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SE 045 074

Endangered Species. Issue Pac.Fish and Wildlife Service (Dept. of Interior),Washington, D.C.8430p.; Poster has not been filmed due to size. Forother packets in this series, see SE 045 073-078.National Institute for Urban Wildlife, 10921 TrottingRidge Way, Columbia, MD 21044 ($5.00). Packetincludes poster.Guides Classroom Use - Guides (For Teachers) (052)

MF01 Plus Postage. PC Not Available from EDRS.*Ecology; *Endangered Species; *EnvironmentalEducation; Federal Legislation; Intermediate Grades;Junior High Schools; *Learning Activities; MarineBiology; Outdoor Activities; Role Playing; Wildlife;*Wildlife Management

ABSTRACTThe materials in this educational packet are designed

for use with students in grades 4 through 7. They consist of anoverview, three lesson plans and student data sheets, and a poster.The overview presents the history, causes, and present state ofspecies endangerment and a review of legislation by Congress designedto protect threatened or endangered plants and animals. A glossaryand list of reference materials are included. The lesson plansprovide a list of learning outcomes, instructional strategies, a listof materials needed, and a quiz (with answers). The activities in thelessons focus on: (1) critical habitats and habitat protection; (2) acommunity's role in addressing the problems of protecting anendangered species; and (3) the threatened and endangered species inthe student's particular state. The poster presents a compositephotograph of the hawksbill sea turtle, showing how it is threatenedby destruction of nesting beaches and by trade in ornaments made fromits shell. An additional crossword puzzle activity is provided on aseparate "student page'. (JN)

*.,*********************************************************************Reproductions supplied by EDRS are the best that can be made

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Endangered Issue Pac

Species U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONIUCATIONAL RESOURCES INFORMATION

CENTER IERICI

This document has been reproduced as

received from the ierson or organization

originating it.Minor changes hav peen made to improve

reproduction quality

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"PERMISSION TO REPRODUCE rilSMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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A MessageTo Educators

The Fish and Wildlife Servicemanages millions of acres ofland, conducts wildlife research,raises fish for restocking de-pleted waters, and performshundreds of other tasks designedto benefit fish and wildlife re-sources. However, as importantas these activities are, we realizethat in the long run an informed,motivated, and involved publiccan do more to benefit wildlifethan all of our managementactivities.

This education package rep-resents an important step in ourefforts to provide teachers andother educators with factualinformation about wildlife,habitat, and resource manage-ment. We hope that you findthese materials useful and thatyou will encourage your students to learn more aboutAmerica's wildlife heritage.

Robert A. JantzenDirectorU.S. Fish and Wildlife Service

These materials are designedfor use with students in gradesfour through seven.

Contents

Issue OverviewThis presents the history, causes,and present state of speciesendangerment. Recalling thecomeback of the cougar in theEastern United States, this back-ground material explores thegrowing awareness of the impactpeople have on wildlife. TheOverview reviews legislation byCongress to protect threatenedor endangered plants andanimals. Bold face words areexplained in the Glossary, andReference Materials are listedunder Resources.

Poster: Side 1This composite photo tells thestory of the hawksbill sea turtle.It shows how the animal isthreatened by destruction ofnesting beaches and by trade inornaments made from its shell. Apointed introduction to theconcept of endangerment.

Poster: Side 2This diagram tells another part ofthe story--the endangerment ofspecies has accelerated at anenormous rate in the last twocenturies. What does this say forthe future?

Student PageWhere Are They Now^An endangered species puzzle.From a list of animals and clues,the students will be able to fill acrossword puzzle grid.

Lesson Plan 1:Critical HabitatThe concept is introduced byobservations made around theschoolyard. What does acreature need to live? Whichlosses might endanger itssurvival? Can it adapt to the newcircumstances? The students willcreate cartoon stories illustratingthese findings.

Lesson Plan 2:Community RolesThis lesson will propel the classinto a spirited role-playingdialog. They will serve on theTown Council, represent anindustry that wants to build anew plant, speak for a citizen'sgroup, and act as members of ananimal protection organization.A lively time's ahead!

Lesson Plan 3:Endangered NeighborsFollowing upon the simulation inLesson 2, this activityencourages the students to act asinformed, responsible, andresponsive citizens. A list of allthreatened and endangeredspecies in the United States isincluded, as is a sample letterasking information about what isbeing done to help protect thespecies in the students' State.

U.S. Fish and Wildlife Service Regions

Hawaii

Regional Offices

1 Lloyd 500 Building500 N.E. Multnomah StreetSuite 1692Portland, OR 97232

2 500 Gold Avenue, S.W.P.O. Box 1306Albuquerque, NM 87103

Iisti W1110111.1,

.1.:14V14 r.

3 Federal BuildingFt. SnellingTwin Cities, MN 55111

4 Richard B. Russell FederalBuilding

75 Spring Street, S.W.Atlanta, GA 30303

Department of the InteriorU.S. Fish and Wildlife Service

5 One Gateway CenterSuite 700Newton Corner, MA 02158

6 P.O. Box 25486Denver Federal CenterDenver, CO 80225

7 1011 E. Tudor RoadAnchorage, AK 99503

The mission of the National Institutefor Urban Wildlife is to be a respon-sible and effective scientific andeducational organization advocatingthe enhancement of urban wildlifevalues and habitat and the wise useof all natural resources for thebenefit of people in cities, suburbs,and developing areas.

The Institute is the only privatenational conservation organizationwith programs dealing almost exclusively with fish and wildlife in

National Institute for Urban Wildlife

urban and other disturbed areas.Funded through private and corpo-rate contributions, grants andcontracts, it is filling some of theglaring gaps in information andmethodologies needed for the man-agement and enjoyment of wildlifeand wildlife habitats in urban areas.

The Institute accomplishes its mis-sion by (1) conducting sound re-search on the relationship betweenman and wildlife under urban andurbanizing conditions; (2) discover-

ing and disseminating practical pro.cedures for maintaining, enhancingor controlling certain wildlifespecies in urban areas; and (3) bybuilding an appreciation for, andunderstanding of, wildlife and apositive conservation ethic at thelocal community and neighborhoodlevel, and illustrating how all seg-ments of our people have a vestedinterest in wildlife and the environ-ment we mutually share.

Developed by the U.S. FISH AND WILDLIFE SERVICE/DEPARTMENT OF INTERIORProduced by the NATIONAL INSTITUTE FOR URBAN WILDLIFE under a grant from

EXXON COMPANY, U.S.A.

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Havens for Some EndangeredKey:

1 Egmont Key NWR* (Florida)

2 Blackwater NWR (Maryland)3 Wapack NWR (New Hampshire)4 Squaw Creek NWR (Missouri)

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9 Aleutian Canada goose

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8 Hawaiianwater-birds

Species

5 Aransas NWR (Texas)

6 Dexter National Fish Hatchery(New Mexico)

7 Ellicott Slough NWR (California)

10 W hoopingcrane

8 Huleia NWR (Hawaii)9 Aleutian Islands NWR (Alaska)

10 Grays Lake NWR (Idaho)

'NWR National Wildlife Refuge

1'01104long-toed Bali

7 Santa Cruz Imarva

11111eagle fox squirrel

Pder

eninsula

I/17-'1*4squawfish

6 ColoradoRiver

Peregrinefalcon

5 Whoopingcrane

West Indian(Florida)manatee

Endangered Issue Overview

Species

IntroductionThe driver slowed, then

braked hard as the lights from thecar spotlighted an animalcrossing the road. Confused, thecar's passengers staredopenmouthed at the animala"painter" was not supposed to bein the southern AppalachianMountains.

