8th Grade Science
Ecosystems
Endangered Species Project
The purpose of this in-class project is for students to develop a plan to bring their
chosen species back from the brink of extinction. Students will work in groups of three
(predetermined by the teacher) over the course of seven days. Each group will prepare a
five minute presentation that will address specific questions and is aimed at convincing a
group of “congressmen” that their chosen species deserves special attention.
Each team will choose a threatened/endangered species. Species will be approved
on a first come, basis. Extra points will be awarded to teams who pick an “unconventional”
species. (For example, we all know pandas are endangered, but what about the red-headed
vulture?)
Each team member will conduct research about their threatened/endangered
species to become more educated about the animal’s habitat, reproduction, appearance,
history, future, and survival. Teams will consist of a Zoologist, Conservationist, and
Ecologist (determined by the students) that will have their own specific role within the
group. In other words, each job has different information to research relevant to the role.
See pages 3-5 for description of each role.
Upon conducting such research, students will collaborate with their group to
develop their persuasive plan for their animal. Each group must provide a written
submission of their recovery plan with citations and must include the following
information:
a.
b.
c.
d.
Brief description of animal
Why is the animal important to the ecosystem?
What human behaviors are a threat to the species?
What are the (realistic) steps to take the animal off the threatened/endangered
list?
e. How long will your recovery plan take AND how much money will you need?
Students will have three days in class to complete their research and three days to
develop their plan and info-graphic. Students are encouraged to communicate with other
team members outside of school via Google docs, if necessary. Each group will then present
their recovery plan in class in front of “congress.” The presentation should not be longer
than five minutes. We will conduct a congressional vote in class to determine two plans
that will receive funding.
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8th Grade Science
Ecosystems
Students will be graded both individually and as a group. Each member will turn in
their research sheet specific to their role in addition to their group’s recovery plan on the
seventh day. This project will count as a test grade and will be broken down into the
following categories:
Research Sheet
Species research sheet turned in
Neatness
Sources
Presentation
Participation
Recovery Plan
Teamwork
20 points
10 points
5 points
5 points
59 points
5 points
54 points
10 points
TOTAL POINTS:
89 POINTS
83-89 = A
76-82 = B
68-75 = C
62- 67= D
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8th Grade Science
Ecosystems
Conservationist:
The job of a conservationist is not only to protect animals, plants, and natural resources but
also to prevent the loss or waste of natural resources. Therefore, the role of the
conservationist is to conduct research related to these items specific to your animal.
Information relevant to your role is as follows:
STATUS
1. Is your animal Threatened or Endangered? (What does this mean?)
CONSERVATION AND FUTURE
1. Reasons for endangerment- has there been a loss or change in the
environment or food supply. Is the species hunted or cultivated for food or
other reasons, or has it declined because of disease? There can be many
reasons why a species has become threatened or endangered, some created
and some because of a break-down in their life cycle. Many may cite habitat
destruction, but you need to give details of why there is habitat destruction.
2. Timeline of endangerment- starting on the date your species was put on the
IUCN list, include at least 4 major events in its conservation/preservation
history
3. Human Importance- how is your species important to humans? - ideas:
economic, conservation, cultural, etc
4. How many are left- use different sources to confirm the number and include
a population graph
5. Government intervention- how have the governments where your animal
resides intervened to save your species?
Make sure you keep track of your sources since all information presented to Congress
needs to be referenced.
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8th Grade Science
Ecosystems
Ecologist:
The role of the ecologist is to be concerned with the ecosystem as a whole, including the
number and distribution of organisms (people, plants, animals), and the relationships
between those organisms and their environment. Therefore, the role of the ecologist is to
conduct research related to these items specific to your animal. Information relevant to
your role is as follows:
HABITAT
1. Ecosystem (Abiotic and Biotic Factors that influence the survival of the
species)
2. Geographic distribution – show all locations for the biome your animal
thrives in and the locations of your actually lives animal. This requires maps
and explanations.
3. What is happening in your species habitat that has put your animal at risk?
(Biotic and abiotic factors that have been modified or lost).
ENEMIES AND SURVIVAL
1. What does the animal eat (simple food chain for your animal and role in the
food chain. Is the species a predator or prey or both)?
2. Symbiotic Relationships in Nature.
Make sure you keep track of your sources since all information presented to Congress
needs to be referenced.
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8th Grade Science
Ecosystems
Zoologist:
Zoology is the study of animals. The job of a zoologist is to study the behavior, origins,
genetics, diseases and life progression of animals and wildlife. Therefore, the role of the
zoologist is to conduct research related to these items specific to your animal. Information
relevant to your role is as follows:
CLASSIFICATION
1. Common Name
2. Genus species
ANATOMY OF THE THREATENED OR ENDANGERD SPECIES
1. Basic Anatomy (color, weight, pictures, etc)
2. Life Span / Longevity
3. Special adaptations - additional traits that make them different from their
close relatives.
REPRODUCTION
1. Special mating rituals?
2. How often do they reproduce, what season?
3. If there is a gestation (or incubation) period, how long?
4. How many offspring?
5. Describe the young - do they look like the adults? Size, color?
6. Parental care
BEHAVIOR
1. Does the species live in groups, herds, or alone?
2. Unique or unusual behaviors
3. In what ways does this animal interact with humans? Is it helpful/useful
or harmful?
Make sure you keep track of your sources since all information presented to Congress
needs to be referenced.
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8th Grade Science
Ecosystems
Name: ________________________________ Class: ___________
Date: _____________
Endangered Species Project Rubric
Area
Research Sheet
(20 points)
Strong
Proficient
Below Average
Poor
Animal research
sheet is turned in,
neat, and complete.
Student cites
multiple sources.
