International Wildlife Conservation (Spring 2022)

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. This year we will be highlighting our work to reduce Human Wildlife Conflict through two projects SMART and UNITE. 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. Activities offered for classrooms can be used by teachers as they apply to their class. Pre-activities and post-activities are meant to help support and enrich the learning that takes place during the Live Broadcast. All are optional but strongly encouraged in order to align with the standards provided. 

Date of Event: May 4, 2020

Designed For: Middle School and High Schools Students (see NC Standard Course of Study alignments below).

Objectives:

  • The student will be able to identify and describe international conservation practices as offered by the North Carolina Zoo.
  • The student will be able to participate in mock ranger patrol to understand and create solutions for wild animal management using principals of SMART technology.
  • The student will be able to identify at least one human and wildlife conflict between locals and native animals in Uganda as well as how UNITE for the Environment is working to create a new generation of environmental stewards.
  • The student will be able to craft persuasive and argumentative texts in reference to international conservation.

To Register:  https://us02web.zoom.us/webinar/register/WN_qK-9f9WzSH6zq0CMP309Eg

Teacher Information

Our International Conservation event of our Living with Nature series will be broadcast via Zoom on Wednesday, May 4th at 10 am. It will last approximately 30-minutes.

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 also 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

  1. Compare and contrast North Carolina conservation efforts with another state. Then, compare/contrast US conservation efforts with your choice of foreign country.

  2. 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?

  3. Solutions and Problems - Where can we learn how to fix these issues?

During the Event - Recording posted at the bottom of this page.

Coming closer to the event date.

After the Event

  1. 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.

  2. 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).  

  3. Watch the Untamed Science video on SMART and complete the associated activity.


For questions or further information email schoolprograms@nczoo.org.

Science

NCSOS 

  • 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.  

NGSS 

  • MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.  
  • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  

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.

Science

NGSS 

  • MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.  
  • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  

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.

Science

NCSOS 

  • 8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 
  • 8.E.1.4 – Conclude that the good health of humans requires stewardship.

NGSS 

  • MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.  
  • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  

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.

NCSOS (Biology) 

  • Bio.2.1 Analyze the interdependence of living organisms within their environments 
  • Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next). 

NGSS 

  • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. 
  • HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. 
  • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. 

EEn.2.7.3 - Explain the consequences of human activities on the biosphere.

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.

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.