Some people call the animal"painter," "catamount," cougar,or "Indian devil." Others know itas the panther, puma, or moun-tain lion. The eastern mountainlion originally lived throughoutthe Eastern United States andEastern Canada. However, withthe encroachment of civilization,the mountain lion gradually dis-appeared. By the early 1900's, itwas considered extinct in most ofthe Eastern States.

However, sightings and otherevidence increased during the1970's, In Virginia, approximately20 sightings, many of themapparently reliable, are reportedeach year. Farther south, catdroppings a.:d tracks too largefor bobcat, and deer kills with thepredator's tooth marks too farapart for bobcat, have beenobserved in the Great SmokyMountains National Park. Themountain lion, primarily becauseof legal protection and habitatpreservation, just might be livingin the East again.

Historical PerspectiveRecently people have become

more aware ofand concernedaboutth., impact they have onall forms of life. Today, State andFederal laws exist to protectplants and animals. That has notalways been the case.

Eastern cougaran endangered mammal.

When colonists first arrived inthe New World, they found anabundance of fish and wildlife.However, some species soonbegan to disappear as land wascleared and natural habitats weredestroyed. The widespread kill-ing of game species to supplyrestaurants and markets in largecities contributed to the decline,as did the commercial exploita-tion of some species for fur,feathers, and material for jewelry.

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Concern about the future ofsome animals began to grow atthe beginning of the 20thcentury. The Lacey Act made it aFederal violation to ship illegallykilled birds and other animalsacross State lines. In 1903,Florida's Pelican Island was setaside by President TheodoreRoosevelt as the Nation's firstNational Wildlife Refuge. Stateand Federal laws designed toprotect plants and animalsbecame more common, and thegrowing awareness of peopletoward the needs of wildlifereached a pinnadle during theenvironmental movementof the 1960's.

All living thingshumansincludedneed adequate food,water, air, and shelter in order tosurvive. As the activities asso-ciated with a growing Nationbegan to affect the natural en-vironment adversely, somespecies began to decline sorapidly that their survival wasendangered. Federal and Statelaws now exist to protectendangered species or speciesthat might become endangeredin the near future.

The Endangered Species Actdefines an "endangered" speciesas one that is in danger of extinc-tion throughout all or a signifi-cant portion of its range. Underthe law, an endangered speciescar not be harmed, pursued,hunted, transported, or traded ininterstate or foreign commercewithout special permission

Why Species BecomeEndangered

Endangerment and extinctioncan be natural processes. Fossilrecords show that many plantsand animals have become extinctsince life first appeared on earth,People are concerned, though,about the increasing rate atwhich species are becomingendangered. Some experts feelthat 30 to 40 species becomeendangered yearly in the UnitedStates alone. In tropical regionsthe number is likely to bemuch greater.

The primary reasons forendangerment are:

Habitat loss (most important).For example, the cutting ofmature southern pines has re-duced the number of red-cockaded woodpecker's. Manydesert fish have becomethreatened by the destruction ofthe small springs and pools inwhich they live.

Overspecialization. The Ever-glade kite (a bird) feeds only onone type of snail. Wetlandsdestruction has led to the declineof the snail and, thus, the kite.

Environmental contamination.The indiscriminate use of somepesticides adversely affectspopulations of certain species(e.g., bald eagle, brown pelican,and peregrine falcon).

Commercial exploitation, Ani-mals are collected and sold forhides, feathers, and shells. Theshell of the hawksbill sea turtle(see poster) is valued for makingornamental mirrors, jewelryboxes, and other objects. Someplants (e.g., species of cacti

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Everglade kitean endangered bird.

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Greenback cutthroat trout -anendangered fish.

valued as decorative plants) havealso been overharvested.

Competition from introducedor non-native species. Hogsintroduced by sailors have killedoff several species of Hawaiianground-nesting birds. Also, thegreenback cutthroat trout isthreatened by introduced troutspecies in some of the remoteWestern streams.

Devil's Hole puptish --an endangered fish

Another important variable inthe equation of extinction is thereproduction rate of a species.Species with higher reproductionrates are able to rebuild theirpopulations faster once theproblems threatening them areremoved. With proper protection,endangered butterfly popula-tions may recover faster thanendangered deer, which mayrecover faster than whales. Inaddition, faster reproducingpopulations are better able toadapt to a changing environ-ment--perhaps few insects areon the Endangered Species listbecause they breed rapidlyand can adapt to changes in ashort time. Obviously, though, arapid reproduction rate will nothelp a species if the necessaryhabitat is destroyed or polluted.

Values of Species:Balance

The extinction of a speciesmight severely upset the balanceof nature. There is disagreementabout the effect of species losson an ecosystem. Some ecolo-gists ciaim that since all thingsare interdependent and part of"the web of life," species loss ispotentially disastrous. Otherecologists argue that a speciesalready endangered is usuallypresent in too few numbers toinfluence the total ecosystem.The loss of that species,therefore, would have verylittle impact.

However, there is no denyingthat changes in the populationlevel of one species can have far-reaching (and often unforeseen)effects. For example, researchersalong portions of the AmazonRiver thought that they couldimprove local villagers' fishcatches by removing fish-eatingcaimansreptiles similar tocrocodiles. Actually, morecaimans meant more caimanexcrement, which acted as anatural fertilizer. The addednutrients in the water resulted inmore fish. Because of the uniquechemistry of the Amazon River,removing the caimans actuallyreduced the fish available to thevillagers. This interrelatedness ofspecies can be illustrated bymany other examples. In theEastern United States theelimination of wolves is onefactor that contributes to deermanagement problems. Manyplants and animals suffer whendeer increase rapidly andoutstrip their food supply.Eventually, starvation anddisease reduce the deer popula-tion, but the herd might not haveincreased so drastically if wolveshad still been there.Food and Medicine

Extinct plants and animalsmight have been useful as foodor medicine. A high-yield hybridrice used in the Philippinesbecame vulnerable to a plantdisease After much experimen-tation, a hybrid resistant to most

Black caiman (immature)anendangered reptile.

Antioch Dunes eveningprimrose anendangered plant

of the Philippines' plant diseasesand pests was developed.However, this new rice was foundto be easily destroyed by highwinds. Crossbreeding with an oldTaiwan strain of rice was sug-gested to solve this problem.Unfortunately, the strain was nolonger available becauseTaiwanese farmers had switchedto the new Philippine hybrids.Plants and animals have othervalues too. Some yield medicinesor are used in medical research.Where would we be if the moldpenicillium, from which the valu-able antibiotic penicillin wasderived, had become extinct?Health of the Environment

Plants and animals can alsowarn people of dangerousenvironmental situations.Declines in the populations of theperegrine falcon, the osprey, andthe bald eagle warned us aboutour unwise use of DDT. Somespecies of lichens are verysusceptible to sulfur dioxide andmight also be used as indicatorsof air pollution.

