Giant Pandas: Into the Wild
Educator Guide
Using Game-Play to Explore Habitats and Endangered
Species Conservation with Students in Grades K-6
CONTENTS
Game-Based
Learning..............................
Game-Based
Learning .................33
Game
Overview........................................
Game
Overview ..........................33
Using
thethe
Game
in Different Settings......... 4
Using
Game
in Different
Settings ...................54
The
Role of the Facilitator.........................
Game-Play
The RoleSetup.....................................
of the Facilitator ..........55
Background
Information...........................
Game-Play
Setup ........................66
Vocabulary.
..............................................
Background
Information .............66
Discussion
Questions................................
Vocabulary ...................................87
Activities for Grades
6-8
Discussion
Questions
.................. 8
(Before, During, and After Game-Play)....... 9
Activities for Grades 9-10
(Before, During,
and After
Game-Play)..... 11
Activities
(Before,
During,
and
After
Game-Play)
..................149
Wrap-Up for All Grades...........................
Wrap-Up
....................................
13
Extending the
Learning........................... 14
Extending
the Learning ............ 14
13
Credits..................................................
Appendix...............................................
Appendix
................................... 15
14
Connections to National
Standards
Connections
to Standards
and Principles........................................
and
Principles ............................ 15
14
Connections to Skills
.............................
Connections
to Skills
................. 17
15
For
Further
Exploration.
.
.........................
17
For Further Exploration ............ 15
Credits ....................................... 16
NatGeoEd.org
Published by National Geographic Society
Gary E. Knell, President and CEO
John M. Fahey, Jr., Chairman
Terry D. Garcia, Executive Vice President, Mission Programs
Created by The National Geographic Center for Geo-Education
Daniel C. Edelson, Vice President, Education
© 2014 National Geographic Society
Visit www.natgeoed.org/pandas to find the game,
Giant Pandas: Into the Wild.
For more information, contact:
National Geographic Center for Geo-Education
1145 17th Street NW
Washington, D.C. 20036
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Game-Based Learning
Using interactive games to facilitate learning in educational settings has a number of recognized
benefits. For most students, games are highly engaging and motivating. Games provide real-time
feedback and built-in goals—such as increasing game levels or reaching a desired conclusion—that
can motivate students to improve. In addition, students must make decisions as they play games,
and they can see the results of these decisions right away and use that information to inform their
next decisions.
The use of mobile devices such as smart phones and
tablets in educational settings is a recent trend that
QUICK START
is expected to grow, and a number of educational
games, including Giant Pandas: Into the Wild, can
Giant Pandas: Into the Wild:
operate on mobile platforms. In 2013, half of all
www.natgeoed.org/pandas
parents with minor children in the home owned
a tablet and 60% had given their children mobile
phones. Schools are also taking advantage of mobile
computing, with a growing trend of “bring your own device” policies that allow students to bring
their mobile devices into the classroom as a learning tool. Educational games that can be played
on mobile devices benefit from the intuitive nature of these devices, which often makes it easier for
students to start and play these games.
The serious games movement is a drive to combine the best of the entertainment video game
industry with solid content in order to produce complex, meaningful games that are tools for
learning and training in a variety of contexts. The results include games that embed educational
content and require students to engage in a variety of 21st century skills in order to be successful.
These games compel students to do more than memorize facts or take in information; they
require them to apply a variety of knowledge, skills, and strategies to solve problems. Such
games provide a rich environment that promotes collaboration, problem-solving, critical thinking,
and communication. When information is delivered as part of the game, players have a stake in
processing and understanding that information in order to successfully advance in the game. In
an educational setting, these games can provide a motivating avenue for students to experiment,
explore, and take risks by trying multiple
solutions in a low-stakes environment where
failure is acceptable and even expected as
part of the process.