Animal research
sheet is turned in,
neat, and complete.
Student cites
sources.
Animal research
sheet is turned in
but not neat or
incomplete. OR
Student does not
cite sources
Animal research
sheet is turned in
but incomplete or
illegible AND
student does not
cite sources
(20)
N/A
(18-19)
Student works well
and equally with
group.
(15-17)
Student does not
work equally with
other members.
(≤15)
Student has to be
reminded to work
with group.
(10)
Member
participates in
presentation.
(7-9)
Member seldom
participates in
presentation.
(≤6)
Member does not
participate in
presentation.
(5)
(3)
(1)
Teamwork
(10 points)
Presentation
(5 points)
N/A
Research & Teamwork Grade: __________
Recovery Plan Grade:
__________
Total Points:
__________/89
Final Grade:
__________
Comments:
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8th Grade Science
Ecosystems
Recovery Plan Rubric
Area
Strong
6
Proficient
5 or 4
Below Average
3 or 2
Poor
1 or 0
Attention
Getter
Effective use of attention
getting strategy (quote,
statistic, question, story,
etc.) to capture listeners’
attention and to introduce
topic. Attention getter is
relevant and meaningful
and seemed to gain the
desired response from
audience
Attention getter is relevant
and meaningful and
seemed to gain the desired
response from audience
Use of relevant attention
getting strategy, but did
not seem to adequately
capture audience
attention and/or lead to
desire outcome.
No attention getting
strategy was
evident. No clear or
relevant connection
to topic and/or
speech purpose.
Thesis
Statement
Speaker clearly
formulated and stated
thesis statement during
the speech
introduction. Thesis
statement identifies topic
and
encompasses/previews
main points.
Thesis statement
identifies topic and
encompasses/previews
main points.
Thesis is clearly implied,
although not explicitly
stated. Topic is clearly
identified, but main
points are not clearly
previewed.
No thesis statement
(implied nor
stated). Main points
are not clearly
identified, audience
unsure of direction
of the message.
Connection
with
Audience
Clearly stated the
relevance of topic to
audience needs and
interests. Thoughtful
audience analysis
reflected through choice
of topic and supporting
evidence.
Clearly stated the
relevance of topic to
audience needs and
interests.
Topic seems somewhat
relevant to audience, but
not explicitly stated.
Vague reference to
audience needs and/or
interests.
Topic seems
irrelevant to
audience needs and
interests. No
attempt made to
connect topic to
targeted audience.
Subject
Knowledge
Depth of content reflects
knowledge and
understanding of topic.
Main points adequately
substantiated with
timely, relevant and
sufficient support.
Provided accurate
explanation of key
concepts.
Depth of content reflects
knowledge and
understanding of topic.
Provided accurate
explanation of key
concepts.
Provides some support
for main points, but
needed to elaborate
further with
explanations, examples,
descriptions, etc.
Support is relevant, but
not timely.
Provides irrelevant
or no support.
Explanations of
concepts are
inaccurate or
incomplete.
Listeners gain little
knowledge from
presentation.
Organization
Uses effective
organizational pattern for
speech purpose. Main
points are clearly
distinguished from
Uses effective
organizational pattern for
speech purpose. Main
points are clearly
distinguished from
General
structure/organization
seems adequate but
some blurring between
main points and
Lack of structure.
Ideas are not
coherent and
transitions are
forced or blurred.
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8th Grade Science
Ecosystems
supporting details.
Signposts are effectively
used for smooth and
coherent transitions.
supporting details.
supporting details.
Logical flow, but no clear
signposts for smooth
transitions.
Difficult to identify
introduction, body,
and conclusion.
Logical
Appeal
Presents sound
arguments to support
major claim. Arguments
are supported with
sufficient, relevant and
valid evidence.
Presents sound
arguments to support
major claim.
Some arguments are
sufficiently supported
but some unsupported
assertions are also
present.
Arguments lack
relevant and valid
evidence.
Information is
incorrect and/or
outdated.
Emotional
Appeal
Effectively and ethically
appeals to audience
emotions (anger, fear,
compassion, etc.) to
achieve the persuasive
goal. Vivid and emotive
language effectively used
to create imagery to
engage audience
emotionally.
Effectively and ethically
appeals to audience
emotions (anger, fear,
compassion, etc.) to
achieve the persuasive
goal. Creates some
effective imagery through
language.
Appeals to audience
emotions (anger, fear,
compassion, etc.) to
achieve the persuasive
goal, but fails to observe
ethical responsibilities.
Fails to appeal to
audience emotions.
No attempt to use
vivid or descriptive
language to capture
audience emotions.
Credibility
Sources of information
are clearly identified and
properly cited.
Establishes credibility
and authority of sources
presented. Balances a
variety of perspectives
and recognizes opposing
views.
Sources of information
are clearly identified and
properly cited.
Establishes credibility
and authority of sources
presented. Seems fair, but
fails to acknowledge
opposing perspectives.
Most sources are clearly
cited, but fails to
effectively establish
credibility and authority
of sources presented.
Fails to identify and
cite sources. No
attempt is made to
establish credibility
and authority of
sources presented.
One-sided
argument, no other
perspectives are
considered. Some
identifiable bias.
Eye contact
Consistently and
effectively used eye
contact to establish
rapport with audience.
Inconspicuous use of
speaker notes and
effective use of scanning
to established an
expanded zone of
interaction.
Consistently and
effectively used eye
contact to establish
rapport with audience.
Conspicuous use of
speaker notes. Seems
disengaged from
audience for noticeable
periods of time.
Reads speech from
notes/manuscript.
Avoids eye contact
with audience. Only
occasional and
sporadic glances.
Recovery Plan Grade: __________ / 54
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