Multimedia+Two

=Title:= Cross-curricular Endangered Species Multi-media Project

=Grade level:= Jr. High

=Objectives:=
 * Students will use emerging technology like podcasts, screencasts, vodcasts or digital photo sharing sites like Flickr to demonstrate understanding of endangered species.
 * Students will research animals that have become endangered as well as actions the government has taken to help save them.
 * Students will demonstrate their knowledge and understanding of an endangered species that they have researched.
 * Students will create a multi-media presentation to share with the class in which they will speak in clear, articulated voices with proper intonation.
 * Students will use appropriate citations and create a works cited page to give credit to any resources they may have used.

=Procedure:=
 * 1) Intro: Youtube video on [|recent extinctions] with discussion following led by instructor.
 * 2) Students will then go to the computer lab and begin researching information regarding specific endangered species and government programs to slow and stop extinction rates.
 * 3) Students will then return to the room where large tear off sheets will be taped to tables. Students will get into small groups and mindmap the information they got online.
 * 4) Students will then share group by group with the intention of collaborating and sharing information, websites and other resources.
 * 5) In these small groups students will create a multimedia project that demonstrates understanding of the scope of endangered species and government intervention or non-intervention and the impact of both. Students will have several options: picture slideshow with oral presentation, documentary, interviews, flash animation cartoon, podcast, vodcast, multimedia rich wiki, etc. They MUST use one or more of the following, however: podcast, vodcast, screencast, or online digital photos using appropriate creative commons permissions from a site like [|Flickr]. Students will stop at the rough draft checkpoint when they have completed their project and bring it to the instructor. This rough draft is to create a feedback loop so the instructor can give constructive criticism both on the product and process. This is to be done prior to presenting.
 * 6) Students will submit a works cited page to give credit to the sources they have used in their presentation.

=Student Resources:= Links to endangered species information and government programs.

=Assessment:=

The Rubric for the multimedia presentation can be found [|here].

Photo Reference:
Yukon White Light. (2006, June 25) Polar bear 2801. //Yukon White Light's Photostream.// Retrieved February 21, 2009, from http://www.flickr.com/photos/ytwhitelight/1078032934/