Game Overview
Giant Pandas: Into the Wild is an online game
that challenges students to design a giant
panda wildlife reserve that is suitable for
panda health and happiness and prepares
them for release into the wild. Students
make decisions based on factors such as
environment, availability of resources, and
cost. The goal of the game is to engage
students in decision-making around an
endangered species and to raise awareness
about giant pandas and the need for
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conservation. To successfully design their reserve,
students must consider how many pandas a habitat
can handle, provide adequate food, water, trees, and
keepers for the number of pandas they will support,
and stay within their given budget. Students begin by
comparing potential habitats that differ in price and
resources. Once they select a habitat, they can add
pandas, buy bamboo, water, and trees to place in
the habitat, and add keepers to tend the pandas. As
students add resources, their pandas gain the skills
they need to survive in the wild, including the ability
to climb trees to avoid threats, cross streams, and
find enough bamboo to eat. As pandas gain skills,
their readiness to be released into the wild increases.
Students can adjust the amounts of each variable and
see on a release meter how their adjustments affect
the readiness of their pandas to be released into the
wild. Students can also monitor the happiness level
of each panda by looking at the colored circle above
the panda. The colored circle will range in color
from green for happy pandas to red for unhappy
ones. Students can increase their budget by buying
special items that raise public awareness, such as
a GPS collar, a webcam, and an observation tower.
Once students have provided enough resources for
the habitat and number of pandas they selected, the
release meter will show that the pandas are ready
to be released into the wild. After they release the
pandas, students will get a summary that describes how
each resource they provided matched the habitat
they selected and met the needs of the number of
pandas they placed in that habitat.
LEARNING OBJECTIVES
Students will:
• identify the four basic survival
needs of all animals (food, shelter,
water, a place to raise young)
• define habitat and describe the
characteristics of a habitat that can
meet those needs for giant pandas
• define endangered species and
explain why the giant panda is
an endangered species (loss of
habitat, threats from humans,
limited diet, low birthrate)
• define conservation and
understand the role awareness
plays in it
• identify factors that impact
decision-making around
conservation for giant pandas,
including limitations of
environment, availability of
resources, and cost
Using the Game in Different Settings
Giant Pandas: Into the Wild can be used in a
variety of settings:
Afterschool Programs
Because learning opportunities are embedded
in the game, older students can play the game
independently, either individually or in small groups.
Facilitators can check in with students and use
questions to encourage thoughtful play. Younger
students will likely need the support of an adult
facilitator to play the game. For a richer experience,
facilitators can use the discussion questions and
related activities described in this guide to engage
small or large groups of students. There are multiple
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ways to create a successful giant panda wildlife reserve in the game. For example, students can
successfully release pandas from each of the three habitats by adding an appropriate number of
pandas for that habitat or even fewer pandas than a habitat could successfully hold. They can also
successfully release pandas while having more of some resources than were actually necessary.
Because there are multiple ways to succeed in the game, students can play more than once and
compare and contrast their outcomes.
Museums, Science Centers, Zoos, and Aquariums
Museums, science centers, zoos, and aquariums can provide access to Giant Pandas: Into the Wild
at kiosks or computer stations set up at the facility. Independent play can be supported in this
setting through display text and related exhibits. Docents or educators can interact with visitors
to answer their questions and use questions to encourage thoughtful play. Museums can also
host events at which visitors play the game, followed by discussion, comparison of outcomes, and
related activities. The game can also be used as an at-home or at-school follow-up to programs
covering the basic survival needs of animals or endangered species and conservation efforts. There
are multiple ways to create a successful giant panda wildlife reserve in the game. For example,
students can successfully release pandas from each of the three habitats by adding an appropriate
number of pandas for that habitat or even fewer pandas than a habitat could successfully hold.
They can also successfully release pandas while having more of some resources than were actually
necessary. Because there are multiple ways to succeed in the game, students can play more than
once and compare and contrast their outcomes.
Classrooms
Giant Pandas: Into the Wild can be used to introduce or reinforce content as part of a lesson or
unit on endangered species and conservation or the optimum conditions that support the survival
needs of animals. Teachers can take advantage of the level of engagement students generally
experience with gaming and tie the game to activities and research opportunities related to game
topics. There are multiple ways to create a successful giant panda wildlife reserve in the game.
For example, students can successfully release pandas from each of the three habitats by adding
an appropriate number of pandas for that habitat or even fewer pandas than a habitat could
successfully hold. They can also successfully release pandas while having more of some resources
than were actually necessary. Because there are multiple ways to succeed in the game, students can
play more than once and compare and contrast their outcomes.
