unit 15 - wordpress.com€¦ · unit 15 337 unit 15 endangered species some animals endangered? why...

HEBAT Bacaan BI Unit 15

337

UNIT 15 ENDANGERED SPECIES

Why are

animals

important to

humankind?

What are

some measures

that can ensure

the survival of

these animals?

Whose

responsibility

is it to protect

these innocent

creatures?

Can you name

some animals

which are

endangered?

What does

‘endangered’

mean?


340

PICTURE 1

Instruction: These are some of the critically endangered species. Share what you know about the animals with your friends.

www.worldwildlife.org

http://www.worldwildlife.org/


341

WORKSHEET 1

ENDANGERED

SPECIES IN

MALAYSIA


342

TEXT 1

WORKSHEET 2

Instruction: Based on the information given, write the number of animals under each picture. Then, write the order from the lowest to the highest in the boxes provided. Rank them from 1-9.

http://www.ganino.com/games/Busy%20Teacher/PDF/the-environment-endangered-

species-fauna.pdf

DISAPPEARING ACTS

At the moment, the world is losing one species of wildlife almost every day. The two main

causes of this decline are the destruction of their habitat and over-population by human beings.

Every minute of the day, 20 hectares of tropical rainforest are cut down or burned. Hundreds

of wild species – insects and plants – are lost as a result. If it goes on, rainforests could disappear in

50 years’ time. They are vital in keeping the Earth’s climate and environment stable. If they are

destroyed, mankind will suffer as well as wildlife.

As cities grow and industry develops around them, pollution becomes another problem for

wildlife. Friends of Earth believe that two-thirds of the world’s population will be living in urban areas

by the year 2025.

Something must be done!

In theory, most countries agree that there should be no trade in endangered species. Ninety-

five countries have signed the Convention on International Trade in Endangered Species of Wild life

and Fauna and Flora. The Conventions aims to forbid trade in endangered species and to limit trade

in any species whose population is declining fast.

However, in reality trade in endangered species is still big business. People can buy fur coats

made from the fur of jaguars, snow leopards and other cats facing extinction.

Source: http://www.ganino.com/games/Busy%20Teacher/PDF/the-environment-endangered-species-fauna.pdf

http://www.ganino.com/games/Busy%20Teacher/PDF/the-environment-endangered-species-fauna.pdf




343

WORKSHEET 2


345

WORKSHEET 4

Declining Numbers

Of

Endangered Species

Main causes of extinction:

A.____________________

______________________

B. Over-population by

human.

C. In 60 seconds

______________________

______________________

______________________

______________________

D. Rainforests are

important for ________

_____________________

_____________________

_____________________

_____________________

E. ___________

Countries

joined the

Convention on

International

Trade in

Endangered

Species of Wild

life and Fauna

and Flora.

ora

F. Objective of the convention

___________________________

___________________________

___________________________

_______________

Endangered

species which

are still in trade

G._____________

H._____________

I. _____________

J. How can I help to save the endangered species?

_____________________________________________

_____________________________________________

Instruction: Fill in the graphic organiser below.


346

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom

BY THE END OF THE LESSON, STUDENTS CAN:

i. Identify relevant details from the text about endangered species. ii.Create a poster about endangered species.

STRATEGIES/ APPROACHES

Reading Strategy: Skim and Scan

HOTS: Analysing

Creating

21st Century Learning

i-THINK

VALUES Love for the Environment

LEARNING/ TEACHING

AIDS

Flash Card

Worksheet

SITUATION Public

TEXT FORMAT Multiple, Non Continuous

TEXT TYPE Description

COGNITIVE PROCESS

Scan and locate

Represent literal and gist meaning


347

ACTIVITIES STRATEGIES/ APPROACHES

STEP 1

(i) Students identify and discuss various

types of endangered species using a Circle Map***(WORKSHEET 1).

(ii) Students share the findings in a Wall

Word** activity.

i-THINK: Circle Map

21st Century Learning:

Wall Word

STEP 2

a. Students read information about endangered species in flash cards (TEXT 1 – TEXT 3).

b. Students discuss and list possible factors that threaten the lives of endangered species (WORKSHEET 2).

HOTS: Analysing

Reading Strategy: Skim and Scan

STEP 3

a. In groups, students identify an animal they want to protect.

b. Using information from the text, students design a poster on how to save the animal (PICTURE 1).

c. Students present their posters. (Suggested activities: Gallery Walk**, One Strays Three Stay**)

HOTS: Creating

21st Century Learning: Gallery Walk

One StraysThree Stay


348

WORKSHEET 1

TEXT 1

ENDANGERED SPECIES


349

Instruction: These are some of the critically endangered species. Read the description below each picture.