Management TechniquesExperts use many different

techniques to manage animalhod r ant populations, Some ofthe techniques are particularlyuseful when applied toendangered species.

Habitat protection and modi-fication. Refuges and sanctuarieshave been established to providefood, cover, and nesting areas formany endangered species.These refuges make up animportant part of the criticalhabitat of these species, Theimprovement of streams and theremoval of competing specieshelp some endangered fish (e.ggreenback cutthroat trout). Con-trolled burns maintain habitatconditions necessary for aparticular species (e g ,

Kirtland's warbler)Egg transfer and -double

clutching.- Eggs laid by healthybirds are placed in the nests ofpesticide-affected birds (e.g.,bald eagles) The healthy birdwill often lay a second clutchof eggs.

Cross-fostering. Whoopingcrane eggs have been placed inthe more common sandhill cranenests. A second flock of theendangered whoopers has beenstarted this way.

Captive breeding of animalsand propagation of plants. Somespecies of endangered fish,mammals, and plants ha /e beensuccessfully raised in fishhatcheries, research centers,greenhouses, and zoos. Forexample, hatchery-bredColorado squawfish can be usedto augment natural populations.

Few people dispute theimportant roles that plants andanimals play in the web of life.The testimonies that led to the1978 amendments to the En-dangered Species Act served toremind us how little we knowabout plants and animals andtheir relationship to the whole.The amendments emphasize thatpeople must carefully weigh theirethical responsibilities to plantsand animals; the economic,esthetic, and ecological values ofa species; and the many variedneeds of society.

GlossarycarnivoreAn animal that eatsthe flesh of other animals.critical habitatThose areaswithin a species' range that areessential to the species' survivalor conservation. This is atechnical term used by theGovernment to describe a habitatmeeting a species' biologicalrequirements.endangered speciesIn ageneral sense, any plant oranimal that is in danger of extinc-tion. In a more formal sense,those species that have beenplaced on the official list ofEndangered Species after anextensive status review by theU.S. Fish and Wildlife Service.habitatThe place where anorganism lives.managementHuman manipula-tion of factors affecting plantsand animals (habitat, reproduc-tive processes, laws, andregulations) to achieve thedesired condition.rangeThe region throughoutwhich an organism occurs.threatened speciesAny plant oranimal that is likely to becomeendang_ fed in the foresee-able future.

Bald Paglo an endangered bird

Department of the interior,U S Fish and Wildlife Service. 1980

ResourcesGeneral ReferencesEndangered Species, Depart.ment of the Interior, PublicationsUnit, U.S. Fish and Wildlife Service, Washington, D.C. 20240.The Sinking sir*, Norman Myers.Pergamon Press Inc., LongIsland City, N.Y., 1979.

For Young Readers"Endangered Species, The List ofLast Resort," National Wildlife.

National Wildlife Federation,Washington, D.C., Dec. 1979.The Lorax, Dr. Seuss. RandomHouse, New York, 1971.A Passing In Cincinnati: Sep-tember 1, 1914. U.S. GovernmentPrinting Office, Stock Number024-000-00824-0, Washington,D.C. 20402.U.S. Fish and Wildlife ServiceBiologues (on various endan-gered species), Department ofthe Interior, Publications Unit,U.S. Fish and Wildlife Service,Washington, D.C. 20240.Whooping Cranes, U.S. Depart-ment of the Interior, PublicationsUnit, U.S. Fish and Wildlife Ser.vice, Washington, D.C. 20240,1974.

Films and FilmstripsCry of the Marsh, ACI Produc-tions, New York, 1969.The Lorax, BFA EducationalMedia, Santa Monica,California, 1972.So Little Time, Department of theInterior, U.S. Fish and WildifeService, Washington, D.C.20240, 1968.Vanishing Animals of NorthAmerica (series of five soundfilmstrips), National GeographicEducational Services,Washington, E.' C., 1975

Endangered Lesson Plan 1

Species

PurposeOrganisms need places to

live, find food, and carry on allother life-sustaining functions.This activity will enable studentsto understand the importance ofhabitat protection.

Learning OutomesAfter completing this activity,

the students will be able to:A. Select from a list the correctdefinition for critical habitat.B. Construct a cartoon address-ing the concept of critical habitat.C. Rank (based on their feelings)alternative uses of an imaginarycritical habitat.

OrganizationWho: Individual studentsWhere: Schoolyard and classroomTime: 1 to 11/2 hours

MaterialsStudent Data Sheets (have

extra Data Sheets available)PencilsColored pencils or felt-tipped

markers (optional)Toothpicks (optional)Modeling clay (optional)Pipe cleaners (optional)

Critical Habitat

Logging

Directions1. Take a short discovery walkaround the schoolyard. Let thestudents quietly point out plants,insects, birds, and other animals.Observe the organisms anddiscuss with the students thethings living organisms need inorder to survive (e.g., food, water,air, shelter). Hypothesize with thestudents how the school sitemight meet the needs of theobserved organisms. Discuss thedangers the organisms must facein their environment.2. Return to the class and reviewwhat was seen and discussed.Introduce the concept of criticalHabitat (see Glossary). Ask thestudents what they believe wouldhappen to an organism if anessential part of its criticalhabitat were destroyed. If anorganism or species is to survivein a changing environment, itmust change its behavior orstructure (evolutionary change).If an organism or species doesnot change (adapt), it will die

I )

Discuss with the class thatadaptive changes (structural orbehavioral) in any species takemany generations to accomplish.The animal or plant that can livein the most diverse habitat hasthe best chance of survival.

Would The organisms foundby the students on the discoverywalk continue to live whenessential parts of their criticalhabitat are destroyed? Couldthese organisms adapt andsurvive? Which organisms aremost likely to survive moderatechanges in habitat? (Dandelion,house sparrow, gray squirrel aregood examples.)

3. Distribute the Student DataSheets. Explain to the studentsthat they will pretend that theyare an organism called theplanmal. (Examples: Theimaginary planmal might live onland away from people; but it ispretty and people like to look atit. Soon people begin to buildhouses near the planmal's den,burrow, or nest. Or the plan malmight be an aquatic creature; or aflying one.)

The task is for the studentsto create a cartoonlike storyabout the planmal's fight for sur-vival. In Frame #1 of the DataSheet they draw a descriptivepicture of the planmal, Theyshould also write a short descrip-tion of the organism and its life-style. needs and environment.

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Frames #2 to #5 (or moreyou may have to provideadditional Data Sheets, will showand discuss habitat changes andthe way in which the planmalcopes with those changes. Allowthe students to use their imagina-tions, but emphasize behavioral(life-style) adaptations, 11-iat arepossible in one generation, ratherthan long-term structurechanges.(E.g., It would take eons for a landspecies to become truly aquaticand evolve flippers in place of legs.)

ri)17 lives In a (Ave

Contamination by other pollutants

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mile. so .!