At Home
Students can play Giant Pandas: Into the Wild independently at home. Parents or caregivers can
play the role of facilitator, using questions to encourage more thoughtful decision-making. There
are multiple ways to create a successful giant panda wildlife reserve in the game. For example,
students can successfully release pandas from each of the three habitats by adding an appropriate
number of pandas for that habitat or even fewer pandas than a habitat could successfully hold.
They can also successfully release pandas while having more of some resources than were actually
necessary. Because there are multiple ways to succeed in the game, students can play more than
once and compare and contrast their outcomes.
The Role of the Facilitator
Giant Pandas: Into the Wild allows students to play at their own pace and adjust the game’s
variables an unlimited number of times to achieve the goal. As a result, students who begin the
game at the same time may make different decisions and complete the game at different times.
Facilitators can influence completion times by monitoring game-play and using questioning
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strategies to increase students’ engagement with the content. Facilitators should walk around the
room as students play and ask questions to target or expand student thinking and to help any
students who are having difficulty finding the right balance of resources. Facilitators should also be
prepared with additional activities and resources students can explore if they complete the game
early (see the Activities section of this educator guide).
Giant Pandas: Into the Wild also offers a variety of learning opportunities in the context of gameplay. Facilitators can encourage the deepest level of engagement with the content by challenging
students to read all the available information in the game and to use that information to make
decisions. Facilitators can also encourage more thoughtful decision-making by posing questions for
students to discuss and explore as they play.
Game-Play Setup
Technology Requirements
Giant Pandas: Into the Wild requires an Internet-connected computer or tablet for each player or
group of players. Supported Internet browsers include Internet Explorer 9+, Safari 6+, Firefox 23+,
and Chrome 28+. Tablets must have an iOS 6+ or Android 4+ operating system.
Setting Up for Independent Play
Students can play the game independently whenever time allows or as homework. Students
should allow 15 to 20 minutes for each session of game-play. Have students take notes on their
game choices and outcomes for later discussion and comparison with other students. Also have
them write any questions they have during game-play, as well as any unfamiliar vocabulary terms
they encounter. Follow up with students by conducting a whole-class or small group discussion to
address students’ questions and compare and contrast choices and results.
Setting Up for Small Group Play
Working in small groups encourages collaborative problem-solving. Organize students into
teams of two to four players and have them play through the game together, making decisions
collaboratively. Game-play can be completed in one 45-minute session, with a brief focus period
before game-play, 15- to 20- minutes of game-play, and a 10- to 20-minute discussion session
following game-play. To aid in the follow-up discussion, have students note their choices, questions,
and outcomes as they play the game.
Setting Up for Whole Class Play
If students will be playing independently within a large group or classroom setting, set up each
student with his or her own computer or tablet. Game-play can be completed in one 45-minute
session, with a brief focus period before game-play, 15- to 20- minutes of game-play, and a 10- to
20-minute discussion session following game-play. Have students note their choices and outcomes
as they play the game, as well as any questions they may have about the content to aid in the
follow-up discussion. As students finish, have them indicate their outcomes on the board to help
make comparisons.
Background Information
Giant pandas are native to central China and today make their home only in the remote
mountainous areas of this region. They live in wet, misty coniferous and broadleaf forests with
heavy bamboo growth. Their previous lowland forest habitats have been lost to farming and other
development. Pandas are an endangered species, and it is estimated that there are only around
1,600 left in the wild.
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Giant pandas are familiar to most for their characteristic
black-and-white fur. As their name suggests, they are
large animals, and they can weigh as much as 250 pounds
and reach up to six feet in length. Pandas have lived in
bamboo forests for thousands of years and have adapted
to be highly-specialized bamboo eaters. One example
of an adaptation is their large molars and strong jaws
designed to chew the bamboo that makes up 99% of
their diet. Because their food source is low on nutrients,
most adult pandas have to eat between twenty and forty
pounds of food each day, a task which can require ten to
sixteen hours of foraging and eating.
