Increased Rate of Extinction Project Objectives : 1. Be able to construct an argument based on evidence about the simultaneous coevolution of Earth s systems and life on Earth. 2. Be able to describe factors that cause extinction and how they impact the niche of a particular organism. 3. Be able to explain what happens to other species when a niche becomes open and how this impacts speciation over time. Your Job : 1. Create a presentation for a science fair type of display (tri fold poster) describing the following for an endangered or critically endangered species of your choice. 2. The presentation poster must include the following : a. Title, labels, your name, class period b. Pictures of your organism: 1 young, 1 adult male, 1 adult female c. A picture of the habitat that your organism occupies d. Pictures of organisms in a labeled food web or food chain that includes your organism e. A description of 3 selection pressures present in your organism s niche that are not part of the food web/food chain f. A diagram showing the temperature and amount of rain for the habitat from at least 20 years ago and from this year. g. An illustration of how the species would change over time if a part of the population started to move into a new niche (for example = how would your organisms change if a new fast predator started to hunt them). h. An answer to the following questions: i. Why is your species endangered? (How are humans impacting your species ability to survive in its environment?) ii. How do we get your species off of the endangered species list? i. Make sure that you also include in text (parenthetical) citations and a works cited page in proper MLA or APA (teacher discretion) format. 3. Present your project to a room of students in a science fair format we will circulate and ask questions and you will have to tell us about your organism and what s happening with it. In order to do your job properly : 1. We are going to ask you to meet certain check points to help you figure out what is going on along the way. a. Each checkpoint will be counted for points as determined by your teacher. b. Each checkpoint will help you to meet some of the above requirements for the presentation and learn more about how species change over time or go extinct. c. A list of checkpoints and due dates will be listed. d. You will be provided with a packet to help you meet the checkpoints. 2. You will be provided with a rubric for grading each checkpoint and the overall project. 3. You will be provided with internet resources to access for research.
List of Checkpoints & Due Dates Checkpoint Due Date Goal of Checkpoint 1 Tues 4/19 Pick an endangered or critically endangered species that isn t the same as anyone else s species in class. Your species can be plant, animal, protist, or fungus. 2 Thurs 4/21 Find and print color pictures of your organism (1 young, 1 adult female*, 1 adult male*), and provide an explanation for why there are species going extinct in our world. *If your species does not have male and female designations, then you need 1 young picture and 1 adult picture. 3 Tues 4/26 Find pictures of your species habitat and describe what a niche is. 4 Thurs 4/28 Create a labeled food web or food chain that includes your organism, and describe 3 other selection pressures that aren t related to food but still impact your species. 5 Tues 5/3 Describe what would happen to your species if its niche changed (pick one of your factors, change it hypothetically and then explain how the species would change), and find 2 diagrams 1 of temperature/rainfall patterns from 20 or more years ago and 1 of temperature/rainfall pattern for within the last 5 years. 6 Thur 5/5 Create an illustration of how your species would look if a part of the population moved into a new niche. 7 Tues 5/10 Explain why your particular species is endangered (how has your species niche changed why has the niched changed have humans done anything?), and explain how northward migration of plants and animals due to climate change have impacted species in our country. 8 Wed 5/11 Describe how a formerly endangered species has recovered due to human intervention and explain how we can help to get your species off of the endangered list (making them extinct doesn t count). 9 Thurs 5/12 Works cited page and examples of in text (parenthetical) citations. 10 Fri 5/13 Create questions to ask presenters during presentation periods. 11 Mon 5/16 Create Tri fold poster for presentation.
