1. Endangered Animal Alphabet Book Project Specific to Indiana (but easily adaptable)

2. Animal Alphabet Book Description Goal: Describe the endangered animals of Bartholomew County and how to help keep them from becoming extinct through advanced alphabet books. Materials: Advanced alphabet example books (AR level 4 and higher), Netbooks, The Fifth Grade Website “Animal Project”, Rubrics, Description, Writing Process Checklist, Writing Process classroom tracker Helpful Websites: (All found on our Fifth Grade Website) DNR website FWS website IndianaWildlife.org Requirements: Your alphabet book is to be no longer than 28 pages. You must include the following information. - What is the status of your animal? (What does that status mean?) - Several photos that are relevant to your animal - What is your animal’s prey? What is your animal’s predator? Is your animal a consumer, producer, or decomposer? How do you know these things? - What is your animal’s habitat? - What threatens your animal? (Natural threats and Man-made) -How can the reader help your animal? - Several interesting facts about your animal. - Each of the pages as information about the animal that starts with a letter of the alphabet. -The book is in alphabetical order. Book: Your book can be handwritten or typed. Technology issues will not extend deadlines during this project, as it is a multi-week project already. You should have a title page and a resource page. Each page should start with a letter from the alphabet. These pages MUST be in alphabetical order.

3. Animal Project Rubric Name:_____________________ 5 Points4 Points3 Points2 Points0 Points Book Meets Requirements The student answers all of the questions in the book. The student only answers some of questions in the book description. But the student answers a majority. The student only answers half of the questions in the book description. The student answers two of the questions in the book description. The student answered one or zero of the questions on the book description. Visuals The student uses visuals that enhance each page. It is easy to understand why the child chose these pictures. The student uses a visual but they do not compliment the alphabet page. ________The student has visuals that do not truly go with his or her project. There are no visuals. Plan for Aiding Animal The student gives a detailed plan that is short. The plan is also something that can be easily completed. The student gives a plan but it is not detailed enough to help readers come to a conclusion as to whether to complete the plan. The student creates a plan that is not realistic. The student does not complete a plan, but does mention some actions that can take place to help the animal. There is no plan and the student does not discuss any actions to help the animal. Fact Accuracy All facts are accurate and the student sites his or her sources. All facts are accurate. OR The student sites his or her sources. There is one inaccuracy and the student sites his or her sources. There are 3- 4 facts that are mistaken. There are more than 4 inaccurate facts. Writing Process The student shows evidence in their folder of completing all writing process steps. The student did not complete 1 of the writing process steps. The student missed 2 of the steps in the process of writing. The student misses several steps. The student did not complete the writing process at all. Spelling and Grammar There are no spelling or grammar mistakes. There is only 1 spelling or grammar mistake. There are 2- 4 spelling or grammar mistakes. There are 4- 5 spelling or grammar mistakes. There are more than 5 spelling mistakes. Total: /30

4. Writing Process Checklist Endangered Animal ABC Book Pre-writing

5. Sloppy Draft Name:_________________ Letter:________