Pandas can be difficult to observe in the remote areas
where they live in the wild and much is not known about
them. For example, pandas can live up to 35 years in
captivity, but scientists are not sure how long pandas live
in the wild. Scientists have long believed that giant pandas
were solitary animals who only met during mating season. However, recent studies indicate that
pandas’ home ranges overlap, and overlapping individuals will meet occasionally throughout the year.
Scientists have been better able to study giant pandas in captivity. Regardless of where they live,
the vast majority of pandas belong to China, where they are considered a national treasure. Pandas
cannot be bought or sold internationally, but China does “lease” pandas out to other countries.
These pandas are housed in zoos to be bred and to raise awareness of the pandas’ plight as an
endangered species. As part of the lease agreement, any panda babies born from leased pandas
also belong to China and are to be returned there when
they reach a certain age, usually around age 2. The United
States pays approximately up to $550,000 dollars a year for
VOCABULARY
each pair of pandas that lives in the United States, currently
at the National Zoo, the San Diego Zoo, the Atlanta Zoo,
adaptation
and the Memphis Zoo. The funds are used to support giant
panda reserves in China. The breeding programs at these
captivity
reserves are part of a massive conservation effort to keep
conservation
pandas from going extinct and to increase their numbers
in the wild. Today there are more than 300 giant pandas in
endangered species
captivity around the world, mostly in China.
environment
Wolong National Nature Reserve in China is a major
habitat
breeding center for the giant panda. The reserve was
established in 1963 to help save the dwindling panda
predator
population, and is arguably the most successful breeding
program for giant pandas in the world. Almost 500,000
species
acres in size, Wolong houses captive pandas and pandas
survival
bred in captivity in its breeding center, as well as wild
pandas that reside within the reserve. After decades of
territory
captive breeding, the reserve hit its target number of giant
wildlife reserve
pandas and is now meeting the challenge of reintroducing
breeding populations of the species to the wild.
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Discussion Questions
Questioning strategies applied during
game-play, as well as discussion
questions following game-play, can
greatly enhance student learning.
Sample Questions
During game-play (adapt for your
specific learners and game-play setup):
• What is your challenge?
• How would you describe your
available habitats? How do they differ?
• What are some pros and cons of each habitat?
• What are some factors you will have to consider if you choose this habitat?
• What information do you have that would help you make this decision?
• What other information might help you make this decision?
• What are some resources that your pandas might need to be ready for release?
• What are some skills that your panda might need to be ready for release? Why is it important for
them to have these skills?
• What are some ways you could add money to your budget?
• Are there any items you could have less of? How would this affect your budget?
• What are your pandas’ happiness levels?
• What are some reasons they might be unhappy? What can you do to increase their happiness?
• How did adding more of that resource affect your readiness level? Why?
After each session of game-play (adapt for your specific learners and game-play setup):
• How could you improve the outcome of your game?
• What key decisions did you make that led you to this outcome? How might the outcome have
been different if you had made different decisions?
• If you were able to do it again, would you make different decisions? Why or why not?
• How well did the resources you added match the habitat you selected? Of which resources did
you have just the right amount? Of which did you have more than you needed? How would this
information change the decisions you would make if you played again?
• Was it difficult to balance the different needs of the pandas? Why or why not?
• How do you think the decisions you made in this game compare to the decisions made at real
wildlife reserves? How are they similar? How are they different?
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Activities for Grades K-2
Grades K-1
• Engage students’ interest by asking if any of them have pets. Ask them what kind of pet they
have and what kinds of things they have to provide for their pet to keep it healthy and happy.
Discuss how all animals, including humans, have basic needs (food, shelter, water, a place to
raise young) and guide students to identify those needs based on their experiences. Explain to
students that, although their pets and giant pandas both have basic needs, preparing pandas for
a life in the wild means they must have little contact with human handlers. That way, they will be
ready to feed themselves and survive on their own in the wild. NGSS LS1.C NSES K-4 C.1.a
• Print out small images of several types of food, water, and shelter, as well as other items such as
books, backpacks, or toys. Alternatively, give students small items that represent the basic needs
and some distractors. Divide students into small groups and give each group a set of images or
items. Have students sort the images into basic needs and not basic needs. Discuss how students
sorted the items. NGSS LS1.C NSES K-4 C.1.a
• Provide students with picture books that show animals, including humans, having their basic
needs met. Have students look through the books to find examples of each of the basic needs
and mark it with a sticky note. Use a different color for each of the basic needs. Allow students to
share some of the examples they found. NGSS K-LS1-1 NGSS LS1.C NSES K-4 C.1.a CCSS.ELA-Literacy.W.K.7
• Using a book or web resource, read to students about giant pandas. Ask students to tell you
when they hear something about one of the panda’s basic needs, and model taking simple notes
by listing each need on the board as it is identified and then listing any details under each need.
