Sunny Weekend Alert
The Zoo anticipates high attendance on sunny weekends. Parking is limited, so arrive early, carpool, and check our site / social pages often for more updates!
International Wildlife Conservation 2020
Overview:
At the North Carolina Zoo, we are committed to protecting wildlife and other natural resources. Through the International Conservation portion of our Living With Nature Live! events, our goal is to show middle and high school students the many ways we work to conserve.
The post-event activities for this event are focused on collaborative practices with groups or classes and an optional suggestion to team up with and interact with students from across the globe.
Similar to how the Zoo aims to collaborate with others across our state and across the globe, we hope that through this event, we can encourage collaboration between students, schools, districts, counties and even countries.
Date of Event: March 25, 2020
Designed For: Middle School and High Schools Students (see NC Standard Course of Study alignments below).
Objectives:
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The student will be able to identify and describe international conservation practices as offered by the North Carolina Zoo and in his/her own community/region.
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The student will be able to create plans for international conservation projects in his/her own community.
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The student will be able to craft persuasive and argumentative texts in reference to international conservation.
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The student will participate in a collaborative group to complete projects related to regional conservation.
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The student will participate in a collaborative International Conservation conversation with students from another country.
Teacher Information
Our International Conservation event of our Living with Nature series will be broadcast via Zoom on Wednesday, March 25 at 10 am. It will last approximately 1 hour.
In order to set the foundation for the material we will cover when live, we encourage you to use the pre-event activities. This will help prime the learning pump for students. These activities are optional but will allow your students to begin considering what they may be able to do to support international conservation.
You can use the International Conservation site to inform yourself of what is already happening at and with the North Carolina Zoo. This will give you good background knowledge prior to the event.
Please note: While there will be plenty of opportunity for interaction with our live event hosts, we ask that you work with your students before and after the event to keep the learning and exploration going!
Prior to Event
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Compare and contrast North Carolina conservation efforts with another state. Then, compare/contrast US conservation efforts with your choice of foreign country.
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How do we in the US depend on other countries for conservation efforts and support? Do we need to conserve differently (e.g., deforestation)? How do other countries depend on the US for conservation efforts and support?
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Solutions and Problems - Where can we learn how to fix these issues?
During the Event - Recording posted at the bottom of this page.
Watch the live stream (or recording if necessary). Use the participation guides to keep students engaged, encourage questions, and offer reflection time.
After the Event
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Consider teaming up with a classroom from another country to discuss conservation techniques and expand your students’ 21st Century communication skills.
EPALS is a fabulous resource for connecting safely with another school. -
Argument/PSA/Letter to the Editor - Encourage others outside of US (and within) to participate in conservation efforts. Using the format of students’ choice, create a letter, an argumentative essay, or a video Public Service Announcement. Remember to use persuasive techniques (video).
For questions or further information email schoolprograms@nczoo.org.
6th Grade
6th Grade
Science
6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.
6.L.1.1 Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.
6.L.1.2 Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms.
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.
6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. North Carolina Essential Standards 6-8 Science Essential Standard Clarifying Objectives biotic and abiotic factors in their environment.
6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.
6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.
ELA
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s) and organize the reasons and evidence clearly.
c. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
d. Use appropriate transitionsto clarify the relationships among ideas and concepts.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.5 Conduct short research projects to answer a question, drawing on several sources and refocusing the investigation when appropriate.
7th
7th
Science
7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.
7.L.1.1 Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: • Euglena • Amoeba • Paramecium • Volvox
7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).
7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to organisms.
7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.
7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.
ELA
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.5 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8th Grade
8th Grade
Science
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem.
8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: • Coexistence and cooperation • Competition (predator/prey) • Parasitism • Mutualism
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).
ELA
W.8.1 Write argumentsto support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.5 Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Earth/Environmental Science (High School)
Earth/Environmental Science (High School)
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
Biology (High School)
Biology (High School)
Bio.2.1 Analyze the interdependence of living organisms within their environments.
Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.
Bio.2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.
Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).
Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
ELA (High School)
ELA (High School)
9-10
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
c. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.9-10.5 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
c. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.