Picture 1: The Black Rhino

o Oldest group of mammal

o An important source of income from ecotourism

o Requires large block of land to live

o Habitat loss, illegal poaching and hunting, illegal trading – to extinction

o Steps to save the rhino – provide better protection, relocate to wider space for habitat, take strict action against hunters and poachers, contribution from the public




350

TEXT 2

Picture 2: The Sea Turtle

o Important link in marine ecosystems

o Help maintain health of sea grass beds and coral reefs

o Existed for the last 100 million years

o Under threat – accidentally caught in fish nets and drown, caught for the meat and eggs as source of food and income, used as medicine and religious ceremony

o Steps to protect the turtles – switch to a more turtle-friendly fishing hooks, develop a different source of income, implement programmes to save the turtles




351

TEXT 3

Picture 3: The Gorilla

o Largest of the great apes

o Share 98.3% of their genetic codes with humans

o Only 17% of the gorilla population lives in protected regions

o Becoming endangered – logging for timber trade, mining, oil and gas industries, felling of trees to make way for agricultural fields and livestock, as source of food and trade

o Ways to protect the gorilla –monitoring wildlife trade, raise awareness not to choose gorilla as source of food and income, ecotourism as a way to safeguard the gorillas and their habitat




352

WORKSHEET 2

Ins

tru

cti

on

: A

fter

read

ing

th

e i

nfo

rma

tio

n a

bo

ut

the e

nd

an

ge

red

sp

ec

ies

, c

an

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u s

po

t th

e s

imil

ari

tie

s o

f fa

cto

rs t

hat

thre

ate

n t

heir

liv

es

? L

ist

the

fa

cto

rs i

n

the

dia

gra

m b

elo

w.

FA

CT

OR

S T

HA

T T

HR

EA

TE

N E

ND

AN

GE

RE

D S

PE

CIE

S


354

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF THE LESSON, STUDENTS CAN:

i. Brainstorm ideas about endangered species in the world. ii. Give opinions on factors that threaten endangered species. iii. Give opinions on the benefits and drawbacks of keeping

endangered species in zoos.

STRATEGIES/ APPROACHES

Reading Strategy: KWLH

LOTS: Understanding

HOTS: Analysing

Evaluating

21st Century Learning

VALUES Love for the Environment

LEARNING/ TEACHING AIDS

Worksheet

SITUATION Public

TEXT FORMAT Multiple, mixed

TEXT TYPE Exposition

COGNITIVE

PROCESS

Search and select relevant text

Integrate and generate inferences

Corroborate, identify and handle conflict

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom


355


STEP 1

a. Students discuss: (i) meaning of endangered species; (ii) the threats faced by the endangered

species.

b. Fill in the ‘Know’ and ‘Want to Know’ sections in the KWLH* chart (WORKSHEET 1).

LOTS: Understanding

Reading Strategy: KWLH

STEP 2

a. Students read various texts about endangered species from the website (TEXT 1 and 2).

b. Fill in the ‘What I Learn’ section in the KWLH* chart (WORKSHEET 1).

c. Students answer the reading comprehension questions in WORKSHEET 2.

d. Students justify their answers.

HOTS: Analysing

Reading Strategy: KWLH 5W1H

STEP 3

a. In groups, students discuss the benefits and drawbacks of keeping endangered species in zoos (WORKSHEET 3).

b. By conducting Hot Seat**, students share opinions about keeping endangered species in zoos.

HOTS: Evaluating

21st Century Learning: Hot Seat


356

WORKSHEET 1

Instruction: Fill in the KWLH chart as you explore more about endangered species

What I know What I want to

know

What I have

learned

How we can learn

more


357

TEXT 1

A gorilla was fatally shot at an Ohio zoo this weekend after it picked up a young boy who had tumbled into an exhibit, officials said.

The encounter at the Cincinnati Zoo and Botanical Garden occurred Saturday afternoon when the boy crawled through a barrier and fell into a moat at the facility’s outdoor gorilla center, zoo director Thane Maynard told reporters.

The boy wasn’t seriously hurt in the fall, Maynard said at a news

conference, but after he dropped into the enclosure, the gorilla, a

17-year-old male named Harambe, “went down and got him.” The

animal grabbed and dragged the child, Maynard said, and that’s

why officials determined that the boy’s life was in danger.

“It seemed very much by our professional team, our dangerous-

animal response team, to be a life-threatening situation,” Maynard

said. “And so the choice was made to put down, or shoot,

Harambe. And so he’s gone.”

The boy was taken to a children’s hospital, according to a news

release from the zoo. His name was not released. A family

spokeswoman said in an email that he was 3 years old.

http://www.wlwt.com/news/full-briefing-17yearold-lowland-gorilla-shot-killed-after-boy-gets-into-enclosure/39774200


358

https://www.washingtonpost.com/news/post-nation/wp/2016/05/29/it-could-have-been-very-bad-gorilla-killed-after-boy-falls-into-cincinnati-zoo-exhibit/?utm_term=.ec9d9608a2c1

“It’s a sad day all the way around,” Maynard said. “The right choice was made; it was a difficult choice. We have protocols and procedures, we do drills with our dangerous-animal response team. But we’ve never had a situation like this at the Cincinnati Zoo, where a dangerous animal needed to be dispatched in an emergency situation.”