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Contamination by pesticides

4, Many of the students'drawings will show things thatare impossible e.g., animals fly-ing airplanes or growing wings toescape from danger The factthat these things don't reallyhappen should be discussed. Thestudents should be asked toconsider whether most plantsand animals are actually able toadapt to rapidly cnanging condi-tions in their habitat. After youhave discussed this point, youmay wish to have the studentsdraw a second cartoon reflectingmore realistic behavior

Drawings might be made inpencil first and later "dressed up"with felt-tipped markers

5. Share the completed cartoonswith the class through a show-and-discuss format, or a bulletinboard display. You should dis-cuss and reinforce the ideas that(a) the planmal does not exist;(b) habitat destruction is theleading threat to species survival,(c) in most cases, major adapta-tions in an animal populationoccur over long periods of time.Individual animals can not adaptto dramatic changes in their envi-ronment overnight (d) becauseadaptations take many genera-tions to perfect in nature, thethreatened species may well be-come extinct before such adap-tive processes can come about.6. An optional activity would bethe construction of a model ofthe pianmal. Modeling clay, pipecleaners, toothpicks, or othermaterials can be used

Quiz Answers1. d is the best definition for"critical habitat." Critical habitatapplies to both endangered andthreatened species.2. Experts feel that there are anumber of reasons why speciesbecome endangered. Today themost serious threat to plants andanimals is loss of habitat. Otherreasons include: overspecializa-tion, environmental contamina-tion, commercial exploitation,and competition from introducedspecies. (See Issue Overview.)3. True. In 1973, Congresspassed the Endangered SpeciesAct. Other laws, such as the BaldEagle Protection Act of 1940,offer protection to some species.Most States have laws protectingendangered plants and animals.4. As is true for many environ-mental issues, there is no onecorrect or incorrect answer tothis question. This questionshould give the students anopportunity to examine theirfeelings concerning endangeredspecies. It should also point outthe need to analyze all aspects ofan issue before a decision can bereached. This question mightprovide the basis for a discussionto introduce Lesson Plan 2.5. False. Species usually take along time to adapt. Structuralchanges take a longer time thanbehavioral adaptations.

Endangered Species Lesson Plan 1

1. Circle the best definition for "critical habitat."a. Those places that endangered or threatened species avoid.b. Those places where endangered or threatened species are found.c. Those places that supply the needs of endangered species.d. Those places within the area where endangered or threatenedspecies are found that supply the needs of the species.

2. List two reasons why species become endangered.

a.

Quiz

5. Read this statement. Is it trueor false? Circlo your answer.

"In most cases, species canquickly adapt to changes intheir habitats."

True False

b.

3. There are Federal and Statelaws that protect endangeredspecies. (Circle correct answer.)

True False

4. Pretend you live in a townclose to a stream where somepeople want to build a dam.Growing in the marsh near thestream is an endangered plant.This is how people are thinkingabout the dam:a. A dam would be great! Itwould make a lake for boating,swimming, and fishing. It wouldalso make needed electricity.b. The darn would be bad! Itwould flood and destroy thecritical habitat of an endangeredplant. The plant is pretty andmight be useful to make achemical that protects peoplefrom colds.

How would you vote? E For the dam? El Against the dam?

Why' Give your reasons.

Of flip Infpru. U S Fish and Wildlife Sorvice. 1980

Endangered Lesson Plan 2

Species

PurposeThe issue of endangered

species is controversial. Often nodefinite answer is obvious. In thisrole play students will representvarious community interestgroups and the Town Counciladdressing the problems ofprotecting an endangeredspecies. The students willbecome aware of the complexityof the issues.

Learning OutcomesAfter completing this activity,

the students will be able to:A. List two valid reasons forprotecting endangered species.B. List two valid reasons for notprotecting endangered species.C. Indicate on an attitude scaletheir feelings about endangeredspecies protection.

OrganizationWho: 5 small groupsWhere: ClassroomTime: 2 to 3 hours

MaterialsStudent Data Sheets and

pencils for each class memberPoster boards, poster paints,

^.olored markers, etc. (optional)9 Separate space for each group

Directions1. Discuss with the studentssome of the positive and negativeaspects associated with havingan industry located in a com-munity. For example, the taxesthe company pays probablyreduce homeowners' taxes. Thelocal government, though, mighthave to build new schools orprovide greater police and fireprotection, and a number ofother community services.2. Explain to the students thatthey will be participating in arole-playing activity about theissue of an endangered species.The species is a carnivore (seeGlossary). Students may selectone role in which they are mostinterested and should try tothink like the people they willbe portraying.3. Distribute the Student DataSheets. Read through the issueand role descriptions with thestudents. Mention the Map of theCommunity (see Student DataSheet) and suggest the studentsuse it in developing their case.The students should mark withan 'X' their initial feelings on theattitude scale at the bottom ofPage 2 of the Data Sheet.4. Identify a separate space(section of the room) for eachrole group. The students shouldorganize themselves into groupsof approximately equal size (ex-cept for the Town Council, whichshould be represented by five,seven, or nine students).

1

Community Roles

5. Provide adequate time for thestudE nts to discuss and researchtheir roles. This might includelibrary research and discussionswith adults and peers. If thestudents need help in developingtheir approach, you might offerone or two of these points:

Thomas' Products:The company wants to build aplant for the following reasons

The company owns the landand should be able to build thenew plant.

The new plant would providemore tax money to the townof Lewes.

The endangered speciesserves no one but itself. It's notabundant enough for manypeople to see. It eats the deerand rabbits that attract peoplehunters and nonhunterstothe area.

If the new plant is not built,Thomas' Products may have toclose its existing plant and moveto another area (out of state)where they can enlarge theiroperation. This means that 95current jobs as well as 70 newjobs w'. lost. There will beless tax ritoney coming in.

Lewes Animal Protection Society(LAPS): LAPS does not want thenew plant built. This group pre-sents an argument based onthe following;

People do not have the right tocause any living organism tobecome extinct.

NelpSaveairdsand

Beatts

If the plant is built, deer, rabbit,and mouse populations willincrease to a point where thoseanimals might begin to starveand become sick.

No one really knows the valueof that endangered species topeople, now or in the future.

Another building site mustexist nearby. Thomas' Productsjust hasn't looked hard enough.

Lewes Outdoor Clubs Associa-tion (LOCA): The members ofthis group have mixed feelingsabout the plant.

The plant would provide jobsclose to home.

The plant would not be a majorpolluter in the neighborhood.

The area where the plant isplanned is used by many peoplefor hunting, fishing, hiking, bird-watching, and other forms ofoutdoor recreation.

Th'. area where the plant isplanned attracts many touristswho buy things in Lel..L:s and rentrooms in local motels and hotels.

Lewes Homeowner's Association(1..HA): The members of thisgroup are also divided abouttheir feelings on plans ofThomas' Products to build thenew plant. Their reasons:

The critical habitat of anendangered species is nicer tohave Than the new plant.

