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K–12 teaching and learning · from the UNC School of Education

Two threats to African wildlife

http://www.nationalgeographic.com/xpeditions/lessons/18/g912/africathreats.html

A lesson plan for grades 9–12 English Language Arts and Science

Provider: National Geographic


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In this Xpeditions lesson, students explore the effects of habitat destruction and hunting/poaching on African wildlife. Students will investigate both of these issues and determine which problem should be addressed first or whether they must both be addressed simultaneously.

Students will:

  • read and discuss a National Geographic News article about the Africa MegaFlyover project;
  • research and take notes on habitat destruction and hunting/poaching in Africa; and
  • write essays explaining which issue should be tackled first or if both issues must be addressed simultaneously.

Xpeditions provides detailed directions for completing the lesson, suggestions for assessment and extension activities, discussion questions, and links to related web resources.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 10

  • Goal 1: The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
    • Objective 1.02: Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by:
      • relating personal knowledge to textual information or class discussion.
      • showing an awareness of one's own culture as well as the cultures of others.
      • exhibiting an awareness of culture in which text is set or in which text was written.
      • explaining how culture affects personal responses.
      • demonstrating an understanding of media's impact on personal responses and cultural analyses.
  • Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.
    • Objective 3.01: Examine controversial issues by:
      • sharing and evaluating initial personal response.
      • researching and summarizing printed data.
      • developing a framework in which to discuss the issue (creating a context).
      • compiling personal responses and researched data to organize the argument.
      • presenting data in such forms as a graphic, an essay, a speech, or a video.

Science (2005)

Grade 9–12 — AP Earth and Environmental Science

  • Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry.
    • Objective 1.01: Identify questions and problems in the earth and environmental sciences that can be answered through scientific investigations.
    • Objective 1.05: Analyze reports of scientific investigations of phenomena from an informed scientifically literate viewpoints including considerations of:
      • Adequacy of experimental controls.
      • Replication of findings.
      • Alternative interpretations of the data.
  • Goal 2: The learner will build an understanding of the interdependence of Earth's systems.
    • Objective 2.05: Investigate the biosphere.
      • Organisms: adaptations to their environment.
      • Populations and communities: exponential growth and carrying capacity.
      • Ecosystems and change: biomass, energy transfer, succession.
      • Evolution of life: natural selection, extinction.
      • Biomes: global distribution.
  • Goal 6: The learner will build an understanding of global changes and their consequences.
    • Objective 6.03: Investigate effects and consequences on biota:
      • Habitat fragmentation and destruction.
      • Introduced species.
      • Overharvesting.
  • Goal 7: The learner will build an understanding of environmental decision making.
    • Objective 7.02: Analyze cultural and ethical considerations regarding the environment.
      • Environmental worldviews.
      • Indigenous peoples.
      • Sustainable development.
    • Objective 7.04: Develop an awareness of environmental options.
      • Conservation.
      • Preservation.
      • Restoration.
      • Remediation.
      • Mitigation.