Zoo employees opted to put down the animal instead of using tranquilizers because in “agitated” situations, it can take time for the drugs to take effect, Maynard said. Harambe also would have had a “dramatic response” to a tranquilizer’s effect, he said.

Maynard praised the workers tasked with handling the incident, saying they had a “tough choice.”

“Because they saved that little boy’s life,” he said. “It could have been very bad.”

The outdoor gorilla center has been part of the zoo for more than 30 years, Maynard said at the news conference. The child apparently went under a railing and through wires to get to the moat wall and then fell into the water. The gorilla had the child for about 10 minutes before it was fatally shot, he said.

“The child wasn’t under attack, but all sorts of things could happen in a situation like that,” Maynard said. “So he certainly was at risk.”

The zoo’s gorilla exhibit would remain closed “until further notice,” the news release stated.

The Cincinnati Enquirer reports that Harambe was a western lowland gorilla, a species that is considered to be critically endangered, according to the the World Wildlife Fund. They can reach 4 to 5½ feet in height and weigh more than 400 pounds, the WWF notes on its website.

Harambe was born at a zoo in Texas, according to Maynard. Two female gorillas were also in the area when the incident occurred, but they were “recalled immediately,” the news release stated.

“Harambe was a good guy. He was a youngster, just starting to grow up,” Maynard said. “And there were hopes to breed him. He was not quite of breeding maturity yet. But it’ll be a loss to the gene pool of lowland gorillas.”

Brittany Nicely, a zoo visitor who was at the exhibit when the boy fell, described a

frantic, fast-moving scene in an interview with the Cincinnati Enquirer, saying:

“Everybody started screaming and going crazy.”

The newspaper reported:

Nicely said the gorilla rushed toward the boy and led him by the arm through the water in

the enclosure. She said initially the gorilla seemed protective and only alarmed by all the

screaming.




http://www.cincinnati.com/story/news/2016/05/28/police-child-taken-hospital-after-falling-into-gorilla-pen/85095094/

http://www.worldwildlife.org/species/western-lowland-gorilla

http://www.worldwildlife.org/species/western-lowland-gorilla


359

TEXT 2

FACT 1: Good Zoos help fight wildlife extinction

FACT 2: Good zoos educate visitors

FACT 3: Good zoos attract good people

FACT 4: Four of Australia’s leading zoos are not-for-profit

FACT 5: Good zoos constantly strive for better and better animal welfare


360

WORKSHEET 2

1. “FACT 1: Good Zoos help fight wildlife extinction”

The fact shows that zoos help fight wildlife extinction. However, why did the zoo employees kill the gorilla?

_________________________________________________________________________________________________________________________________________________________________________________________________________

2. “…The child wasn’t under attack, but all sorts of things could happen in a situation like that,” Maynard said. “So he certainly was at risk.” ”

The phrase all sorts of things is referring to… _________________________________________________________________________________________________________________________________________________________________________________________________________

3. If you are one of the zoo employees, would you shoot the gorilla? Why?

_________________________________________________________________________________________________________________________________________________________________________________________________________

4. In your opinion, how can zoo educate the people about extinction of endangered species?

______________________________________________________________________________________________________________________________________ ___________________________________________________________________

5. What are public responsibilities to help saving the endangered species?

_________________________________________________________________________________________________________________________________________________________________________________________________________


361

WORKSHEET 3

Instruction:

What do you think about the lives of endangered species in zoos? Is it beneficial for

the animals? Based on the information that you get from various sources, identify the

benefits and the drawbacks of endangered species to be kept in zoos.

The benefits and the drawbacks of endangered species to be kept

in zoos.

Benefits Drawbacks


362

ASSESSMENT /PROJECT

Throughout the lessons, students have explored the challenges faced by endangered

species to survive in this world. Not only can students learn about the challenges, it also

creates awareness among students about the importance of conserving flora and fauna and

that every life is important.


STEP 1

a. Recall the challenges faced by endangered species to survive.

b. Explain to students that they are to come up

with a project called “The Kingdom of Animals Parliament”. *Teachers are free to modify the instruction according to their own classroom situation.

c. The students are given a situation. Students imagine that they are representatives in parliament fighting for an animal of their choice to populate a new habitat project

LOTS: Remembering, Understanding

HOTS: Evaluating,

STEP 2

a. Have students consider these questions in the preparation stage of the project:

What can the animal contribute to others?

Why should the animal be saved compared to other animals?

Which animals should be in the habitat together with the animal you represent?

Would there be conflicts among the animals in the habitat?

If there are problems, how should they solve/handle those problems?

* Encourage students to also consider why some animals should/should not be in the habitat.

b. Students conduct a mini debate.

HOTS:

Analysing Evaluating

i-THINK: Circle Map

STEP 3

a. Students vote on which animals should be selected based on the debate and justify their decisions.

* Everyone is welcome to give their comments and opinions.

HOTS: Analysing Evaluating


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unit 15 - wordpress.com€¦ · unit 15 337 unit 15 endangered species some animals endangered? why...

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