Going, Going, Gone?

Information for Teachers

Curriculum links

Australian Science Standards

BS (ACSSU44) Living things can be grouped on basis of observable features and distinguished from non-living things

BS (ACSSU44) Characteristics of living things such as growing, moving, sensitivity and reproducing

SS01.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing

New Zealand Science Achievement Objectives

LW: There are life processes common to all living things and that these occur in different ways

LW: How living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced

LW: Groups of living things in our world have changed over long periods of time

Helpful websites

You may want to direct your students to some or all of these websites to help with their investigations.

Acutely endangered mammals:



No longer endangered:



How to search the internet

1 Keep your request short

Fewer words will give a more accurate search.

2 Choose exactly what you want

For example: Arctic Circle Climate

3 Use quotes

Double quotes around a set of words tell the search engine to consider those exact words in that exact order without any change. For example: “Arctic Circle Climate”

4 Use the plus sign (+)

If you add a plus sign (+) between words, the internet will search for all the words. For example: migrate+birds+whales+mammal

5 Use the minus sign (–) to say what you don’t want

Use a minus sign (–) to show words you do not want to appear in your results. For example: if you search for burrowing animals and do not want mammals in your search,  –mammals will exclude mammals. Note that you need to put a space before the minus sign for the word to be excluded.

6 Be very clear about what you don’t want

Part 1
Ask questions and make predictions

After reading Going, Going, Gone? you may have many questions about why animals became extinct.

List your questions

  • Compare your list with questions that others have.
  • Choose a question you would like to investigate.
  • You can work alone, with a partner, or in a small group.

You may want to choose one or more of these questions to investigate

Q1. Make a list of the animals that may have once been in danger of becoming extinct, but seem to be doing well today. Why has this happened?

Q2. Which animals are seriously in danger of becoming extinct today? Why? Can anything be done to help them?

Go to Part 2 Plan and investigate →

Part 2
Plan and investigate

Do searches in the internet or in books or talk to people who can help to find the information you are looking for.

Your teacher may suggest suitable websites for further information.

Go to Part 3 Record and analyse data →

Part 3
Record and analyse data

Find a way of recording your information that will allow you to see any patterns in the data.

Data Chart for acutely endangered animals

Download Chart
Go to Part 4 Evaluate the information →

Part 4
Evaluate the information

1. Look over the information you have gathered and the patterns you have found.

Why are these animals facing extinction? Can anything be done to help them?

2. Search for other patterns.

Have animals like these been rescued before? How? What might happen if new laws protect them?

3. Makes notes about what you find.

Go to Part 5 Communicate and share ideas →

Part 5
Communicate and share ideas

Look over all of the information that you have gathered in your investigation.

What are the most important ideas about projects to protect animals in danger of extinction?

Make a chart showing the most important ideas.

Download Chart
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