The new plant will increasetraffic on the streets. That willmean more noise and somedanger to children.

The plant would pay taxes andthis would reduce the taxeshomeowners have to pay to runthe town.

Tourists sometimes reni roomsfrom local hon eowners. If thenew plant is built, the number oftourists will decrease.

The needs of the town aremore important than the needs ofan endangered animal.6. Lien group presents itsargument(s) to the TownCouncil. In some instances morethan one argument may bepresented. At least two membersof each group should be involvedin the presentation, and thegroup should prepare visual aidsto display.7. The Town Council leaves theroom to discuss the arguments ithas heard and to vote on theissue. At this point let the rest ofthe students repeat the attitudeSCalE? exercise, indicating with an'0' their present feelings aboutthe proposed plant.8. When the Town Councilreturns, it announces itsdecision Discuss the decisionwith the, class Discuss thesecond attitude scale responseand reasons for any changes

9. At some later date you mightwant to let students change rolesand repeat this activity. Youmight also have the class developits own endangered species issueand simulation activity.

t)

Quiz Answers1. There are many expressedreasons for protecting species.EthicalWe don't have the rightto consciously drive a speciesto extinction.Utilitarian Benefits to humans.Many organisms provide peoplewith things that cre necessary(e.g., medicines).StabilitySome experts believethat the more different speciesexisting in an ecosye.+.em, themore stable is the ecosystem.Danger WarningWildlife, likethe proverbial canary used bycoal miners to detect poisonousgas in mine shafts, can warnus of dangerous environmen-tal situations.Esthetic Its enjoyable to see avariety of plants and animals.2. Again, many possible answersexist. Among the reasons are:EconomicThe value of a proj-ect might outweigh the value anendangered species providesfor people.Personal FreedomPeople'srecreational and business activ-ities should not be restricted byendangered species.Ecosystem ValueA speciesalready endangered exists in toofew numbers to be useful topeople or other organisms.Ecosystem ImpactThe loss of asingle organismparticularly atthe top of a food chain where fewother creatures depend on it fortheir foodis likely to have littleimpact on the total ecosystem.(In some cases, however, thisloss can have a big effect.)3. As in question 41, there is nosingle correct answer. Onecriticism of the EndangeredSpecies Act of 1973 concerns theact's strict habitat protectionprovisions The 1978 amend-ments attempt to provide ameans through which the valuein protecting critical habitat for aspecies can be compared to aproject's value Ihe students'responses to this question mightlead into a discussion of theEndangered Species Act of 1973as amended.4. 1-b: 2-d, 3-a, 4-c

Endangered Species Lesson Plan 2

1. List two reasons often given for protecting endangered species.

a.

b.

2. List two reasons often given for not protectingendangered species.

a

b.

3. Below are four statements. Put an X in the box above thestatement you agree with most.

Endangered speciesshould alwaysbe protected.

Endangered speciesshould be protectedin all except a veryfew cases.

Endangered speciesshould only beprotected if they areimportant to people.

Endangered speciesshould not be pro-tected when they standin the way of progress.

Department of the interior S Fish and Wildlife Service. 1980

Quiz

4. Draw lines to match the Lewesgroups (Column A) with anargument they might have usedabout whether to allow Thomas'Products to build a new plant.

A1. Lewes Ani-mal ProtectionSociety (LAPS)

2. LewesHomeowners'Association(LHA)

1413. Thomas'Products

4. LewesOutdoor ClubsAssociation(LOCA)

a. The com-pany ownsthe land andshould beable to buildthe plant.

b. People donot have theright to causeany animal tobecomeextinct.

c. The areawhere theywould build theplant is cur-rently used forhunting, hiking,and fishing.This recreationwill be lost if theplant is built.

d. The plantwould paytaxes, and thiswould reducethe amount oftaxes home-owners mustpay to run thetown.

Endangered Lesson Plan 3

Species

PurposeAll 50 States have endangered

or threatened species. Tnisactivity will allow students tobecome familiar with the endan-gered and threatened species intheir State.

Learning OutcomesAfter completing this activity,

the students will be able to:A. Identify the names ofendangered or threatenedspecies in their State.B. Select from a list one exampleof proper endangered speciesmanagement techniques prac-ticed in their State.C. Indicate on an attitude scalehow they feel about saving aparticular endangered species.D. Write a letter to the properperson(s) requesting informationon endangered species living intheir State.

OrganizationWho: Individual students orsmall groupsWhere: ClassroomTime: Two1-hour sessions

MaterialsList of endangered or threat-

ened species in the United States(see Student Data Sheets).

Student Data Sheets for theentire class.

Name of the agency, depart-ment, or person responsible forendangered species manage-ment in your State. This willrequire some research beforepresenting this activity to theclass. Some resources youmight try:a. Telephone listings under'United States Government,Department of the Interior,Fish and Wildlife Service."b. Local fish/wildlife lawenforcement officer orgame wardenc. Local or State Chamberof Commerce

EndangeredNeighbors

d. Local or State AudubonSocietye. Other environmentalorganizationsf. Industrial organizationsg. County Extension Agenth. Department of NaturalResources,4Department ofFish and Game, or other Stateagency responsible for wild-life resources

Delmarva Peninsula fox squirrel --anendangered mamryl,

West Indian (Florida) manatee anendangered mammal.

Directions1. Review with the class themeaning of the terms "endan-gered species," "threatenedspecies," and "critical habitat."Ask the students why they thinkspecies become endangered.Focus on one aspect of theproblem (E.g., Can they give anexample of habitat loss?) Isthere a local example of habitatloss? What species are losing theareas in which they live? Are anyof those species endangered?2. Ask the students whether theyknow of any endangered speciesin the State. What do they thinkare some reasons contributing tothe endangerment of the speciesin their State? Distribute theStudent Data Sheets and ask thestudents to see whether thespecies they named are listed. Ifthey are not listed, discusspossible reasons. If they arelisted, the students should circlethe species3. Discuss with the studentsways in which informLtion aboutthe species can be collected. Askthe students to whom they mightwrite for information.

4. Discuss with the class properbusiness letter form. Organizethe class into groups. Instructeach group to compose a letter toan individual (local or State) whohas endangered species respon-sibility. The letter should requestspeciiic information on a par-ticular species in your State.Names, population data, Stateefforts, and recovery ormanagement techniques shouldbe requested. The letter mightalso request specific informationon species that at one time livedin your State but now are extinct.Some letters should be written toprivate businesses or profes-sional organizations requestinginformation on their feelingsabout and responsibilities toendangered species (e.g.. StateChamber of Commerce, a timbercompany in your State, or localAudubon Society). Caution: It isbest not to inundate one personwith requests for the same orsimilar information. If a numberof letters are addressed to oneperson, restructure one letter toobtain the requested informationfor all; or enclose all the letters inone envelope.

5..Mail the letters and wait forresponses. As the responsesarrive, share them with the class.After a number are received, havethe class organize and discussthe data. Students might writereports or stories on themanagement techniques used tohelp ole endangered species re-cover in their State.6. Asa followup activity, youmight request that two peoplewith opposing viewpoints visitthe class to make presentationsand answer questions.

