HEL/80 POINTS
In this assignment, you will prepare a presentation about an endangered species found in your state. You will conduct research on the Internet to learn about the species and why it is endangered. With this knowledge, you will describe some possible solutions to increase the survival rate of the species. The presentation should be eight slides in length and should include the following information: Title Species – Identify and give a physical description of the species Location – Describe the habitat of the species and where it is found in the state Adaptations – Describe the adaptations exhibited by the species Changes – Describe some human and natural changes to the environment Explain Why the Species Is Endangered – How are the changes causing the species to become endangered? Solutions – What could be done to increase survival rates of the species? Credits – Cite your sources Remember to make a list (bulleted, numbered, etc.) on each slide. The slides should feature highlights of the main idea. The bullet points should be short phrases (at most one sentence) that highlight key points.

This lesson is part of a two-part series on endangered species. The first lesson, Endangered Species 1: Why Are Species Endangered? introduces and explores the various issues and problems faced by endangered species globally. The second lesson, Endangered Species 2: Working to Save Endangered Species, may be done sequentially or independently, since it focuses less on the science and more on the actual work of saving endangered species.

The earth is comprised of many different life forms, including plants, animals, humans, and other organisms. These various life forms are highly interdependent and have formed important systems that continually reshape the planet's landscapes, oceans, and atmospheres.

Booming human population growth over the last two centuries has put, and continues to put, many of these life-sustaining systems out of balance and in serious jeopardy, endangering many of the plant and animal species that human beings directly and indirectly depend upon for long-term survival.

Bigger human populations naturally mean increases in human activities worldwide, leading to changes in landscapes, oceans, atmospheres, and the path of human history. For example, as noted in the benchmark of this lesson, human activities like reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed the earth's land, oceans, and atmosphere. Some of these changes have decreased the capacity of the environment to support some life forms. (Science For All Americans, p. 46.)

It's important that students begin to realize that human populations and activities will continue to grow and to threaten the earth's habitat and capacity to sustain life, putting once flourishing plant and animal species on the ever-increasing endangered species list. The National Wildlife Federation (NWF) forecasts that the human population is slated to reach 8.5 billion in 2025, up from 5.2 billion in 1990. Right now, the NWF asserts that plant and animal species are disappearing at least 1,000 times faster than any other time in the last 65 million years. It also claims that habitat loss is accounting for almost 75 percent of the extinctions occurring now. While statistics become more and more staggering, human beings seem to be doing very little to address these long-term, disastrous issues.

Students should come to understand that the earth and its various species will continue to be threatened and that most of humanity is either uninformed or seemingly too preoccupied to care about the slow and dying animal and plant species that help to give everyone life. As a result, students at this level should begin to become aware of environmental policies and issues and of the critical role that science education can play in helping us save ourselves now by saving other life forms.

By the 6–8 grade level, students should have a general understanding of how life forms like plants, animals, and humans can cause changes in their surroundings. As with the study of earthquakes, volcanoes, and floods, it is important to grab student's general interest in these areas and lead them toward the scientific aspects behind these threats to endangered species and the highly dangerous, yet less obvious, less dramatic, long-term threats it poses for present and future generations. (Benchmarks for Science Literacy, pp. 71-73.)

Research in the area of earth-shaping processes reveals the following misconceptions that may need to be addressed in the course of the lesson: “Students of all ages may hold the view that the world was always as it is now, or that any changes that have occurred must have been sudden and comprehensive. The students in these studies did not, however, have any formal instruction on the topics investigated."

Explanation:

what is ur state??

Explanation:

the most speciallized is b. grizzly bear

answer: glucoamylase presented optimum activity at temperature of 55â°c, and, in the glycosidic bonds from the non-reducing ends of starch, resulting in the production of glucose. source and type of fermentation can affect the enzyme's properties

credit to kalahira