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Bison Research Project: Endangered Species Web of Life

Grade Level: Fourth

Integrated Subjects: Science and social studies

Objectives: Tell the student what they are going to learn! (Blooms Taxonomy)

1. Recognize (knowledge) the important attributes of endangered species

2. Discuss (comprehension) the book entitled They Came from the Bronx: How the Buffalo were Saved from Extinction by Neil Waldman

3. Research and collect (application) information about an endangered species (Bison)

4. Develop a solution to increase the population of Bison in the United States.

TEKS met:

(4.8) Science concepts:

(A): Identify characteristics that allow members within a species to survive and reproduce

(C): Identify the kinds of species that lived in the past and compare them to existing species

(4.22) Social studies skills:

(C): Organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps

(4.23) Social studies skills:

(C): Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies

Multiple Intelligence:

-Verbal / Linguistic: The students will listen to read aloud and teacher instruction as well as read information from websites to write important research information on the web of life handouts.

-Spatial: The students use an graphic organizer (web of life handout) to map out important information about the Bison as endangered species.

-Intrapersonal: The students work independently to find information on recommended websites to complete the web of life handout.

-Naturalist: The students explore living things such as bison by conducting meaningful research on its existence and threat of being endangered.

Materials: They Came from the Bronx: How the Buffalo were Saved from Extinction by Neil Waldman, Dell laptop computers, a list of recommended websites for research for every student, web of life handout, pencils, chalk, and overhead.

Rationale: To establish instructional relevance the teacher would ask the following questions. What would happen if we didn't have enough land or food? Did you think that there are more people living on this earth today than ever before? Do you think the population is getting larger? This means that people need more land on which to live and grow food. As people use more land, there is less land for the animals to live. Did you know that today only small areas of the world are left on which wild animals such as bison can still graze.

Focus / Set

Introduction: The teacher would grab hold of the students attention by reading an entertaining book entitled They Came from the Bronx: How the Buffalo were Saved from Extinction by Neil Waldman. The book describes the ways in which the American bison, commonly referred to as buffalo, were wiped off the American range. This story is told and seen through the eyes of a Comanche woman as she explains to her young grandson her tribe's reliance on the buffalo for food, shelter and supplies. The book focuses on the repopulation of the same buffalo to the American West. The book takes you through an incredible journey of five bison, who traveled via wagon and train through New York City, the Midwest and finally to a range in Oklahoma.

Instructional Input: The teacher will introduce important key topics of the lesson (endangered species, grassland, and bison) The teacher will lead a discussion on endangered species as well as discuss the important parts of the book They Came from the Bronx by Neil Waldman.

Guided Practice: WEB

Tell the students that they are going to do a research assignment on the American bison. Students can find it much easier to begin research assignments with graphic organizers that help them focus on the specific information for which they should be searching. This activity provides a "web" for students to use in researching an endangered animal either online or through library resources. Click on WEB above to view class handout. Demonstrate that each student will find information to fill out the web of life from the recommended websites listed on the chalkboard. Each student will receive a Dell laptop computer to do their research. Before beginning on the project independently the students will follow the teacher through first step together. The teacher will read the first web: What are the characteristics of this animal? The teacher will use an overhead transparency of the web of life to guide the students through the first step of their research project.

Independent Practice:

Each student will then complete their bison web of life research independently. The students use a variety of text and on-line sources to obtain the necessary information for this project.

Closure: The students will share their web of life to the rest of the class. The students will talk about what they learned in the lesson.

Evaluation: Collect student handouts. Although responses will vary, they should be logical, appropriate, reflect adequate and accurate research, and meet classroom writing guidelines.

Bison Research Project: Web of life
Fourth Grade - Science Curriculum / Early Civilization Habitat