400141,---

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.141.4".4NO-IIOr 17-Ifr7 LIU*

San Francisco garter snake --anendangered reptile

P

Shorttailed albatross (immature) --anendangered bird

2 u

Quiz Answers1. b. The Endangered SpeciesAct applies to plants and animalsthat are in danger of becomingextinct. You might point out thatthe Act also applies to plants andanimals that are likely to becomeendangered in the foreseeablefuture if not protected.2. Answers will vary dependingupon your State. All 50 Stateshave at least one listed species.3. Answers will vary according tothe State and species. Stateagencies would include thoseresponsible for fish and wildliferesources and perhaps plantresources. All Federal agenciesare required to carry out theiractivities without jeopardizingthe survival of any listedendangered species. Dependingupon species, actual protectionresponsibility is lodged with oneof three agencies: the U.S. Fishand Wildlife Service (Departmentof the Interior), the NationalMarine Fisheries Service (Com-merce Department), or the Ani-mal and Plant Inspection Service(U.S. Department of Agriculture).4. Answers will vary dependingupon your State. Some generalsuggestions are provided underMaterials in Lesson Plan 3.

Endangered Species Lesson Plan 3 Quiz

1. Circle the best definition forthe term "endangered species."a. Any species that is likely tobecome endangered.b. Any species that is in dangerof becoming extinct.c. Any species that has be-come extinct.

2. Identify two endangeredspecies that are listed in thisState.

a

b.

3. List three agencies (State orFederal) that are responsible formanaging endangered species inyour State.

a.

4. List three places (or people)other than libraries whereyou would go to find outabout endangered species inyour State.

b.

1.1,.Irttvo,tt nt

b.

4

U. Ittlorior 1 IS f tsfl and Wadlife SPrVall 1980

Endangered Species

The Planmal's SurvivalIn a make-believe land not too

far away lives the planmal, anorganism that has always existedin large numbers. Changesoccurred in that organism'shabitat. The changes would haveendangered most living things.The planmal had to struggle tosurvive but survive it did! How?

Lesson Plan 1 Data Sheet

Department of the InteriorrU S Fish and Wildlife Service, 1980

Endangered Species

The IssueThomas' Products is seeking

approval to build a second plantin Lewes, The company's exist-ing plant does add somepollution to the air of thecommunity. Thomas' Products isthe area's largest employer andpays more taxes than any otherindustry. It employs 95 peoplenow. The new plant wouldemploy an additional 70 people,

The land on which the newplant is to be built is part of thecritical habitat of an endangeredspecies. The animal helps controlrats by feeding on them. It alsoeats rabbits and an occasionaldeer. Even though Thomas'Products owns the land, thecompany needs the approval ofthe Town Council in order tobuild the plant. Should the plantbe built?

A

Lesson Plan 2 Data Sheet

Proposed Building Site

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The Town of Lewes

Page 1

Endangered SpeciesTown Council: Five, seven, ornine members (choose an oddnumber) who must decide on theissue. They have three options:Allow Thomas' Products to buildthe plant; forbid Thomas'Products to build the plant; pro-pose an alternative solution.

The Town Council mustconsider several trade-offs: theincreased taxes that the plantwould pay; the money that tour-ists bring to the town when theyuse the area; the possible pollu-tion caused by the plant; healthhazards to people and wildlife;and increase in traffic withpotential hazards to both peopleand wildlife.

Thomas' Products This grouprepresents the owners andworkers who want to build thenew plant.

Lewes Animal Protection Society(LAPS): LAPS does not want theplant built. It always supports theprotection of all animals.

Lesson Plan 2 Data Sheet

Lewes Outdoor Clubs Asscdation (LOCA): LOCA is divided.Some members want the plantbuilt, while others don't. Strongarguments are presented on bothsides of the issue.

Lewes Homeowners' Association(LHA): LHA, like LOCA, is madeup of some members who sup-port building the plant, whileother members of LHA areagainst the plant.

How do you feel?

Thomas' should be allowed tobuild the plant.

Don't know, but leaning towardallowing plant to be built.

Don't know.

Don't know, but leaning towardnot allowing plant to be built.

Thomas' should not be allowedto build the plant.

Department of the IntenorLl S Fish and Wildlife Service. 19802 '+ Page 2

Endangered Species Lesson Plan 3

List of Endangered and Threatened Wildlife and PlantsNative to the United States (and Territories)

How many endangeredspecies and threatened speciesof plants and animals live in yourState? Look through this list andcount them. Maybe you can helpin the effort to preserveendangered species in yourState. Write a letter and find out!The sample letter will help.

(E) Endangered Species(T) Threatened Species

FishesPahranagat Bonytail (E) NVAlabama Cavefish (T) ALBonytail Chub (E) AZ,CA,CO,

NV,UT,WYHumpback Chub (E) AZ,CO,UT,

WYMohave Chub (E) CASlender Chub (T) TN,VASpotfin Chub (T) AL,GA,NC,

TN,VACui-ui (E) NVKendall Warm Springs Dace (E)

WYMoapa Dace (E) NVBayou Darter (T) MSFountain Darter (E) TXLeopard Darter (T) AR,OKMaryland Darter (E) MDOkaloosa Darter (E) FLSlackwater Darter (T) AL,TNSnail Darter (E) TNWatercress Darter (E) ALBig Bend Gambusia (E) TXClear Creek Gambusia (E) TXGoodenough Gambusia (E) TXPecos Gambusia (E) NM,TXPahrump Killifish (E) NVScioto Madtom (E) OHYellowfin Madtom (T) GA,TN,

VAComanche Springs Pupfish (E)

TXDevil's Hole Pupfish (E) NVOwens River Pupfish (E) CAWarm Springs Pupfish (E) NVColorado River Squawfish (E)

AZ,CA,CO,NM,NV,UT,WY

Data Sheet

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Page 1

Endangered SpeciesUnarmored Threespine Stickle-

back (E) CAShortnose Sturgeon (E) CT,DE,

GA,FL,MA,MD,ME,NC,NH,NJ,NY,PA,RI,SC,VA,

Gila Topminnow (E) AZ,NMArizona Trout (T) AZGila Trout (E) NMGreenback Cutthroat Trout (T)

COLahontan Cutthroat Trout (T)

CA,NVLittle Kern Golden Trout (T) CAPaiute Cutthroat Trout (T) CAWoundfin (E) AZ,NV,UT

Reptiles and AmphibiansAmerican Alligator (E) AL,AR,

GA,MS,NC,OK,SC ,SCAmerican Alligator (T) FL,GA,

LA,SC,TXCulebra Giant Ano le (E) Puerto

Rico: Culebra IslandMona Boa (T) Puerto Rico: Mona

IslandPuerto Rico Boa (E) Puerto

RicoVirgin Island Tree Boa (E) U.S.

