STSE Lesson Plan on Endangered Species 

 
Standards 
Science: 
S5CS8. Students will understand important features of the process of scientific inquiry. 
Students will apply the following to inquiry learning practices: 
a. Scientific investigations may take many different forms, including observing what 
things are like or what is happening somewhere, collecting specimens for analysis, 
and doing experiments. 
b. Clear and active communication is an essential part of doing science. It enables 
scientists to inform others about their work, expose their ideas to criticism by other 
scientists, and stay informed about scientific discoveries around the world. 
c. Scientists use technology to increase their power to observe things and to measure 
and compare things accurately. 
d. Science involves many different kinds of work and engages men and women of all 
ages and backgrounds. 
S5L1. Students will classify organisms into groups and relate how they determined the groups 
with how and why scientists use classification.  
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how 
vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).  
b. Demonstrate how plants are sorted into groups.  
 
Writing: 
ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 
a. Introduce a topic or text clearly, state an opinion, and create an organizational 
structure in which ideas are logically grouped to support the writer’s purpose. 
b. Provide logically ordered reasons that are supported by facts and details. 
c. Link opinion and reasons using words, phrases, and clauses(e.g., 
consequently,specifically). 
d. Provide a concluding statement or section related to the opinion presented. 
ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and 
information clearly.  
a. Introduce a topic clearly, provide a general observation and focus, and group related 
information logically; include formatting (e.g., headings), illustrations, and multimedia 
when useful to aiding comprehension.  
b. Develop the topic with facts, definitions, concrete details, quotations, or other 
information and examples related to the topic.  
c. Link ideas within and across categories of information using words, phrases, and 
clauses(e.g., in contrast, especially).  
d. Use precise language and domain-specific vocabulary to inform about or explain the 
topic.  
e. Provide a concluding statement or section related to the information or explanation 
presented. 
ELAGSE5W7: Conduct short research projects that use several sources to build knowledge 
through investigation of different aspects of a topic. 

Prior Knowledge 
Before conducting this lesson, students should have a basic understanding of the following: 
- How to find reliable sources of information on the internet. If you have not already, I 
 recommend reading “​Information Literacy for Science Education: Evaluating Web-based 
Materials for Socioscientific Issues​” by Michelle L. Klosterman and Troy D. Sadler. It is free 
for NSTA members, and available for $0.99 for non-members. The article provides a great 
checklist that can be used for your students, or altered to suit the needs of your class. 
- Google Classroom and Google Slides 
- Informational Writing (enough to write a paragraph stating 3 facts) 
- Opinion Writing (enough to write a paragraph stating 3 reasons) 

Essential Questions 
★ How can I make a difference in the world? 
★ How can I help protect an endangered species? 
★ How can I persuade others with my writing? 
 
Objectives 
★ Students will research an endangered species. 
★ Students will complete a Google Slides presentation about an endangered species. 
★ Students will discover ways in which they can make a difference. 
★ Students will persuade others to join their cause. 

Activating Strategy 
Explain to students that you are going to take an on-site field trip on the school grounds to take 
pictures. Encourage them to take pictures of anything that catches their eye. The hope is that 
they will collect many pictures of the environment, plants, insects and other animals (or clues of 
nearby animals), and issues nearby (litter, safety concerns, etc). Photos can be taken with 
Chromebooks, iPads, or allow students to have a Bring Your Own Technology day. 

Teaching 
*Each day may be combined or split up to cater to your students’ needs. 
 
Day One: 
Have students pick their favorite two photos that they took and place them into a google folder. 
Go through and discuss how each photo shows something that helps living things survive. These 
discussions should be led with questions that allow students to foster an open discussion. Here is 
one example of questions you can ask: 

 
Introduce the term “endangered” to students as it refers to animals. Ask students the following 

 
 questions: 
- Have you heard of the word “endangered” before? 
- What does it mean if a species is endangered? 
- What causes species to become endangered? 
- What will happen if endangered species are not protected?  
Remember that when you use the STSE approach, your job as an educator is to spark 
conversations. After each question is asked, student should guide the discussion. This can be 
done as a whole group or in small groups. 
 
