1. Use the example of the passenger pigeon to introduce the idea of extinction.

Can you think of any animals that used to live in Michigan, but are now gone forever (extinct)? Using The Decline of the Passenger Pigeon teacher resource, introduce students to the story of the passenger pigeon. Discuss reasons for the species’ disappearance (a combination of habitat destruction and overhunting) and the futile efforts to help this species. Introduce the term extinction (when a species no longer exists on Earth).

Tell the students that this was just one example of a species that lived in Michigan that has completely disappeared. Today there are thousands of other species in danger of becoming extinct around the world.

2. Discuss the Endangered Species Act and the role of government in the protection of threatened and endangered species.

Provide each small group of students with a copy of the student resource, Protecting Michigan’s Biodiversity. Have students refer to it as you lead a discussion with the following questions:

What is the difference between threatened and endangered? [Threatened means that a species is likely to become an endangered species within the foreseeable future throughout all or a significant portion of its range. Endangered means that a species is in danger of extinction throughout all or a significant portion of its range.]

What happens when a species is listed under the Endangered Species Act? [It gets special protection.]

What is the role of government in protecting biodiversity? [Listed species are monitored and protected by the U.S. Fish and Wildlife Service. Species protected under the Michigan law are protected by the Michigan Departments of Natural Resources and Environmental Quality.]

Do students think we should have laws for this? What are some of the advantages and disadvantages of having laws? [Without government regulation, many people and businesses would continue to engage in activities that harm plants and wildlife. An advantage is that species are protected, but a disadvantage may include short-term economic costs.]

Note: This is a good place to connect to the Core Democratic Values (Liberty, Common Good, Patriotism, etc.).

3. Examine Michigan’s Most Threatened Species List.

Distribute Michigan’s Most Threatened Species List to groups of three or four students. Out of a total of 18,000-20,000 species in Michigan, approximately 400 are listed as endangered or threatened (as of 2011). Of those, 138 are listed as endangered. Introduce and/or review the following five terms and definitions: special concern, threatened, endangered, extinct, and extirpated.

Lead a discussion using the following questions:

Are more plants [79] or animals [49] listed?

What group of animals is listed the most? [Mollusks.]

Which type of habitat appears to support the greatest number of endangered and threatened species? [Wetlands.]

What species may be found near your community? [Refer to county distribution column.]

4. Discuss the role of individuals in protecting biodiversity.

What is the responsibility of Michigan citizens to help protect biodiversity? Have students refer to the What can YOU do to help Biodiversity? section of the student resource. Discuss the role of individuals in protecting biodiversity. Ask students to generate additional ideas of what Michigan citizens (and they themselves) can do. Introduce (or review) the term stewardship, which refers to caring for the land and its resources with the goal of passing healthy ecosystems on to future generations.

5. Tying it all together.

Whose responsibility is it to protect Michigan’s biodiversity? [Students should be able to respond that individuals, governments, and other groups of people (businesses, organizations, etc.) ALL have roles in protecting the State’s biodiversity, and they should be able to give an example of the role of each group in protecting Michigan’s biodiversity.] What would you be willing to sacrifice in order to help save a species? Discuss individual actions that student might consider. Refer to the What Can YOU Do? section on the Protecting Michigan’s Biodiversity student resource for some ideas.

6. Optional: Michigan’s threatened species poster assignment.

Why are some of Michigan’s plants and animals threatened? What can be done to help them? Introduce students to Michigan’s Threatened Species Poster Assignment at the end of this lesson and explain the grading criteria. Have each small group of students select one threatened or endangered Michigan species.

Note: Decide in advance what method students will use to conduct their research. Students may use the Internet or school library. Remember that some species are easier to research than others and that, in general, more information exists about animals than about plants. It is also usually easier to locate information about federally-listed species than species that are only state-listed. A list of useful web sites is given at the end of this lesson.

Provide each group of students with a poster board and art supplies. Allow adequate time to conduct research. When students are finished preparing their posters, have them share what they learned with the rest of the class, focusing on what individuals can do to help protect this species. Consider displaying the posters in the classroom, school hallway, or public area in the community (such as post office, grocery store, or library). Students’ posters can be evaluated using the rubric on the Michigan’s Threatened Species Poster Assignment.