Virgin IslandsGolden Coqui (T) Puerto RicoAmerican Crocodile (E) FLMona Ground Iguana (T) Puerto

Rico: Mona IslandBlunt-nosed Leopard Lizard (E)

CAIsland Night Lizard (T) CASt. Croix Ground Lizard (E) U.S.

Virgin IslandsNew Mexican Ridge-nosed

Rattlesnake (T) NMDesert Slender Salamander (E)

CARed Hills Salamander (T) ALSanta Cruz Long-toed Sala-

mander (E) CATexas Blind Salamander (E) TXAtlantic Salt Marsh Snake (T) FLEastern Indigo Snake (T) AL,FL,

GA,MS,SCSan Franciso Garter Snake (E)

CAHouston Toad (E) TXPine Barrens Tree Frog (E) FLKemp's (Atlantic) Ridley Sea

Turtle (E) Tropical andtemperate seas

Green Sea Turtle (T) Tropicaland temperate seas

Green Sea Turtle (E) FL

Lesson Plan 3

Hawksbill (Carey) Sea Turtle (E)Tropical seas

Leatherback Sea Turtle (E)Tropical, temperate, andsubpolar seas

Loggerhead Sea Turtle (T) Tropi-cal and temperate seas

Olive (Pacific) Ridley SeaTurtle ( T) Tropical andtemperate seas

Plymouth Red-bellied Turtle (E)MA

SnailsChittenango Ovate Amber Snail

(T) NYFlat-Spired Three-toothed Snail

(T) WVIowa Pleistocene Snail (E) IANoonday Snail (T) NCPainted Snake Coiled Forest

Snail (T) TNStock Island Snail (T) FLVirginia Fringed Mountain Snail

(E) VA

Data Sheet

ClamsAlabama Lamp Pearly Mussel (E)

AL,TNAppalachian Monkeyface Pearly

Mussel (E) TN,VABirdwing Pearly Mussel (E) TN,

VACumberland Bean Pearly Mussel

(E) KYCumberland Monkeyface Pearly

Mussel (E) AL,TN,VACurtis' Pearly Mussel (E) MODromedary Pearly Mussel (E)

TN,VAGreen-blossom Pearly Mussel

(E) TN,VAHiggin's Eye Pearly Mussel (E)

IA,IL,MN,MO,NE,W1Orange-footed Pearly Mussel (E)

AL,IA,IN,KY,OH,PA,TNPale Lilliput Pearly Mussel (E)

AL,MO,TN,WVPink Mucket Pearly Mussel (E)

AL,IL,IN,KY,MO,OH,PA,TN,WV

Sampson's Pearly Mussel (E) IL,IN

Tubercled-blossom PearlyMussel (E) 1L,KY,TN,WV

Turgid-blossom Pearly Mussel(E) AL,AR,MO,TN

White Cat's Eye Pearly Mussel(E) IN,MI,OH

White Wartyback Pearly Mussel(E) AL,TN

Yellow-blossom Pearly Mussel(E) AL,TN

Fine-rayed Pigtoe (E) AL,TN,VARough Pigtoe (E) KY,TN,VAShiny Pigtoe (E) AL,TN,VAFat Pocketbook (E) AR,IN,MO,

OHTan Riffle Shell Cilm (E) KY,TN,

VA

Page 2

3

Endangered Species

InsectsBahama Swallowtail Butterfly (T)

FLEl Segundo Blue Butterfly (E) CALange's Metalmark Butterfly (E)

CALotis Blue Butterfly (E) CAMission Blue Butterfly (E) CASan Bruno Elfin Butterfly (E) CASchaus Swallowtail Butterfly (T)

FLSmith's Blue Butterfly (E) CAKern Primrose Sphinx Moth (T)

CA

CrustaceansSocorro Isopod (E) NM

PlantsBunched Arrowhead (E) NC,SCTennessee Purple Coneflower

(E) TNLipochaeta venosa (E) HITruckee Barberry (E) CAVirginia Round-leaf Birch (E) VAMcDonald's Rock-cress (E) CAContra Costa Wallflower (E) CATobusch Fishhook Cactus (E) TXNellie Cory Cactus (E) TXBunched Cory Cactus (T) TXLee Pincushion Cactus (T) NMSneed Pincushion Cactus (E) NM

TXNichol's Turk's Head Cactus (E)

AZKuenzler Hedgehog Cactus (E)

NMLloyd's Hedgehog Cactus (E) TXPurple-spined Hedgehog Cactus

(E) UTBlack Lace Cactus (E) TXArizona Hedgehog Cactus (E) AZSpineless Hedgehog Cactus (E)

CO,UTDavis' Green Pitaya (E) TXLloyd's Mariposa Cactus (T) TXBrady Pincushion Cactus (E) AZKnowlton Cactus (E) NMPeebles Navajo Cactus (E) AZSlier Pincushion Cactus (E) AZ,

UTUinta Basin Hookless Cactus (T)

CO,UTMesa Verde Cactus (T) CO,NMWright Fishhook Cactus (E) UTSanta Barbara Island Liveforever

(E) CARaven's Manzanita (E) CAChapman Rhododendron (E) FLRydberg Milk-vetch (T) UT

Lesson Plan 3

Hairy Rattleweed (E) GASan Clemente Broom (E) CAHawaiian Wild Broad-bean (E) HIPhacelia argillacea (E) UTHaplostachys haplostachya var.

angustifolia (E) HISan Diego Mesa Mint (E) CAStenogyne angustifolia var.

angustifolia (E) HIHarper's Beauty (E) FLPersistent Trillium (E) GA,SCCooke's Kokio (E) HISan Clemente Island Bush-

mallow (E) CAMacFarlane's Four-o'clock (E)

ID,OREureka Eveningprimrose (E) CAAntioch Dunes Eveningprimrose

(E) CADwarf Bear-poppy (E) UTCrampton's Orcutt Grass (E) CAEureka Dune Grass (E) CATexas Wild Rice (E) TXNorthern Wild Monkshood (T) IA,

NY,OH,WISan Clemente Island Larkspur

(E) CAGreen Pitcher Plant (E) AL, GASan Clemente Island Indian

Paintbrush (E) CASalt Marsh Bird's Beak (E) CAFurbish Lousewort (E) ME

Data Sheet

BirdsHawaii Akepa (honeycreeper) (E)

HIMaui Akepa (honeycreeper) (E)

HIKuai Akialoa (honeycreeper)

(E) HIAkipolaau (honeycreeper) (E)

HIYellow-shouldered Blackbird (E)

Puerto RicoMasked Bobwhite (Quail) (E) AZCalifornia Condor (E) CA,ORHawaiian Coot (E) HIMississippi Sandhill Crane (E)

MSWhooping Crane (E) CO,ID,KS,

MT,NE,ND,NM,OK,SD,TX,UT,WY

Hawaiian Creeper (E) HIMolokai Creeper (Kakawahie) (E)

HIOahu Creeper (alauwahio) (E) HIHawaiian Crow (alala) (E) HIEskimo Curlew (E) AKPalau Ground Dove (E) Palau

