NTEQ LESSON PLAN
LESSON TITLE: WHERE DO ENDANGERED ANIMALS LIVE? ____________________________________
SUBJECT AREA(S): MATH, SOCIAL STUDIES _____________GRADE LEVEL: 2ND AND 3RD _____________
LESSON SUMMARY
During this lesson students will be researching the different endangered animals in either North or South America. They will create a
chart of the animals and their locations. After sorting the types of animals, students will use the chart to create bar graphs on the
computer and pictographs on paper. As a social studies connection, they will create a map labeled with the different animals and their
locations
LEARNING OBJECTIVES
By the end of this lesson, the students will:

Create a bar graph with a scale of 2:1 or 10:1 on the computer with 90% accuracy

Create a pictograph with a scale of 5:1 or 10:1 on paper with 90% accuracy

Give an oral presentation to a small group explaining their graph and what they learned about endangered
animals with a score of 85% on the oral presentation rubric
STANDARDS
National:
 NET-S 3: Research and Information Fluency


NET-S 6: Technology Operations and Concepts
CCSS.Math.Content.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how
many more" and "how many less" problems using information presented in scaled bar graphs.
Local:
 SS.300.30.01.a.2 Construct and/or interpret a variety of globes and maps by using map elements such as title,
compass rose, simple grid system, author, date, and legend/key.
MATERIALS
It is helpful to include a “Think Sheet” of questions that require students to use critical thinking skills.

Animal recording sheet

Notebooks

Laptops

Pencils, pens, markers, colored pencils

Tracing paper

Rubrics

Paper for graphs

Animal Think Sheet
COMPUTER FUNCTIONS AND DATA MANIPULATION
Computer Function
 Search Engine


Spreadsheet
Computer Application
 Websites


Excel
Data Manipulation
 Research of endangered animals


Graph
SPECIFY PROBLEM
Today we are going to take a closer look at endangered animals and create graphs to display our findings. How do you think we could
find out which animals are endangered in South America or North America? We are going to look at how a graph can help us to better
understand information.
RESULTS PRESENTATION
Students will create a bar graph on the computer and a pictograph on paper showing either the number of each
type of endangered animal (bird, mammal, fish, reptile, amphibian, insect) or the number of endangered animals
per country.
MULTIDIMENSIONAL ACTIVITIES
LESSON INTRODUCTION – Begin with a discussion of what students know about endangered animals. Ask if students know
how many endangered animals there are in North or South America? How do you think we could find these numbers? Over the next
few days we are going to create a list of endangered animals on one of these continents. You will use the information you find to
create a bar graph in Excel and a pictograph on paper. We have created graphs before but have not used the computer to do so. This
will be an opportunity for you to practice using recording sheets again and learn a new skill. You will also create pictographs which
you have done before. When the graph is finish, you can create a map that shows where endangered animals are located. Each group
will get the chance to present what they learn to a small group of students either in our class or another Lower Elementary classroom.
COMPUTER ACTIVITIES
Activity 1 Animal Research
Activities to be completed:
Prior to going to computer
1. Watch Brain pop video on
endangered animals
2.
Review vocabulary: endangered,
critically endangered,
threatened
3.
Determine what type of
recording sheet to use (by
animal type or by country)
Activity 2 Bar graph
Activities to be completed:
Prior to going to computer
8. Plan out parts of the graph
(title, labels, check data)
9.
Review how to use Excel to
enter data and create a graph
At the computer
10. Create a chart in Excel
11. Convert the chart to a bar
graph
At the computer
4.
5.
Visit websites to find
endangered animals:
http://www.animalinfo.org/coun
tind.htm (contains only
mammals)
http://www.fws.gov/Endangered
/regions/index.html (regions in
the U.S.)
http://www.earthsendangered.c
om/search-regions3.asp (All
areas by country or region)
Complete recording sheet for
animals
After going to computer
6. Complete Think Sheet about
animals (analyzing numbers)
7.
In notebook: What is one new
animal you learned? What is
something that surprised you
about the information? What
is something you already knew?
12.
Post graph to our Bloomz site
(bloomz.net)
13.
Print copy of graph
After going to computer
14. Share graph with another
student from your group
15.
Share and explain your graph to
another student in the class
16.
Answer questions about graph
from worksheet
SUPPORTING ACTIVITIES
Activity 1 Pictograph
Activities to be completed:
17.
Review what a pictograph is
18.
Use data from recording sheet
19.
21.
Create another recording sheet
if needed (one that shows
to determine your scale (2:1,
either number of endangered
10:1 or 20:1)
animals per country)
Create pictograph using data
from recording sheet
20.
Activity 2 Map
Activities to be completed:
Share your pictograph with
22.
Trace map of continent
23.
Label countries
24.
Label parts of a map (key, title,
another student in the group
compass, etc)
25.
Include the number of
endangered species in each
country on your map
26.
Write a paragraph explaining
what you learned about
endangered species from
creating the graphs and the
map
27.
Present what you learned to a
small group from our room or
another room
CULMINATING ACTIVITY – Students write a short paragraph about their findings and display their graphs and map alongside
the paragraph. They will share this with a small group of students.
ROTATION PLAN Students will do the recording sheet together in groups of 2 or 3 at the laptops over the course of 3 days. The
next 3- 5 days students will rotate independently between creating the graphs in Excel, pictographs and maps.
ASSESSMENT
Graphs of endangered animals
Objective or
Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
1.
Students will
create a bar
graph in Excel
showing
endangered
animals in
North or South
America
Graph is missing labels,
title, key or is incomplete.
Categories are labeled
incorrectly. Or it is not a
bar graph.
Graph shows most parts
needed and categories
are mostly correct. It is a
bar graph
Graph has all parts
needed to show
understanding. No
spelling errors. Easy to
read
Graph clearly shows all
parts. The correct type
of graph was chosen.
The color choices are
effective and help add to
the graph.
2.
Students will
create a
pictograph
using a scale of
2:1, 10:1 or
20:1 that shows
endangered
animals in
North or South
America
Pictograph is done
incorrectly, missing labels,
incorrect scales used, or
student did not create a
pictograph.
Pictograph is correct but
not all sections show the
correct scale. Minor
errors in math.
Pictograph has the
correct scale, is easy to
understand and has all
parts.
Pictograph is well done,
all parts are clearly
labeled and color is
used effectively.
3.
Students will
create a labeled
map of their
continent
showing the
endangered
species
Map is incomplete (parts
are missing) or is poorly
done.
Map contains the majority
of parts but some
information is not correct.
Endangered animals or
country names are
missing.
Map contains all parts
and endangered animals
are labeled along with
country names. Student
did their neatest work.
Map was carefully done
and contains everything
needed to be a visual
aid. Color is effective.
Student took their time
and did their best work.
All information is
accurate.
4.
Students will
give a
presentation to
a small group.
Group did not all
participate in the
presentation, they were not
prepared or hard to
understand. Information
did not help others
understand what they
learned.
All of the group
participated but they were
unclear of their roles,
most members were easy
to understand.
Information helped
students get an idea of
what they learned.
Roles in presentation
were easy to follow,
members were clearly
understood, information
in presentation helped
others see what was
learned. Some of the
visuals were used.
Roles were clearly
defined, all students
took an active part in
presentation, information
in presentation clearly
showed what was
learned. All visuals were
used effectively.
Score