Endangered Animals
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Approach: One to one Level: Year 4 and year 8
Focus: Identifying reasons for animals being endangered and suggesting ways and reasons to help them
Resources: 5 pictures (A,B,C,D,E)
952Kb
Questions/instructions:  

This activity is about endangered animals. Animals are
endangered if there are very few of them left in the world.

Show pictures.

Have a look at these pictures of some endangered animals.
There is a kiwi, a panda, a tiger, a yellow-eyed penguin and
a Hector’s dolphin.




 
Resource information in lieu of copyright:

Illustrations:
A Kiwi: www.rodmorris.co.nz. Image #11001-04220 ©Rod Morris
B Panda: Leeson, P&T. (photo.), Feeney, K. (1997). p13, Pandas for Kids; Minocqua: Northwood Press
C Tiger: Shah, A. (photo.), Pye, W. (1999). p14, What is an Endangered Animal?; Auckland: Wendy Pye Publishing.
D Yellow-eyed Penguin: Earl, G. (photo.), Pye, W. (1999). p11, What is an Endangered Animal?; Auckland: Wendy Pye Publishing.
E Hector's Dolphin: Todd, B., Dawson, S., Monteath, C. (photo.); Jones, J. (1993). p9, Hector’s Dolphin; Auckland: Heinemann.
   
% responses
2007 ('03)
   
y4
y8
1. What can cause an animal to become endangered?
prompts: Can you explain that more? Can you think of any other reasons?
    
 
hunting/killing/fishing by people
71 (68)
81 (78)
predation by other animals
53 (41)
63 (54)
loss of or change in habitat
19 (16)
39 (35)
reduced availability of needed/ preferred food
21 (20)
33 (23)
natural disaster (e.g. fire)
2 (4)
4 (4)
fishing lines/nets or traps (unintended/accidental)
11 (7)
14 (14)
disease
5 (5)
6 (7)
pollution
13 (4)
32 (24)
people breaking laws/regulations
6 (10)
21 (21)
breeding restrictions
5 (5)
8 (10)
2. What do you think people could do to stop these animals from dying out?
Valid ideas:
two or more, well explained
13 (9)
25 (23)
two or more, but little explanation
31 (27)
41 (40)
one, well explained
16 (19)
15 (17)
one but little explanation
33 (34)
18 (18)
any other response
7 (11)
1 (2)
3. Do you think people should try and save endangered animals?

4. Why do you think that?
Strength of agreement
and argument:
yes, strongly stated and well argued
17 (21)
30 (32)
yes, strongly stated but not well argued
51 (49)
47 (41)
yes, moderately stated/argued
28 (26)
21 (23)
no
4 (4)
2 (4)

Total score:
10–17
9 (6)
25 (20)
8–9
18 (14)
30 (27)
6–7
30 (29)
27 (31)
4–5
26 (33)
14 (13)
0–3
17 (18)
4 (9)
Subgroup Analysis [Click on charts to enlarge] :
Year 4
Year 8
Commentary:
Students were much more aware of human or animal predation than effects of habitat changes. There was a particularly large performance difference between year 8 Pakeha and Pasifika students.