Rubric for Endangered Species Project Student has chosen an endangered or critically endangered species to study. Did not pick an organism. Picked a threatened or lower organism. Picked an endangered or critically endangered species. Printed color pictures of their organism (young & old, male & female) Did not bring pictures Brought either pictures of young or of adult organism, but not both Brought color picture of adult male and adult female, and of the young. (3 pictures total) Provided explanation for why species are going extinct in general. Did not provide explanation. Provided 1 2 reasons for extinctions or endangerment or has only very general reason. Provided 3 4 specific reasons that species are going extinct or becoming endangered. Found picture(s) of your chosen species natural habitat. Did not provide a picture Has a black and white picture of correct habitat Or color picture of incorrect habitat Has a color picture of correct habitat Describes what a niche is Did not provide description Provided an inaccurate description Provided an accurate description Created a labeled food web or food chain that includes your chosen species Did not create a labeled food web Created a food web or food chain without labels or pictures. Created a labeled food web or food chain with pictures Describes 3 other selection pressures that aren t related to food, but still impacts the species Did not describe 3 other selection pressures Listed three other selection pressures. ex: water, climate, builds nests Listed the 3 selection pressures and described how they impacted the species Describes what would happen to the chosen species if its niche changed Did not describe what would happen if the niche changed Told in general terms that the species would change, but did not indicate what would cause the change or how the organism would change. Explained what change was occurring in the niche, and then predicted (sensibly) what change would be seen in their organisms over time. Found 2 diagrams to describe climate 20 or more years ago and within the last 5 years. Did not find either diagram. Found one diagram or graph that shows the temperature and rainfall for either within the last 5 years or 20 or more years ago. Found both diagrams or graphs that show the temperature and rainfall for either within the last 5 years or 20 or more years ago. Create an illustration of how your chosen species would look if a part of the population moved into a new niche Did not create the illustration Created a description of the changes, but no illustration. Created actual illustration via adobe/computer or by hand that depicts the changes brought about by the change in niche
Explained why your particular species is endangered explanation Gives general reasons for the species decline in population. Ex: the climate changed Gave specific reasons for species decline in population, and if possible includes human interference or accurate explanation for how climate change affects the population. Explained how northward migration of plants and animals due to climate change have impacted species in our country explanation Described in general terms how the northward migration of plants/animals has impacted species in our country. Chosen a specific organism that is moving northward and explained what it has done to other organisms native to the area that it has moved into. Described how a formerly endangered species has recovered due to human intervention description Listed generally what humans have done to revive endangered populations. Chosen an organism and explained specifically what humans have done to bring their population back up. Has explained what humans can do to get their chosen species off of the endangered species list explanation Listed generally what humans could do (like clean up the environment). Described 3 potential specific recovery efforts and given a pro/con analysis for their use. Has created a properly formatted works cited page and has examples of in text (parenthetical) citations in proper MLA or APA format. There are no works cited or examples of in text (parenthetical) citations. There is either a works cited page or in text citations There are both a works cited page and in text citations. Created questions to ask presenters during presentation period. Did not create questions to ask presenters. Has 5 questions to ask presenters. Has more than 5 questions, but they are simple to answer/or are supposed to be listed on the board, or are not appropriate to the project. Has more than 5 questions, appropriate to the project to ask presenters Created the Tri Fold poster for presentation Did not create the poster for presentation The poster is ½ complete Did create the poster for presentation
Rubric for Poster Presentation Created the Tri Fold poster for presentation Did not create the poster for presentation The poster is ½ complete Did create the poster for presentation Poster contains: Title, Labels, your name, your class period Does not contain any of the required criteria Missing one or more of the listed criteria Contains all listed criteria Student has chosen an endangered or critically endangered species to study. Did not pick an organism. Picked a threatened or lower organism. Picked an endangered or critically endangered species. Printed color pictures of their organism (young & old, male & female) Did not bring pictures Brought either pictures of young or of adult organism, but not both Brought color picture of adult male and adult female, and of the young. (3 pictures total) Found picture(s) of your chosen species natural habitat. Did not provide a picture Has a black and white picture of correct habitat Or color picture of incorrect habitat Has a color picture of correct habitat Created a labeled food web or food chain that includes your chosen species Did not create a labeled food web Created a food web or food chain without labels or pictures. Created a labeled food web or food chain with pictures Describes 3 other selection pressures that aren t related to food, but still impacts the species Did not describe 3 other selection pressures Listed three other selection pressures. ex: water, climate, builds nests Listed the 3 selection pressures and described how they impacted the species Found 2 diagrams to describe climate 20 or more years ago and within the last 5 years. Did not find either diagram. Found one diagram or graph that shows the temperature and rainfall for either within the last 5 years or 20 or more years ago. Found both diagrams or graphs that show the temperature and rainfall for either within the last 5 years or 20 or more years ago. Create an illustration of how your chosen species would look if a part of the population moved into a new niche Did not create the illustration Created a description of the changes, but no illustration. Created actual illustration via adobe/computer or by hand that depicts the changes brought about by the change in niche Explained why your particular species is endangered explanation Gives general reasons for the species decline in population. Ex: the climate changed Gave specific reasons for species decline in population, and if possible includes human interference or accurate explanation for how climate change affects the population.
