Nancy+Watson+and+Nina+Berger

=Application Project Plan (APP) Planning Sheet=

Endangered Species Project
 * __Title of Collaborative Project__**

Nina Berger, Fourth Grade Teacher Nancy Watson, Librarian
 * __Collaborative Team__**

__Target Audience__
4th Grade Science

__Description of Project__
The teacher will introduce the Endangered Species unit of study by bringing in some items collected to "hook" the student's attention. The items represent some of the parts of various endangered species that are accessible to the average person. For example, an alligator handbag, a piece of jewelry made of bone, and a fur coat. In addition, various print advertisements that display other items that can be purchased online or through catalogs will also be shared. Students will be asked the question, "What is happening to the animals from which these parts are being taken from?" Other introduction activities will take place in the classroom prior to beginning the research project. __**Activities**__ Students will conduct research on an endangered species animal using a variety of print and electronic resources. Students will write a nonfiction report on their chosen endangered animal. Students will create a typed nonfiction report on their endangered species animal, assemble a bibliography of their resources, and locate a picture of their endangered species. Students will view examples of public service announcements on endangered species and analyze their content using the "Key Questions to Ask When Producing Media Messages" document and the PSA Checklist. Students will write 30 second PSA's that include an introduction, body, and closing that follows PSA Checklist criteria. Students will record 30 second Blabberize PSA's with facts about their endangered species. Students will create posters that include their research findings. Students will present their research findings to their peers and families at a school-wide Technology Night. __**S**____**tudent Activities**__ Students will conduct research on an endangered species. Students will create a bibliography of sources used. Students will report information found in a written summary. Students will locate images of an endangered species. Students will listen to several Public Service Announcements (PSA's), examine their structure and components, and analyze their messages. Students will create a 30 second Public Service Announcement (PSA) describing the plight of their endangered species. Students will record a 30 second PSA. Students will create a Blabberize that conveys the PSA. Students will construct a poster of their research findings. Students will present their research findings.

Teacher will provide support in the research process by providing materials, demonstrating their use, and suggesting search strategies. Teacher will provide instruction and support in creating bibliographies of resources used. Teacher will support students by reading and editing written work, provide instruction in the creation of word documents, and assist in the formatting and saving of work, Teacher will introduce PSA examples and describe components. Teacher will lead students through a decoding of a PSA and facilitate the understanding of the PSA structure. Teacher will assist students in recording their 30 second PSA and then link the recording to the PSA in Blabberize. Teacher will assess research and project components.
 * __Teacher Activities__**

__**Curriculum Standards**__ __**NYSED Elementary Science Curriculum Common Core**__
 * 5.1a All living things grow, take in nutrients, breathe, reproduce, and are a part of a specific ecosystem.
 * 5.1b An organism's external physical features can enable it to carry out life functions in its particular environment.
 * 5.2b Animals respond to change in their environment.
 * 5.2d Some animals, including humans, move from place to place to meet their needs.
 * 5.2e Particular animal characteristics are influenced by changing environmental conditions.
 * 5.2f Some animal behaviors are influenced by environmental conditions.
 * 5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight.
 * 6.1e An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
 * 6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
 * 7.1b Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developing means of transportation, changing populations, and carrying out other activities.
 * 7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.

__W**riting Standards - Fourth Grade**__ 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

__**Reading Standards: Foundational Skills - Fourth Grade**__ 6. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.

__**AASL Standards for the 21st Century Learner**__
 * 1.16 Read, view, and listen for information presented in any format.
 * 1.31 Respect coypright of creators and producers.
 * 2.1.1 Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.4 Use technology and other information tools to analyze and organize information.
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

__**Media Literacy Goals**__
 * NAMLE - National Association for Media Literacy Core Principles of Media Literacy Education **

**1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.**

1.1 The process of effective media analysis is based on the following concepts: 1.1a All media messages are “constructed.” 1.1b Each medium has different characteristics, strengths, and a unique “language” of construction. 1.1c Media messages are produced for particular purposes. 1.1d All media messages contain embedded values and points of view. 1.1e People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 1.1f Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.
 * 1.1 MLE teaches students to ask the specific types of questions that will allow them to gain a deeper or more sophisticated understanding of media messages.
 * 2.1 MLE enables students to express their own ideas through multiple forms of media (e.g., traditional print, electronic, digital, user-generated, and wireless) and helps students make connections between comprehension and inference-making in print, visual, and audio media.
 * 3.1 MLE engages students with varied learning styles.
 * 4.1 MLE trains students to examine how media structures (e.g., ownership, distribution, etc.) influence the ways that people make meaning of media messages.
 * 4.1 MLE gives students the skills they need to take responsibility for their own media use.
 * 6.1 MLE uses group discussion and analysis of media messages to help students understand and appreciate different perspectives and points of view.

__**Instructional Materials and Assessments**__ 1. What are the major threats to your animal? 2. What is being done to protect your animal? 3. How is their food source impacting their endangerment? 4. Where in the world can your animal be found? 5. What are some interesting facts about your animal? [|Writing_Rubric_Page_2.jpg]
 * Research Questions**
 * Bibliography Worksheet**
 * Public Service Announcement Checklist**
 * Suggested Library Resources**
 * Key Questions to Ask When Analyzing Media Messages (Project Look Sharp)**
 * Key Questions to Ask When Producing Media Messages (Project Look Sharp)**
 * ELA Six Traits of Writing Rubric Page One**
 * [|Writing_Rubric_Page_1.jpg]**
 * ELA Six Traits of Writing Rubric Page Two**


 * Blabberize Assessed by PSA Production Rubric**
 * Project Component Checksheet**
 * Source Citation Worksheet**

__**Research Resources**__
 * [|www.blabberize.com] (Blabberize is an online tool that allows students and teachers to import an image, create a digital moving mouth, and record a voice that pairs a 30 second message with the mouth).
 * //Audacity// Software to record voices on the computer and to compress files into manageable 30 second MP3s.
 * Miscellaneous nonfiction books on endangered species from the school library collection, the public library collection and the ONC BOCES SCOOLS collection.
 * Magazines: Kids Discover, National Geographic Kids
 * Endangered Species e-books, Benson, Sonia. (c2004). __**Endangered species**__. Detroit, Mich: UXL
 * World Book Encyclopedia Online
 * Websites: [], [],

__**Resources/Support - PSA Examples**__

Jon Lithgow supporting manatees: []

This could be useful: document from Jane Goodall's Roots and Shoots association on how to make a PSA about endangered species: [|www.janegoodall.ca/documents/Makinga**PSA**.pdf]

Roots and Shoots Youth campaign "On the Edge": []#!

Really interesting campaigns from the WWF featuring magazine ads: []

Polar bears PSA from the WWF: []

Endangered species day PSA about multiple animals: []