Then, as a class, compose a letter to a giant panda inviting it to come visit for a day. In the letter,
explain how you will provide for its basic needs while it is visiting. Some resources are provided
in the For Further Exploration section of this guide. NGSS LS1.C NSES K-4 C.1.a CCSS.ELA-Literacy.RI.K.10
CCSS.ELA-Literacy.RI.1.10 CCSS.ELA-Literacy.W.K.7 CCSS.ELA-Literacy.W.1.7
• Show students video footage of a giant panda. The National Zoo and the San Diego Zoo provide
live panda cams. Have students observe how the pandas’ needs are being met. Discuss how
meeting the needs of pandas that will be released into the wild is different from meeting the
needs of a pet or even an animal in a zoo. (For an animal that will be released into the wild, it is
important that they not associate humans as the source of their basic needs.) NGSS K-LS1-1
NGSS LS1.C NSES K-4 C.1.a
• Have students draw a picture of an animal of their choice, showing how its basic needs are being
provided. Have them label each need. NGSS LS1.C NSES K-4 C.1.a CCSS.ELA-Literacy.W.K.2
Grades 2-3
• Engage students’ interest by asking if they have ever been to a zoo. Have a few students
describe their experience at a zoo. Ask students what keepers at the zoo have to provide for
the animals. List their responses on the board. Discuss the basic needs that animals have (food,
water, shelter, a place to raise young). Discuss how wild animals and animals that are being
bred with the intention of releasing them into the wild have their needs met differently from
zoo animals and why. (Wild animals must meet their own needs without human interference,
while lots of handling and the association of humans as providers of basic needs helps make zoo
animals easier to work with. For an animal that will be released into the wild, humans monitor
and ensure that their basic needs are met, but it is important that they not associate humans as
the source of those basic needs.) NSES K-4 C.1.a
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• Have students read about giant pandas using books or web resources. Ask them to read to find
out details about each of the giant panda’s basic needs. Model using sticky notes to indicate
pertinent information in books or taking notes on paper to capture important information found
online. When students have completed their research, read to them about a specific panda, such
as one at the National Zoo. This zoo posts regular updates on their pandas. Then have students
write a letter to that panda inviting it to visit the school for a day. In the letter, have students
explain how they will provide for the panda’s basic needs during its visit. Some resources are
provided in the For Further Exploration section of this guide. NSES K-4 C.1.a CCSS.ELA-Literacy.W.2.7
CCSS.ELA-Literacy.W.3.7 CCSS.ELA-Literacy.W.3.10
CCSS.ELA-Literacy.RI.2.10
CCSS.ELA-Literacy.RI.3.10
• Show students video of pandas using the live panda cams available from zoos such as the
National Zoo or the San Diego Zoo. Have students observe the pandas and take notes. Ask them
to specifically look for examples of the pandas’ basic needs being met. Note that you might have
to watch several times to make good observations. Divide students into small groups and have
them collaboratively draw and label a habitat where pandas could live. NSES K-4 C.1.a
•Take a walk around your school or a nearby park and ask students to observe any animals they
see, as well as the habitat in which the animals live. Have students bring a notebook and pencil
to write their observations. Challenge students to observe what these animals might eat, where
they might shelter, and where they might get water if possible, though these may not be easy
to see during your walk. Have students create a Venn diagram (www.natgeoed.org/venn) to
compare the habitat of one of the animals you observed with the habitat of the giant panda.