Has explained what humans can do to get their chosen species off of the endangered species list explanation Listed generally what humans could do (like clean up the environment). Described 3 potential specific recovery efforts and given a pro/con analysis for their use. Has created a properly formatted works cited page and has examples of in text (parenthetical) citations in proper MLA or APA format. There are no works cited or examples of in text (parenthetical) citations. There is either a works cited page or in text citations There are both a works cited page and in text citations. Can readily and accurately answer questions concerning their chosen species and what s happening with it. Cannot answer questions at all. Can readily and accurately answer some questions placed to them. Can readily and accurately answer all questions placed to them. Total: /52 Comments:
Checkpoint Packet: Endangered Species Project Directions : 1. Complete the page(s) answer questions/follow directions for each checkpoint to earn the points for that checkpoint. 2. Make sure that you turn each checkpoint in on time. 3. Use the rubric on each page to check yourself as you complete the checkpoint.
Checkpoint 1: Pick an Endangered Species and Circle It Due: Student has chosen an endangered or critically endangered species to study. Did not pick an organism. Picked a threatened or lower organism. Picked an endangered or critically endangered species. Primary Choice : 1. My species is: 2. My species scientific name is: 3. My species lives in: 4. My species is a (circle one): plant animal fungus protist 5. My species has been listed as (circle one): endangered critically endangered Alternate Choice : 1. My species is: 2. My species scientific name is: 3. My species lives in: 4. My species is a (circle one): plant animal fungus protist 5. My species has been listed as (circle one): endangered critically endangered Alternate Choice 2 : 1. My species is: 2. My species scientific name is: 3. My species lives in: 4. My species is a (circle one): plant animal fungus protist 5. My species has been listed as (circle one): endangered critically endangered Works Cited:
Checkpoint 2: Pictures of Species & Explanation of Extinctions Due: Printed color pictures of their organism (young & old, male & female) Did not bring pictures Brought either pictures of young or of adult organism, but not both. Brought color picture of adult male and adult female, and of the young. (3 pictures total) Provided explanation for why species are going extinct in general. Did not provide explanation. Provided 1 2 reasons for extinctions or endangerment or has only very general reason. Provided 3 4 specific reasons that species are going extinct or becoming endangered. 1. Print a color picture of each of the following and DON T LOSE THEM. a. A baby or juvenile of your chosen species b. An adult female of your chosen species c. An adult male of your chosen species 2. If you species does not have separate males and females (plants, fungi, and protists often don t), then please have a baby or juvenile of your chosen species and an adult of your chosen species. 3. Why do organisms go extinct? List 4 reasons below. 4. How do these 4 reasons cause extinction to occur provide an explanation for each one. Works Cited:
Checkpoint 3: Habitat Pictures & Niche Due: Found picture(s) of your chosen species natural habitat. Did not provide a picture Has a black and white picture of correct habitat Or color picture of incorrect habitat Has a color picture of correct habitat Describes what a niche is Did not provide description Provided an inaccurate description Provided an accurate description 1. 1. What is a habitat? 2. Find and print a color picture of your chosen species habitat. DON T LOSE IT. 3. What is a niche? 4. Provide a general description of your chosen species niche. Works Cited:
