Lesson: Return of the Kakapo

Watch a video to build upon prior knowledge about endangered species.

• Show an image of a well-known endangered animal, like a tiger or a panda. Together, brainstorm a list of endangered species. Define “endangered species” together. (a type of animal in danger of dying out, or becoming extinct) Then ask students to predict factors that caused each animal to become endangered. 
• Watch the video “Endangered Animals.” Invite students to add to your list of species and causes.

Read an article about kakapo to obtain information about adaptations and conservation efforts.

• Point out the word kakapo in the article. Explain that the word has accents over the vowels because it comes from a language called Maori. It means “parrot of the night.” Kaka means “parrot,” and po means “night.” 
• Read the article. Have students search the photos for the adaptations mentioned (Sharp claws, whiskers, large ears. Hint: The whiskers are feathers on either side of the beak; the ears are covered by feathers.) 
• Ask students to summarize why kakapo can’t fly and why that was a problem when predators were introduced to 
• New Zealand. (Kakapo evolved without predators like cats, rats, and weasels, so they didn’t need to fly. The introduction of such predators in the 1800s led to kakapo being killed in large numbers.)
• Have students complete the article’s Quick Quiz to reinforce key ideas.

Use sentence frames to describe the causes of the kakapo’s decline.

• Have students complete these sentence frames: “Kakapo became endangered because . . .” and “Kakapo numbers are increasing again because . . .” Ask: What has to happen to prevent kakapo from becoming extinct? (Kakapo need adequate territory with resources and without predators.) Why is their survival important? (They’re part of a web of living things that depend on one another.)

Interpret a line graph showing kakapo population over time.

• Distribute the Kakapo Count skills sheet. Preview key information about the graph together and find the current population of kakapo. 
• Ask students to complete the skills sheet in small groups. Discuss the answers as a class. Ask: Why is it important for scientists to track kakapo’s population? (to see if their efforts are successful) What if they were to notice a decrease in the population? (They could rethink their methods or look for a new problem, like a disease.)

Make inferences and explain key points from the article.

• Have students discuss and complete the Think It Through skills sheet independently or in small groups.
• Invite students to complete the Learning Journey (available below and online at the end of the scrollable article). 
• Do a socially distanced or virtual gallery walk of their work.

⇨ Learning Journey: The kakapo is an unusual bird—it’s a parrot that can’t fly! What unusual animal can you think up using your imagination? Draw a picture of your unusual creature and describe what makes it unique.