Implementation of ‘Save the animals. Take action!’ (SOI-RO-555)

Author: CERASELA MARIN, Teacher
School/Organization: B. P. HASDEU, Secondary School
One of the biggest environmental problems caused by human actions is the danger that many species of plants and animals will become extinct. We only know about the marsupial wolf or the Dodo bird from the few photographs (some reconstructed from the skeletons of those animals) that have survived. For other extinct animals, only skeletons in museums still remind us of their existence hundreds or thousands of years ago. Hundreds of animal species are threatened with extinction today because of our actions in reducing their habitat, hunting them for food or pleasure, limiting their food sources and poisoning their water and soil. A species that disappears completely – and not a single one survives anywhere on Earth – is considered extinct. Sadly, one in eight bird species, one in four mammals, one in three amphibians and one in five plants are endangered.
The project was implemented as part of the national Green Week programme in our school. By implementing this project I aimed to help students to become aware of the importance of protecting and conserving endangered animal species and protecting their natural habitat by stopping deforestation, reducing pollution.
The learning scenario is in line with the objectives and learning outcomes set by the national Green Week Programme as it deals with topics of personal and general interest for both students and society and covers the following cross-curricular topics: sustainable development, environmental skills, ICT skills and health. With regard to the theme of sustainable development, it is of utmost importance that pupils acquire and maintain attitudes of environmental protection, understand that animal species have a certain role in the food chain and that the disappearance of one animal can have devastating effects on the whole ecosystem.
The project activities involved 25 students aged 12-13 years old and were organised both individually (documentation, reflection) and in groups. The selected learning scenario was adapted and implemented in the classroom context. The time required by the students for the in-school tasks was 3 lessons (45 minutes each), with an additional task assigned as homework (flipped learning).
We divided the activities into 3 lessons. In the first lesson, some of the original activities were used and some were adapted/added. In the second lesson, students discussed important aspects of the topics covered and started working on their group task. In the third lesson they completed the task – making an endangered animal from recyclable materials.
1.The narrative (Learning process/Stages of implementation)
I divided the activities into 3 lessons. In the first lesson, some of the original activities were used and some were adapted/adapted to the age and knowledge of the students. In the second lesson, students discussed important aspects of the topics covered and started working on their group task. In the third lesson they completed the final task – making an endangered animal from recyclable materials.
The students followed the tasks on the sheet they were given, including both links to pages and some QR codes we had created to make it easier for them to find information and resources.
LESSON 1
Introduction/review
Students were asked to reflect on the following problem :
A current problem caused by the effects of human actions is that many animal species are extinct or endangered and we do not want them to become extinct.
They have been directed to Europeana and asked to name other extinct or endangered animals.
To complete the information I made a ppt which in addition to the animals identified in the previous sequence we introduced extinct/endangered animals in Romania.
Reading
Students were asked to read the article in Europeana (https://www.europeana.eu/en/blog/five-fascinating-creatures-now-extinct ) and answer the questions:
1.What are the causes that have led/are leading to the extinction of some animal species?
- In what context are the words and expressions mentioned in the text:
– Habitat, modified and invasive species, macaques, Great Auk,game, woolly rhino?
Listening
In the following sequence, listening, (https://learningenglish.voanews.com/a/lets-learn-english-level-2-lesson-13-save-the-bees/4145716.html ), which reveals the role of bees in the whole ecosystem.
The activity ended with a discussion based on the following question: Can the disappearance of an animal influence the ecosystem and affect the environment?
At the end, students were invited to answer the comprehension questions in the quiz we created for them: (https://docs.google.com/forms/d/e/1FAIpQLSekGkVXVJbmKZPYeHJtDvvKvrScfLzAkrSDXlpfBNbn27pH2g/viewform?usp=sf_link )
Homework – flipped learning:
The homework assignment was: Using various sources (digital, encyclopedias, magazines) identify the effects on the ecosystem of one of the extinct or endangered animals presented. In the handout they were given a number of useful links to solve the task.
LESSON 2
Discussion
The results of individual investigations on the effects of extinction of animal species on the ecosystem and the environment in general were presented and discussed.
Group activity
Students were divided into 5 groups of 5. Each group was asked to select five endangered animals that they felt needed our help. As a group, students investigated the factors that led to them becoming endangered. Each group completed their work by making a Padlet in which they entered the information from their investigations.
They discussed which resources would give them the best information they needed and how to critically analyse the resources for authenticity. Providing information from trusted organisations that can help intelligently inform the public with science-based research from credible sources. To decide on what information to put in the Padlet, students brainstormed so that it would be an effective and informative tool. They participated equally and reported their findings regularly. Each group presented their results to their peers and they had the opportunity to come up with additions, ask questions and find the right answers.
Instructions for students:
Your Padlet presentation should include the following:
– Name of the animal + at least one picture of it
– Area of residence
– One/two characteristics of the animal
– Factors that threaten their existence.
LESSON 3.
Using recyclable materials, each group had to design an endangered animal, giving them the opportunity to demonstrate their creativity and skill. Each group presented their final result to their peers in English, providing some information about it.
Evaluation
Students solved the arithmogram with some questions about endangered animals in Europeana (Endangered Animals Crossword Puzzle)
Initial assessment
– Finding an endangered animal and adopting it.
Formative assessment
– Analysis of students’ answers from the Padlet.
– Analysis of quiz results
Final assessment
– Presentation assessment (Craft-Padlet)
– Final test with questions related to the topics covered.
OUTCOMES
The following learning outcomes were achieved through these 3 lessons:
For students
Pupils developed their reading skills (including in English) by reading medium-length texts, identified global and key information from them and presented the main points in a digital form. They developed digital skills by: creating Padlet presentations in which they combined images (from Europeana and other internet sources); searching for relevant information online; crediting their sources. They developed teamwork skills, collaborating, sharing tasks, were encouraged to think critically in the task involving a video and text about the impact of animal species extinction on the environment. A challenging, positive activity was the familiarisation with the Padlet app.
They participated in a discussion about how we can better protect these animals. They evaluated their own work.
In a Google survey we created for them, the students expressed a positive opinion of the lessons as very interesting. They appreciated the usefulness of the activities, which helped them realise the importance of each animal species in the food chain and that the disappearance of an animal can have devastating effects on the whole ecosystem.
For the teacher
The chosen learning scenario fitted perfectly into the topics with which the students were partially familiar and provided them with useful information about the subject matter. So the topic is topical and of interest to the students.
The Europeana resources used in LS made our work easier, facilitated the process of understanding the topic, finding relevant images and completing the proposed tasks. The tasks could be completed by the students, were fast paced, giving them valuable information they needed for the final stage – creating their own Padlet presentations.
The scenario facilitated the achievement of objectives whereby I aimed to help pupils develop a range of skills in specific areas of key competences (communication skills in both mother tongue and English, basic skills in science and technology, digital competence, learning to learn, social and initiative skills) and transversal (creativity, problem solving, critical thinking, analysis and decision making).



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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Wellcome Collection.