Submit<\/button>\n\t\t\t<\/form>\n\tThe species you’ll explore in this section are under various levels of pressure. Pay attention to the colors of the circles<\/strong> you’ll see.<\/p>\n\t\t\t\tCritically Imperiled<\/h4>\t\t\n\t\t\t Species marked with red are considered at risk of going extinct<\/p>\n\t\t\t\t
Imperiled<\/h4>\t\t\n\t\t\t Species marked with orange are considered threatened<\/p>\n\t\t\t\t
Special Concern<\/h4>\t\t\n\t\t\t Species marked with yellow are considered of ‘special concern’ meaning scientists are worried about their future<\/p>\n\t\t\t\t
Under Pressure<\/h4>\t\t\n\t\t\t Species marked in green are currently secure, but their future depends on healthy watersheds<\/p>\n\t
To-Do Activity<\/h3>\t\t\n\t\t\t\nPut in your zip code to access a digital field guide of threatened and endangered animal species in your area.\u00a0<\/li>\n Read about the diversity of different kinds of animal species in your area, recording information about species you are interested in helping.\u00a0\u00a0\u00a0<\/li>\n Decide one or more species you want to help.<\/li>\n<\/ul>\n\t\t\t\n\teducator note<\/h5>\t\t\n\t\t\t <\/p>\n
Getting ready.<\/strong> Before letting students work in the EXPLORE pages, take time to get familiar with the pathways back and forth between the pages so you can decide the best way to guide the online learning process. There are three navigation tools:\u00a0<\/p>\n\nMenu at the top (in opaque black box): Takes students back to the zip code hub page. Each discrete portion of this black box is clickable, so you can navigate back to the zip code section or species group section as needed.\u00a0\u00a0<\/li>\n Green button at the bottom of species description pages: takes students back one page to the other zip code species in that animal group.\u00a0<\/li>\n Other green button at the bottom of species description pages: moves them forward in the Quest to the Species Hub where they can learn more about the relationships between this group of animals and their ecosystems.<\/li>\n<\/ul>\nSurvey<\/strong> the species diversity<\/strong> in your area. Who lives here? Read about at least one species from each animal group. Choose species you would like to consider helping. Make sure any species you choose is one that you know lives in your area. Write summary notes or create a graphic organizer that includes the following: species, animal group, status (e.g., threatened), 2-4 facts that include connections to other species or nonliving parts of the ecosystem.\u00a0<\/p>\n\nConsider ages, reading levels, and abilities to navigate website pages: the Explore section of this Quest could be guided as a full class by projecting the webpages on a big screen, in small groups on individual computers, or individually on a classroom set of computers. You can streamline the process and decision-making points to be most effective for your students.\u00a0<\/p>\n
Option: narrow down the species you want to help NOW so students research the same species as a class:\u00a0<\/p>\n
\n“Species Research” page: have students choose their top 2-3 species to share with the larger group.\u00a0<\/li>\n Using a board or chart paper, or cards on a table, write down the species choices and organize them by preference (first choice), animal groups, or other sorting category that is helpful. Look for patterns in student choices.\u00a0<\/li>\n Have students share what they know about the species, and identify connections among them.\u00a0<\/li>\n Decide if the class wants to do a project that will help one particular species or a project that would help the ecosystem as a whole. If helping the ecosystem as a whole, several species can be selected. This will be important when you get to SOLVE.<\/li>\n Narrow species options until the class comes to an agreement about the species to help.\u00a0<\/li>\n “Species Hub” page: students can navigate between the Species Hub and animal group pages (Birds, Mammals, etc.) to research the species chosen by the class. Each page describes the group’s relationships with other living and nonliving parts of the ecosystem. Have students read and organize their notes in a way that fits the English language arts skills being taught. One option is to use Thinking Map graphic organizers.\u00a0<\/li>\n Students can be given the option of gathering additional information about a species by going to:<\/li>\n<\/ol>\n