Checkpoint 4: Food Web & Selection Pressures Due: Created a labeled food web or food chain that includes your chosen species Did not create a labeled food web Created a food web or food chain without labels or pictures. Created a labeled food web or food chain with pictures Describes 3 other selection pressures that aren t related to food, but still impacts the species Did not describe 3 other selection pressures Listed three or fewer other selection pressures. ex: water, climate, builds nests Listed the 3 selection pressures and described how they impacted the species 1. What is a food web or food chain? 2. What do the arrows in a food web or food chain represent? 3. Write out a food chain or food web that your chosen species is involved in, make sure to include your chosen species in the food web or food chain. Label the members of the food chain or food web as producers, primary consumers (herbivores), secondary consumers (indicate the difference between omnivore and carnivore at this level), tertiary consumers (indicate the difference between omnivore and carnivore at this level), and if necessary decomposers, quaternary consumers (top carnivores), etc. 4. Find and print color pictures for each of the organisms in #3 on this page. DON T LOSE THEM. 5. List 3 selection pressures that aren t related to your chosen species eating or being eaten, and explain how each one directly impacts the species. Works Cited:
Checkpoint 5: The Niche Changes & Climate Due: Describes what would happen to the chosen species if its niche changed Did not describe what would happen if the niche changed Told in general terms that the species would change, but did not indicate what would cause the change or how the organism would change. Explained what change was occurring in the niche, and then predicted (sensibly) what change would be seen in their organisms over time. Found 2 diagrams to describe climate 20 or more years ago and within the last 5 years. Did not find either diagram. Found one diagram or graph that shows the temperature and rainfall for either within the last 5 years or 20 or more years ago. Found both diagrams or graphs that show the temperature and rainfall for either within the last 5 years or 20 or more years ago. 1. Pick one of your selection pressures from checkpoint 4 and change it in a way that makes sense (the change is your choice). 2. Describe the traits that your chosen species would need to survive this change in their niche. 3. Describe how your chosen species has changed because of the change in their niche. 4. What is speciation? 5. Could this process lead to speciation? Why or why not? 6. What is natural selection? Explain how the four parts of natural selection play a role in the process of speciation. 7. Find and print 2 diagrams/graphs that show the following: DON T LOSE THEM a. Temperature & Amount of Rainfall for your chosen species habitat from 20 or more years ago b. Temperature & Amount of Rainfall for your chosen species habitat from within the last 5 years Works Cited:
Checkpoint 6: Illustrating Changes Due: Create an illustration of how your chosen species would look if a part of the population moved into a new niche Did not create the illustration Created a description of the changes, but no illustration. Created actual illustration via adobe/computer or by hand that depicts the changes brought about by the change in niche 1. Illustrate how your species looked after its niched changed in the way that you described in Checkpoint 5.
