Scat

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

What might cause a species to become endangered? What might be the role of conservation in preventing the extinction of species? Why might it be important to try to prevent the extinction of species?

Teaching Suggestion: These questions intend to engender student interest in the conservation contexts of the novel—the theme of The Fragile Environment and the novel’s central symbol of the panther cub. It may be helpful to have a list of endangered species prepared ahead of time to help students identify any familiar animals that are endangered. You may also consider engaging the class in a discussion of the prerequisites for a species being officially labeled as endangered and the role of conservation in society today. Information from these or similar resources can help students develop additional context on the topic:

• This article describes the the various reasons a species may become endangered and the different classifications for endangered species, as well as offering some examples of endangered and extinct species.
• This 3-minute video describes endangered species, how they become endangered, and conservation efforts employed to minimize endangerment.

Short Activity

Explore environmental factors that contribute to the decline of wildlife in various environments. Research the three greatest threats to animals: habitat loss, climate change, and lack of biodiversity. Then develop strategies to help preserve wildlife and correct some of the environmental factors that threaten it. Consider using the bulleted questions to guide your research.

• What are the three major threats to wildlife?
• What is habitat loss and what causes it?
• What is climate change? How does it affect creatures and what steps are being taken to prevent it?
• What is a lack of biodiversity? How can this threaten wildlife?

Teaching Suggestion: Students may find it beneficial to first explore the article describing the three threats to wildlife before exploring each individual threat. One way you may choose to implement this activity is to divide students into specialized groups focused on each of the three major threats to wildlife and ask them to create an anchor chart representing their specific topic to the class. Consider referencing the causes of decline in wildlife as the novel progresses.

• This article from the National Wildlife Federation describes the three main threats to wildlife, and this one describes the biodiversity crisis and its causes.
• Zoo Atlanta’s article explores habitat loss and its causes.
• This article from the National Park Service explains climate change and the impact it has on wildlife.

Differentiation Suggestion: Students who demonstrate naturalistic intelligences or a propensity for/interest in environmental studies may find it beneficial to research the threats to wildlife by exploring them through the lens of a particular endangered species, such as a polar bear or Florida panther. Consider asking these students to share with peers which of the three threats apply to their specific species and what can be done to assist the endangered species. A visual aid such as a poster with images and information might assist the student in sharing and could then be displayed throughout the unit.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Have you ever had or witnessed an experience in nature that made you realize the importance of the environment? Describe any experiences you have had or any you have encountered through media (movies, television, media, etc.) that inspired you to act to protect the environment or to see the need for protection of the environment. What simple steps can you or your family or friends take to create a positive environmental impact? Should environmental protection be a shared effort, or can it be attained through individual efforts?

Teaching Suggestion: Consider helping students understand that inspiration for environmental protection can come from anywhere and anyone at any time, as the students in the novel, who are unexpectedly inspired by an otherwise cruel teacher (Mrs. Starch), can attest. To help motivate students to act if they are so inspired, consider encouraging them to reflect on how they can help protect the environment individually, emphasizing that no step is too small, and that they can exponentially compound their efforts by working with friends and peers, as students in the novel do. One fun perspective/scale challenge you may want to pose to your students is to think of the smallest act one can do to protect the environment and then think of the biggest possible act one can do for environmental protection; how are the tasks similar and different in nature?