Day Two: 
Watch the ​Ultimate Safari Adventure!​ video from Brave Wilderness. Note that this video is on 
youtube and does have ads, so I recommend priming the video first to remove the ads (i.e. click 
through the video to remove the ads before showing it to your students). 
 
Students will go through the ​list of endangered species​ provided on the World Wildlife Foundation 
Website. Pick a few animals to show students the general layout of the WWF website and the 
information provided. Explain to the students that they will be conducting a research project on 
an endangered species from the list. Students should pick one species, preferably one that is 
listed as either endangered or critically endangered. They will be told that they are completing 
a Google Slides Presentation of at least the following 6 slides: 
1. Title slide 
2. Animal facts ( species name, animal classification, visual description (size, color, skin 
description), weight, animal adaptations, habitat, lifespan, and diet) 
3. Endangered criteria (what makes them endangered? What threatens this species? How 
many still exist?) 
4. One paragraph explaining why they chose this animal. This is completely personal; the 
students could choose an animal based on looks, based on the name, because they have 
never heard of it before, etc. 
5. One opinion paragraph explaining why people should work toward protecting this species. 
6. One informational paragraph explaining ways in which people can help to protect this 
species. 
Review the rubric in detail with your students. Students should also all be given a copy of the 
rubric (included at the end of the lesson plan) to keep with them. Then, students should play 
around on the website, choose their species, and begin researching. Students should take notes 
as they research, and keep track of which websites they use as resources (refer to rubric).  
 
Day Three: 
Students will continue their research and notetaking today. The teacher will conference with 
students while they conduct their research. Ensure that students are using reliable resources. 
 
Day Four: 
Students should complete the title slide and species information slides. The teacher will 
conference with students throughout the process. 
 
Day Five: 
Students should complete the endangered criteria slide and the paragraph explaining why they 
chose their species. The endangered criteria slide should describe all factors that threaten their 
chosen species, such as predators, diseases, and hunting. Students should also include 1-2 
sentences for each factor to give a full explanation as to how it directly affects their chosen 

 
 species. The paragraph explaining why they chose their species should provide at least 3 reasons 
why. The teacher will conference with students throughout the process. 
 
Day Six: 
Students should complete the opinion paragraph explaining why people should work toward 
protecting their chosen species. This paragraph should provide at least 3 reasons, all of which 
are supported by facts discovered in their research. The teacher will conference with students 
throughout the process. 
 
Day Seven: 
Students should complete the informational paragraph explaining how people can help to protect 
their species. It should include at least 3 ways in which people can help, all supported by 
research. The teacher will conference with students throughout the process. 
 
Day Eight: 
Students should complete their Endangered Species Google Slides Presentation. Then, students 
should have at least 2 peers edit and revise their writing. Once 2 peers have done so, students 
will turn in their presentation to Google Classroom. 

Summarizing Strategy 
Devote a day or two for students to share their Google Slide presentations. 

Differentiation 
Acceleration for Gifted and High Achievers: ​ Allow students to design a page for the World 
Wildlife Fund magazine encouraging people to donate to protect their chosen species. Extra time 
may be given for this assignment if needed. 
Remediation:​ In addition to the specification in student IEPs and 504 plans, students may receive 
any or all of the following: 
- Extended time 
- Help from an adult or peer when creating slides 
- Detailed slide graphic organizers (with questions prompting what goes on each slide) 
- Sentence starters 
- Priority conferencing (first few conferences slots each day) 

Assessment 
Formative/Informal:​ The teacher will conference with students daily to check for progress and 
understanding. 
Summative/Formal:​ The Google Slides presentation on the endangered species chosen by the 
student. 

Vocabulary 
Endangered, species, protection, threat 

Resources 
- Google Resources: Google Classroom, Google Drive 
- Ultimate Safari Adventure!​ video by Brave Wilderness on Youtube 
- List of endangered species​ by World Wildlife Foundation 
- Optional: “​Information Literacy for Science Education: Evaluating Web-based Materials 
for Socioscientific Issues​” by Michelle L. Klosterman and Troy D. Sadler (for the checklist 
or as inspiration for your own checklist). 