Checkpoint 7: Explanation for Why Your Species is On the List & Northward Migration Due: Explained why your particular species is endangered explanation Gives general reasons for the species decline in population. Ex: the climate changed Gave specific reasons for species decline in population, and if possible includes human interference or accurate explanation for how climate change affects the population. Explained how northward migration of plants and animals due to climate change have impacted species in our country explanation Described in general terms how the northward migration of plants/animals has impacted species in our country. Chosen a specific organism that is moving northward and explained what it has done to other organisms native to the area that it has moved into. 1. List 4 or more specific reasons that your chosen species is either endangered or critically endangered. 2. Are any of your above reasons caused by humans? Circle the ones that are caused by humans. 3. Provide an explanation for each reason listed in number 1 for how that reason is causing the decline of your species populations. 4. Choose an organism that is usually found south of the Mason Dixon Line and explain how it is now able to grow/live in the northern part of our country. 5. Explain how the organism in #4 impacts the native populations of the Northern United States and/or Canada. Works Cited:
Checkpoint 8: Recovery of Endangered Species Due: Described how a formerly endangered species has recovered due to human intervention description Listed generally what humans have done to revive endangered populations. Chosen an organism and explained specifically what humans have done to bring their population back up. Has explained what humans can do to get their chosen species off of the endangered species list explanation Listed generally what humans could do (like clean up the environment). Described 3 potential specific recovery efforts and given a pro/con analysis for their use. 1. List 1 organism that was on the endangered species list, but now is not. 2. Describe 3 ways that humans caused that species to come off of the endangered species list (re writing laws concerning endangered species does not count I m looking for things that actually improve the # of species to safe levels). 3. Fill out the chart below with potential means for helping your species to recover enough to get off of the endangered species list: Name of Method for Recovery Description of what needs to be done 2 Pros 2 cons Works Cited: Checkpoint 9: Citations
Due: Has created a properly formatted works cited page and has examples of in text (parenthetical) citations in proper MLA or APA format. There are no works cited or examples of in text (parenthetical) citations. There is either a works cited page or in text citations There are both a works cited page and in text citations. 1. In English class, you must provide in text (parenthetical) citations as well as a Works Cited reference for each source that you used. You must do the same here. 2. Use the works cited entries in this packet and Easybib.com or noodletools.com to create a proper Works Cited page. 3. Check to see what information will need to be included in your poster and create in text citations for each piece of information that you had to look up and include them in what you are putting on the poster. 4. Provide 2 examples of in text (parenthetical) citations that will appear on your board below: 5. These will not be the only two instances of in text (parenthetical) citations that you have. 6. If you are having trouble, then visit the Lib Guide or ask your English teacher or Biology teacher for help.
Checkpoint 10: Writing Question to ask Other Students Due: Created questions to ask presenters during presentation period. Did not create questions to ask presenters. Has 5 questions to ask presenters. Has more than 5 questions, but they are simple to answer/or are supposed to be listed on the board, or are not appropriate to the project. Has more than 5 questions, appropriate to the project to ask presenters 1. Write 5 or more questions that are appropriate to the project that may be a bit of a challenge for another student to answer (aka it will take more than 1 5 words to answer). 2. Write down how you would answer the questions that you wrote above.
Checkpoint 11: Poster Due: Created the Tri Fold poster for presentation Did not create the poster for presentation The poster is ½ complete Did create the poster for presentation Poster contains: Title, Labels, your name, your class period Does not contain any of the required criteria Missing one or more of the listed criteria Contains all listed criteria Make sure that your poster contains each of the following: 1. Title, labels, your name, class period 2. Pictures of your organism: 1 young, 1 adult male, 1 adult female 3. A picture of the habitat that your organism occupies 4. Pictures of organisms in a labeled food web or food chain that includes your organism 5. A description of 3 selection pressures present in your organism s niche that are not part of the food web/food chain 6. A diagram showing the temperature and amount of rain for the habitat from at least 20 years ago and from this year. 7. An illustration of how the species would change over time if a part of the population started to move into a new niche (for example = how would your organisms change if a new fast predator started to hunt them). 8. An answer to the following questions: a. Why is your species endangered? (How are humans impacting your species ability to survive in its environment?) b. How do we get your species off of the endangered species list? 9. Make sure that you also include in text (parenthetical) citations and a works cited page in proper MLA or APA (teacher discretion) format. Make sure that you can also answer questions that will be posed to you. Study your checkpoint questions thoroughly before the presentation. There will be 8 Presenters on each day and the rest of the class will circulate and ask questions of the presenters. I present on day:, actual date: day of the week:
Name of Presenter: Endangered Species: Question that I m Asking Couldn t answer it Answered it, but without detail Answer ed it well and in a lot of detail