School
The Two Sides of Endangered Species
Cindy Bloom, Comstock Northeast Middle School, Kalamazoo, MI 49008
Grade Level: 7th Grade
Grade Level Content Expectations
 Describe the consequences of human/environment interactions in different regional
environments within the Eastern Hemisphere. II.2.MS.5

Interpret social science information about the countries of the Eastern Hemisphere
from a variety of sources. V.1.MS.3

Explain how culture and experience shape positions that people take on an issue.
VI.1.MS.3
Lesson Overview
The purpose of this activity is to introduce students to the complexity of the endangered
species issue in Africa. Using two readings, students will explore two viewpoints about
endangered species, the need to protect endangered species, and the problems that can be
caused by endangered species.
Objectives
Students will:
 Complete a pair/share reading activity, including notes.
 Discuss the topic of endangered species as found in the readings.
 Write a paragraph stating student’s personal feeling about endangered species.
Materials Needed
 Readings:
o Endangered Elephants (provided) one for each group (2-3 students)
o A Place for Parks in the New South Africa, National Geographic, July 1996 –
one for each group (2-3 students). Your library or the public library will have
a copy of this issue. Teachers can also search the web for other material.
Teacher background Notes
Students should be familiar with the geographic theme of human environment in
interaction.
Teachers can scan the Internet for current articles on the endangered elephants in Africa.
Associated topics include the sale of ivory from select African countries, damage caused
by elephants, and importance of elephants to the ecosystem.
The two readings have a very different focus. The Endangered Elephant reading
discusses the topic of endangered species from a conservation point of view. The article
focuses on the importance of biodiversity, the place of species within a food web, the
possible importance of species to humans. The reading, A Place for Parks in new South
Africa, puts more emphasis in human needs. Rather then implying conservation for
conservation sake, human requirements take precedent.
Procedure for activity
1. Review with students the theme of human/environment interaction.
2. Brainstorm with students what they think of/know about endangered species in
Africa.
3. Divide students up into pairs. If you have any poor readers, you might want to put
them up in groups of three.
4. Hand out both readings to each group.
5. Each student should read one of the articles . The student(s) reading the National
Geographic article should skim the article, focusing on the picture captions. (You
may wish to divide the NGS article up between two students.)
6. Students should take notes that fall into the following categories:
a. reasons to protect endangered species
b. reasons not to protect endangered species.
7. After students finish reading and taking notes, students within groups should
share their notes.
8. Come back together as a class and discuss the readings. Did students find a
difference in the articles? (In the Endangered Elephant article, students will have
found many reasons to protect endangered species. In the National Geographic
article, students will have found many reasons not to protect endangered species.)
9. Make a table on the board listing reasons to protect endangered species and
reasons not to protect endangered species.
Assessment
 Hand out the graphic organizer (one to each student) and have them complete it.

Students will write a paragraph, based on the graphic organizer, that answers the
question, “Should African countries protect their endangered species?” Students must
take a side, yes or no. Students should support their opinion with three pieces of
information from the readings.
References
The Endangered Elephant – We don’t know where this came from.
Chadwick, D.H. (1996). “A Place for Parks in the New South Africa.” National
Geographic 190 (1). 2-41.
Materials and student sheets (blackline masters)
Graphic Organizer
“Should African countries protect their endangered species?”
Opinion
Support
Support
Conclusion
Thank you
Support
Answer keys and scoring guides
Graphic organizer can be graded for completion.
Paragraph scoring guide
Points
6
5
4
3
2
1
0
Requirements
Position stated, 3 pieces of support data
from readings, conclusion, grammatically
correct
Position stated, 3 pieces of support data
from readings, conclusion
Position stated, 2 pieces of support data
from readings, conclusion
Position stated, 1 piece of support data
from readings, conclusion
Position stated, 1 piece of support data
from readings
Position stated
No position taken