 
 
Endangered Species Google Slides Presentation Rubric 
  1 - Beginning  2 - Developing  3 - Proficient  4 - Distinguished 

Title Slide  Title slide is  Title slide includes  The slide includes  Title slide includes 
missing or does not  only 1 of the  only 2 of the  all 3 of the 
include any of the  following: the  following: the  following: the 
following: the  name of your  name of your  name of your 
name of your  species, a picture  species, a picture  species, a picture 
species, a picture  of your species, or  of your species,  of your species, 
of your species, or  your name.  and/or your name.  and your name. 
your name. 

Animal Facts  Provides less than  Provides at least  Provides most, but  Provides all of the 
half of the  half of the  not all, of the  following: species 
following: species  following: species  following: species  name, animal 
name, animal  name, animal  name, animal  classification, 
classification,  classification,  classification,  visual description 
visual description  visual description  visual description  (size, color, skin 
(size, color, skin  (size, color, skin  (size, color, skin  description), 
description),  description),  description),  weight, animal 
weight, animal  weight, animal  weight, animal  adaptations, 
adaptations,  adaptations,  adaptations,  habitat, lifespan, 
habitat, lifespan,  habitat, lifespan,  habitat, lifespan,  and diet. 
and diet.  and diet.   and diet. 

Endangered  Slide is missing or  Slide only gives one  Slide lists at least  Fully explains all 
Criteria  does not explain  factor that  two factors  factors that 
(predators, diseases,  why the species is  threatens the  threatening the  threaten the 
hunters, number of  endangered.  species or does not  species, and  species. Each 
animals in this  explain each  provides at least  factor should have 
species left in the  factor.  1-2 sentences  at least 1-2 
world, etc.) 
explaining each.  sentences 
explaining how it 
affects the species. 

Paragraph About  Paragraph is  Paragraph gives  Paragraph gives  Paragraph gives at 
Why You Chose  incomplete or  only 1 reason why  only 2 reasons you  least 3 reasons you 
this Animal  missing.  you chose this  chose this species.  chose this species. 
species. 

Opinion  Paragraph is  Paragraph gives  Paragraph gives  Paragraph gives at 
Paragraph  incomplete or  only 1 reason why  only 2 reasons why  least 3 reasons why 
missing.  we should try to  we should try to  we should try to 
protect this  protect this  protect this 
species.  species.  species. 

Informational  Paragraph is  Paragraph gives  Paragraph gives  Paragraph gives at 
Paragraph  incomplete or  only 1 way we can  only 2 ways we can  least 3 ways we 
missing.  help protect this  help protect this  can help protect 
species.  species.  this species. 

Resources  No links or  Links and  Links and  Links and 

 
 descriptions are  descriptions to  descriptions to all  descriptions to all 
provided for your  resources are only  resources used are  resources used are 
resources  given on some  listed in the  listed in the 
slides.  “notes” section of  “notes” section of 
every slide. Only  every slide. All 
some resources are  resources are 
reliable.  reliable. 

Visual Appeal  Presentation lacks  Presentation has  Presentation has  Presentation has 
pictures and color,  some pictures and  pictures and color.  many pictures that 
or text is difficult  some color. Text is  Text can easily be  relate to the topic, 
to read.  difficult to read.  read.  and is full of color. 
Text can easily be 
read. 

Conventions  Frequent and  Frequent spelling,  Few spelling,  No spelling, 

severe errors in  punctuation, and  punctuation, and  punctuation, 
spelling,  capitalization  capitalization  capitalization or 
punctuation, and  errors as well as  errors. Some  other mechanical 
capitalization.  mechanical and  mechanical and  errors. Correct 
Frequent and  grammatical errors  grammatical errors  grammar is also 
severe grammatical  that may interfere  are present but do  used. 
errors are also  with  not interfere with 
present that  understanding.   understanding. 
interfere with 
understanding. 
 
Total score:​ ___/36 
= ___%