UNIT 15 - WordPress.com€¦ · Unit 15 337 UNIT 15 ENDANGERED SPECIES some animals endangered? Why...
Transcript of 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?
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
341
WORKSHEET 1
ENDANGERED
SPECIES IN
MALAYSIA
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
343
WORKSHEET 2
HEBAT Bacaan BI Unit 15
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.
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
348
WORKSHEET 1
TEXT 1
ENDANGERED SPECIES
HEBAT Bacaan BI Unit 15
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
www.worldwildlife.org
HEBAT Bacaan BI Unit 15
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
www.worldwildlife.org
HEBAT Bacaan BI Unit 15
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
www.worldwildlife.org
HEBAT Bacaan BI Unit 15
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
yo
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
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
355
ACTIVITIES STRATEGIES/ APPROACHES
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
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
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.
HEBAT Bacaan BI Unit 15
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.
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
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?
_________________________________________________________________________________________________________________________________________________________________________________________________________
HEBAT Bacaan BI Unit 15
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
HEBAT Bacaan BI Unit 15
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.
ACTIVITIES STRATEGIES/ APPROACHES
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
HEBAT Bacaan BI Unit 15
363