NSES K-4 C.1.a
• Have students work in small groups to research the habitat of an endangered species. After
they have completed their research, have them work with another group to create a Venn
diagram (www.natgeoed.org/venn) comparing and contrasting the habitats of their two
animals. Then have each group use a marker to indicate a place where their animal can be
found on a world map from the National Geographic MapMaker 1-Page Map (http://education.
nationalgeographic.com/education/mapping/outline-map/?map=The_World&ar_a=1). Compare
the locations of these endangered species. Are any of them from the same area? Does that mean
they share a habitat? Why or why not? NGS 1.2.B CCSS.ELA-Literacy.W.3.7 CCSS.ELA-Literacy.W.2.7
Activities for Grades 4-6
Before Initial Game-Play
1.Activate students’ prior knowledge by asking them to draw a picture of an animal having its basic
needs met. Have them label each basic need that they illustrate in the drawing. Discuss students’
drawings and create a list of an animal’s basic needs on the board (food, water, shelter, a place to
raise young). NSES K-4 C.1.a
2. Ask students to suggest some reasons that humans might be required to provide the basic needs
of another animal. NSES K-4 C.1.a
3. Use the information in the Game Overview section of this educator guide to introduce the game
to students and answer any questions they might have before beginning game-play.
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During Game-Play
➤ Have students take notes during game-play to aid in later discussion. Have students identify and
describe the following:
• The habitat they selected
• The number of pandas they added
• The number of each resource (bamboo, water, trees) they added
• Vocabulary terms with which they are unfamiliar (including definitions)
• Questions they have about content
• Their outcome CCSS.ELA-Literacy.RH.6-8.4
➤ When students are selecting a habitat, hold mini-sessions on decision-making strategies they
might use to make the best selection. Some strategies include:
• Defining the problem or goal
Any decision must start with a clear understanding of the problem to be solved and/or the
goal to be achieved. Model how to rephrase and summarize each challenge given in the game
to make sure it is clearly understood.
• Narrowing choices through the process of elimination
Some choices can be eliminated early in the decision-making process. Model how to list
possible choices and eliminate ones that have obvious flaws before considering the other
choices more carefully.
• Benefits and drawbacks table
A benefits and drawbacks table includes possible options as row headers and “benefits” and
“drawbacks” as column headers. Model how to create this type of table and how to use it to
list several choices along with their benefits and drawbacks. NSES 5-8 C.4.d
➤ Have students observe what happens to the readiness meter as they add or remove resources.
Ask: What makes the biggest difference in readiness? Is there any relationship between how
much the bar moves with each additional resource and how many of those resources there are
already? Is there any relationship between how much the bar moves and the type of resource
you are adding? How can you use these observations to improve the way you are spending your
budget? NGSS LS2.A
➤ As students play the game, have them list the constraints (absolute requirements or limitations)
and considerations (desired, but not necessary, elements or factors) of the design challenge.
For example, their budget is a constraint, while providing viewing access to the public is a
consideration. NGSS 3-5-ETS1-1 NGSS MS-ETS1-1
➤ After students have played the game once, have them play two more times, choosing a different
habitat each time. After they select a habitat, have them predict which resources they will need
to buy the most of to make that habitat successful and how many pandas they think they can
place in the habitat. As students play, have them track how many of each resource they use and
how many pandas they add. Once students have played successfully three times, have them
create a chart and/or bar graphs (www.natgeoed.org/graphic-organizers) comparing what it took
to create a successful giant panda reserve in each of the three habitats. Discuss what made the
habitats different and which made the overall best choice for a giant panda habitat. NSES K-4 C.1.a
NSES 5-8 C.4.d
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After Each Session of Game-Play
1.Have students share some of the items they recorded in their notebooks with the class. Discuss
the similarities and differences between their experiences with the game and encourage them to
look at similarities and differences in the choices they made. Use the sample discussion sessions
from this guide to get started.
2. Have students write a brief reflection of their session in their notebooks. Choose from the
following prompts:
• Explain why you think the giant pandas living in your reserve will be happy.
• Explain why places like wildlife reserves are important. CCSS.ELA-Literacy.W.4.1
CCSS.ELA-Literacy.W.5.1
CCSS.ELA-Literacy.W.6.4 CCSS.ELA-Literacy.W.5.10
3. Have students research another endangered species. Have them determine the type of habitat in
which this species is found and locate some places where it is commonly found on a world map
from the National Geographic Mapmaker 1-Page Maps (http://education.nationalgeographic.
com/education/mapping/outline-map/?map=The_World&ar_a=1). Then have students identify
some of the reasons the species is endangered, as well as its specific food and shelter needs.