IslandsHawaiian Duck (koloa) (E) HILaysan Duck (E) HIBald Eagle (E) Lower 48 States

other than MI,MN,OR,WA,WIBald Eagle (T) MI,MN,OR,WA,WIAmerican Peregrine Falcon (E)

AK, all Lower 48 StatesArctic Peregrine Falcon (T) AK,

all Lower 48 StatesLaysan Finch (honeycreeper) (E)

HINihoa Finch (honeycreeper) (E)

HIPalau Fantail Flycatcher (E)

Palau IslandsTinian Monarch Flycatcher (E)

Marianas IslandsHawaiian Gallinule (E) HIAleutian Canada Goose (E) AK,

CA,OR,WAHawaiian Goose (Nene) (E) HIHawaiian Hawk (1o) (E) HICrested Honeycreeper (akohe-

kohe) (E) HIEverglade Kite (E) FLMarianas Mallard (E, Marianas

Islands, GuamLaPerouse's Megapode (E) Palau

Islands, Marianas islandsNihoa Millerbird (E) HINukupuu (honeycreeper) (E) HIKauai Oo (Oo Aa) (honey-

eater) (E) HI

Page 3

Endangered Species

Ou (honeycreeper) (E) HIPalau Owl (E) Palau IslandsPa lila (honeycreeper) (E) HIPuerto Rican Parrot (E) Puerto

RicoMaui Parrotbill (honeycreeper)

(E) HIBrown Pelican (E) AL,CA,FL,GA,

LA,MS,NC,SC,TXHawaiian Dark-rumped Petrel (E)

HIPuerto Rican Plain Pigeon (E)

Puerto RicoPoo-uli (E) HIAttwater's Greater Prairie

Chicken (E) TXCalifornia Clapper Rail (E) CALight-footed Clapper Rail (E) CAYuma Clapper Rail (E) AZ,CANewell's Manx Shearwater (T) HISan Clemente Loggerhead

Shrike (E) CACape Sable Seaside Sparrow (E)

FLDusky Seaside Sparrow (E) FLSan Clemente Sage Sparrow (T)

CASanta Barbara Song Sparrow (E)

CAPonape Mountain Starling (E)

Caroline IslandsHawaiian Stilt (E) HICalifornia Least Tern (E) CALarge Kauai Thrush (E) HIMolokai Thrush (olomau) lE) HISmall Kauai Thrush (puaiohi) (E)

HIBachman's (wood) Warbler (E)

AL,AR,FL,GA,KY,LA,MO,MS,NC,SC,TN

Kirtland's Warbler (E) MIReed Warbler (E) Marianas

IslandsPuerto Rican Whip-poor-will (E)

Puerto RicoPonape Great White-eye (E)

Caroline IslandsIvory-billed Woodpecker (E) AL,

AR,FL,GA,IL,IN,KY,LA,MO,MS,NC,OK,SC,TN,TX

Red-cockaded Woodpecker (E)AL,AR,FL,GA,KY,LA,MD,MO,MS,NC,OK,SC,TN,TX,VA

Lesson Plan 3 Data Sheet

MammalsGray Bat (E) AL,AR,KY,M0,0K,

TNHawaiian Hoary Bat (E) HIIndiana Bat (E) AL,AR,CT,FL,

IL,IN,IO,KS,KY,MA,MD,M',MO,MS,NC,NH,NJ,NY,OH,PA,RI,SC,TN,VA,VT,W1,WV

Ozark Big-eared Bat (E) AR,MO,OK

Virginia Big-eared Bat (E)IL,IN,KY,OH,VA,WV

Brown or Grizzly Bear (T) CO,ID,MT,WY

Eastern Cougar (E) EasternNorth America

Columbian White-tailed Deer (E)OR, WA

Key Deer (E) FLDugong (E) U.S. Trust Terr.Black-Footed Ferret (E) CO,KS,

ND,NE,OK,SD,TX,WYSan Joaquin Kit Fox (E) CAJaguar (E) AZ,N M,TXJaguarundi (E) AZ,TXWest Indian (Florida) Manatee

(E) AL,FL,GA,LA,MS,NC,SCSalt Marsh Harvest Mouse (E) CASouthern Sea Otter (T) CA,OR,

WAFlorida Panther (E) AL,AR,FL,

GA,LA,MS,SCUtah Prairie Dog (E) UTSonoran Pronghorn (E) AZMorro Bay Kangaroo Rat (E) CACaribbean Monk Seal (E) FL,LA,

TXHawaiian Monk Seal (E) HIDelmarva Peninsula Fox Squirrel

(E) DE,MD,PA,VABlue Whale (E) OceanicBowhead Whale (E) OceanicFinback Whale (E) OceanicGray Whale (E) OceanicHumpback Whale (E) OceanicRight Whale (E) OceanicSei Whale (E) OceanicSperm Whale (E) OceanicGray Wolf (E) Lower 48 States

other than MNGray Wolf (T) MNRed Wolf (E) AR,KY,LA,MO,MS,

TN,TX

Compiled by U S Fish and Wildlife

Service, 1980.

Department of the Interior/1J S Fish and Wildlife Service, 1980 Page 4

Endangered Species Student Page

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Department of the interiorili S Fish and Wildlife Service. 1980

14

15

Page 2

z3

Endangered SpeciesMany species of animals were

once more numerous. Most onthis list are threatened orendangered now; a few aremaking comebacks. Read theclues, and from the list belowchoose the animal that fits thespaces in the puzzle.

Alligator Blue Sea OtterKiw Snail Darter Yak

Quetzal Wolf PeregrineSperm Whale Everglade KiteBison Green Sea TurtleBald Eagle Condor CougarWhooping Crane

1. The national bird of theUnited States.

2. A native of the Everglades inFlorida, this bird eats only applesnails, which are becomingvery scarce.

3. Captain Ahab hunted thishuge sea mammal in Moby Dick.

4. Several species of butterfliesthat are protected are named fortheir color.

5. A bird that cannot fly ismaking a comeback in NewZealand, its only habitat.

6. In the Eastern United States,this large wildcat was almostextinct but recently it has beenseen more often.

7. This 10-centimeter-long(about 4 inches) fish delayed thehuge TeHico dam project.

8. Almost everbody loves thisendangered ocean mammal, butthe abalone fishermen inCalifornia don't like it.

9. Early sailors hunted thesehuge sea reptiles and kept themfor fresh meat in the holds oftheir ships. Poachers still killthem near the coast of Floridaand the Pacific coast of Mexico.

Student Page10. This falcon is one of thefastest birds in the world. It isbeing helped to make acomeback in some Statesevenin cities.

11. Huge herds of these animalsonce thundered over the NorthAmerican plains.

12. South of the Border, thishandsome green bird is greatlyadmired. It is featured in manylegends, and a coin is named forit in Guatemala.

13. A large animal, the distantAsian cousin of Number 11.

14. A California vulture that iscritically endangered. There areonly about 30 left in the world.

15. This doglike animal has astrong family life. In the UnitedStates, few are living wild outsideAlaska or Minnesota.

16. A large migratory bird; onlyabout 90 of these birds are left inthe wild.

17. A large reptile, native toFlorida and other Gulf States.

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