Diana

=**Project Ideas: Endangered Species **=
 * Unit Author: ||
 * Diana Gonzales || ||
 * Chicago Public Schools || ||
 * Project Overview: ||
 * ** Project Title ** ||
 * Disappearing Animals Equals Disappearing People ||
 * ** Project Summary ** ||
 * Students will research the interaction between animals and plants and humans to gauge the effect that the extinction of plants and animals will have on continued human life. They will consider predator/prey, food chain, and other interactions which impact human life. The unit will culminate in a presentation to the General Assembly to convince them to enact laws protecting our endangered species. ||
 * ** Subject Area ** ||
 * Science and Social Studies ||
 * ** Grade Level ** ||
 * 7th Grade ||
 * **Project Idea – Real world Connection, role of the student, and general ideas for the overall project. ** ||
 * Students will explore the role plants and animals play in human life, as well as how the role humans play in the environment, to answer the question of whether disappearing animals and plants will eventually result in disappearing people (or a lower standard of life). They will learn about endangered species, focusing on plants and animals from northern Illinois. They will use the visual ranking tool to rate the importance of various factors on plant and animal survival, then use the seeing reason tool to show the cause and effect relationship of human activities on the environment. They will also explore the cost of protection (blocked developments, lower tax base, redirecting highways) as compared to the effect of losing FOREVER our plants and animals. There will be two main products - a research paper explaining what they learned about their endangered plant or animal, and a presentation/debate to convince the General Assembly (as portrayed by members of administration or local politicians) to enact a bill to protect endangered species in Illinois. Students will conduct research, reflect on their learning, write a paper about a selected plant or animal, then create a persuasive presentation to convince an audience of lawmakers to protect our endangered neighbors. ||
 * **Feedback: ** ||
 * **Concerns, Questions, and Desired Feedback.** ||
 * Type any concerns, questions and desired feedbacks from you or your classmates. ||