Finally, have students design a wildlife reserve for that animal and create a display of their
design. They should include a map showing where in the world the reserve would be located and
indicate what kinds of food they will provide as well as what kinds of features to aid in shelter
and places to raise young. Have students set up their displays and then create a classroom map
showing the locations of all the endangered species students researched. CCSS.ELA-Literacy.W.5.7
CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.6.7 NSES 5-8 C.4.d NSES K-4 C.1.a NGSS ESS3.C
4. Have students research the history of wildlife conservation, including key events, laws, and
organizations, and create a timeline showing important milestones. For example, students might
include the formation of the World Wildlife Fund, the passing of the Endangered Species Act in
the U.S., or the establishment of the Convention on International Trade in Endangered Species of
Wild Fauna and Flora (CITES). There are a number of important dates that could be included, so
students should use their own judgment based on their research. NGSS 5-ESS3-1 NGSS ESS3.C
CCSS.ELA-Literacy.W.5.7 CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.6.7
5. Have students read more about the giant panda. Have them design a poster, print
advertisement, radio spot, or TV advertisement to raise awareness of the endangered species.
Have students include at least three interesting facts about the giant panda in their product.
NGSS ESS3.C CCSS.ELA-Literacy.W.5.7 CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.6.7
6. Have students observe giant pandas by watching the live panda cams provided by zoos such
as the National Zoo, the San Diego Zoo, or Chengdu Research Base. Divide students into
teams and have each team watch a panda cam for 20 minutes. Have students write detailed
observations of the pandas and then regroup to discuss as a class. Please note that it may require
several viewings for students to be able to make observations, as the pandas are not always
active. NSES 5-8 A.1.c. NSES 5-8 C.3.c.
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7. Divide students into groups and have them read about at least two instances where programs or
policies helped move endangered species off the endangered list. Some resources are provided
in the For Further Exploration section of this guide that can provide a starting point. Students
can also conduct their Internet search for endangered species success stories. Have each group
identify the main factors that put the species at risk and the main points of the efforts that
helped them recover. Have each group share what they learned with the class. Discuss what
students discovered about the programs and create a class list of characteristics of successful
species recovery programs or policies. NGSS ESS3.C NGSS 5-ESS3-1 CCSS.ELA-Literacy.W.5.7
CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.6.7
8. Have students work collaboratively with a partner to write a short story in which a character
encounters a giant panda. Encourage students to make the panda’s habitat and its actions as
authentic as possible. CCSS.ELA-Literacy.W.4.3 CCSS.ELA-Literacy.W.5.3 CCSS.ELA-Literacy.W.6.3
Wrap-Up
Have students imagine they run a wildlife
reserve for giant pandas or for another
endangered species of their choosing. Have
them write a letter to a potential donor
explaining why they should donate to the
wildlife reserve. Have students include
information about why conservation of this
species is important, what role the wildlife
reserve plays in that conservation, and what
some of the specific needs of the wildlife
reserve are.
Extending the Learning
• Have students monitor the news for stories about pandas or other endangered species. Allow
students time to give a summary to the class of any news they find, or create a news wall where
students can post the information they find.
• Invite a local zookeeper or wildlife conservationist to speak to your class in person or online via
Skype or a Google Hangout. Have students prepare questions beforehand.
• Have students create a campaign to raise awareness in their school of an endangered species in
your local area or region. If appropriate in your school district, students may also choose to raise
funds for a specific endangered species conservation effort, such as the Wolong National Nature
Reserve or efforts at the National Zoo.
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Appendix
Connections to National Standards and Principles
Next Generation Science Standards
LS1.C: Organization for Matter and Energy Flow in Organisms: All animals need food in order to live and grow. They obtain their food from
plants or from other animals. Plants need water and light to live and grow.
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials, time, or cost.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and
environment
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into
account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
LS2.A: Interdependent Relationships in Ecosystems: Growth of organisms and population increases are limited by access to resources.
