Endangered Species Discussion
A Learner-Centered Review
1. Pick one species that is listed as Endangered, Threatened, or Sensitive by the State of Washington
(http://wdfw.wa.gov/wlm/diversty/soc/concern.htm). You MUST pick a species according to the beginning letter of your LAST name:
Pick a marine mammal
2. Research your species outside of the above website and your text. Three authoritative sources must be cited aside from website listed above and where you get your pictures from – minimally one must
be from a peer-reviewed source found using the library databases.
3. Create a collage (8.5 x 11” paper) of at least four (more would be nice) color photos of species that are representative of what species looks like (thus not distorted). Remember you are the house expert on this and know what the species looks like however no one else will! As a student, you may print color documents for free in the Bock Learning Center on the lower level of CC2. [unique_solution]
4. Type your information in outline/bullet format using the template provided in the Canvas Module to be submitted on day of activity. You must use the template and information submitted without using this template will not be graded. Remember that there is no late submittal for this activity and coming to class after ten minutes have passed will have points deducted. Complete sentences will not be accepted; however, there must be enough information to understand the content as a stand-alone document (in other words, no listing of terms). Thus, you must paraphrase information (it helps with neuron building!).
5. Information to research:
· What is the specific status of the species in the state of Washington, including a definition of that particular status?
· Why is the species listed as such? In other words, what are the main reasons for the species being endangered, threatened, or sensitive? Keep in mind things mentioned during the film “Natural Connections”, for example, habitat destruction, pollution, etc.
Be specific when possible, for example, habitat fragmentation versus habitat loss, pesticide pollution versus pollution, etc.
· Relate to class material/definitions.
· Include ten “bling” words bold-faced as appropriate. These include bold-faced terms/processes that have been discussed. Thus, common words such as “vegetation, soil, water, air, pollution, etc.” are not “bling words”.
· What is being done to address the problem?
6. Research for this activity is not expected to take more than a couple of hours (once you find an
authoritative website for information). Of course, you may find yourself interested in learning more, but the point is that I do not expect you to spend hours on this.
7. Submitted outline, picture(s) of species, attendance, and engagement will determine your grade.
8. On day of activity, come with typed outline (follow paper-saving guidelines in syllabus), pictures, and be prepared to engage in a discussion about YOUR species. You will be submitting your materials to me after the activity. You will have to interact and discuss your species with other students; however, this is to be a “discussion” and not a “presentation”. Use your template as “notes”; you should not be reading the information and should be familiar with your content. Remember, vague discussion gets vague points. J