ESS3.C: Human Impacts on Earth Systems: Human activities have significantly altered the biosphere, sometimes damaging or destroying
natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and
positive) for different living things.
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even
outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
National Science Education Standards
C.1.a (K-4) Organisms have basic needs.
C.4.d (5-8) The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of
light and water, range of temperatures, and soil composition
C.3.c (5-8) Behavior is one kind of response an organism can make to an internal or environmental stimulus
A.1.c (5-8) Use appropriate tools and techniques to gather, analyze and interpret data.
National Geography Standards
Geography Standard 1: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to
understand and communicate information
NGS 1.2.B Grade 4—The acquisition and organization of geospatial data to construct geographic representations
Common Core State Standards for English Language Arts
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them).
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic
and use them to write a sequence of instructions).
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a
report; record science observations).
CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry
when appropriate.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
Connections to Skills
21st Century Skills
Learning and Innovation Skills
• Communication and Collaboration
• Critical Thinking and Problem Solving
Information, Media, and Technology Skills
• Information Literacy
Critical Thinking Skills
Understanding
Applying
Analyzing
Evaluating
Creating
Geographic Skills
Asking Geographic Questions
Acquiring Geographic Information
For Further Exploration
Articles
“National Geographic: Giant Pandas”: http://animals.nationalgeographic.com/animals/mammals/giant-panda/
“San Diego Kids: Giant Panda”: http://kids.sandiegozoo.org/animals/mammals/giant-panda
“National Geographic Kids”: Creature Feature: Giant Panda: http://kids.nationalgeographic.com/kids/animals/creaturefeature/panda/
“Giant Panda Cubs Give Hope to Endangered Species”: http://kids.nationalgeographic.com/kids/stories/animalsnature/giantpandacubs/
“Endangered Species Act Works”: http://www.biologicaldiversity.org/campaigns/esa_works/
“Endangered Species Act”: http://www.nwf.org/Wildlife/Wildlife-Conservation/Endangered-Species-Act.aspx
Books
Smithsonian Book of Giant Pandas by Susan Lumpkin and John Seidensticker
Giant Pandas: Gifts from China by Allan Fowler
The Giant Panda by Carl R. Green
Giant Pandas by Gail Gibbons
Videos/Audio
“Panda Cam from Chengdu Research Base of Giant Panda Breeding”: http://en.ipanda.com/live/
“Panda Cam from the National Zoo”: http://nationalzoo.si.edu/animals/webcams/giant-panda.cfm
“Panda Cam from the San Diego Zoo”: http://zoo.sandiegozoo.org/cams/panda-cam
“Panda Cam from the Atlanta Zoo”: http://www.zooatlanta.org/1212/panda_cam#ff_s=nFd3
“Bears and Pandas: Giant Panda Reserve”:
http://video.nationalgeographic.com/video/animals/mammals-animals/bears-and-pandas/giant-panda-reserve-eorg/
“Bears and Pandas: Elusive Giant Panda”:
http://video.nationalgeographic.com/video/animals/mammals-animals/bears-and-pandas/pandas_wild/
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Websites
Chengdu Research Base of Giant Panda Breeding: http://www.panda.org.cn/english/
National Zoo: Giant Pandas: http://nationalzoo.si.edu/Animals/GiantPandas/
WWF: Giant Panda: http://worldwildlife.org/species/giant-panda
CREDITS
This educator guide and game created to complement
Developed by The Center for Geo-Education at National Geographic
Research Manager
Todd Georgelas, National Geographic
Standards and Practices
Educator Reviewer
Becky Boyle, Social Studies Teacher,
Batchelor Middle School, Bloomington,
Indiana
Writer
Cassandra Love, Educator and Curriculum
Writer
Expert Reviewer
William J. McShea, Research Ecologist,
Conservation Ecology Center, Smithsonian
Conservation Biology Institute, National
Zoological Park
Editors
Christina Riska, National Geographic
Society
Samantha Zuhlke, National Geographic
Society
Elaine Larson, National Geographic Society
Reviewer
Amy Warnke, Bean Creative
Keith Soares, Bean Creative
Copyeditor
Jessica Shea, National Geographic Society
Designer
Cynthia Olson
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