TITLE: ENDANGERED SPECIES-CAN WE HELP THEM SURVIVE?
AUTHOR: Howard C. Kimmel, Ririe Elementary School, Ririe, ID
GRADE LEVEL/SUBJECT: 4-6
OVERVIEW: The topic of endangered species and their impact on
society is both of high interest and controversy. This lesson
is part of a unit designed to address this while specifically
working with higher level thinking skills.
PURPOSE: The purpose of this lesson is to allow the student to
select a specific endangered animal, identify it's attributes,
and suggest how changes in it's physical and behavioral characteristics
would improve it's chances for survival.
OBJECTIVES: The student will be able to:
1. Identify species that are designated as "endangered."
2. Identify the physical and behavioral characteristics of selected species.
3. Use the Productive Thinking Model (fluency, flexibility, originality,
and evaluation) to work towards a solution to the identified problems.
4. Use the SCAMPER technique individually and in a group to suggest
solutions to the problems.
5. Illustrate an example of the end product of their work.
RESOURCES/MATERIALS: A chart or student handout detailing the SCAMPER
technique is needed. Illustrations of animals that have been
designated as endangered from magazines or other sources would be
helpful for suggestions and motivation.
ACTIVITIES AND PROCEDURES:
1. Introduce the lesson by selecting an endangered animal and
identifying its physical and behavioral characteristics.
Discuss the factors that the students feel have contributed to causing
this animal to be designated as "endangered."
2. Introduce (or review) the SCAMPER technique.
3. Use the SCAMPER technique together to attempt to adapt the
selected animal in ways that the students think will
improve its chances for survival.
4. Allow the students to work individually or in groups to follow
the same procedure:
a. select an animal
b. identify its characteristics
c. discuss what factors have caused it to become endangered
d. use the SCAMPER technique to adapt the animal
e. make an illustration of your SCAMPERed animal to share with the class
TYING IT ALL TOGETHER: When the students have had sufficient time
to complete the activity, ask them to return to their seats and
share their results with the class. Ask each individual and/or group
to describe how and why they SCAMPERed their animal. Let them share
their illustration with the class (or post them, if space is available).
Solicit suggestions and comments from the class to help further improve
the adaptations suggested for each animal.
SCAMPER checklist:
S (Substitute) - Have a thing or person act or serve in
another's place
C (Combine) - Bring together or unite
A (Adapt) - Adjust to suit a condition or purpose
M (Modify) - Alter or change in form or quality
(Magnify) - Enlarge or make greater in quality or form
(Minify) - Make smaller, lighter, slower, less
frequent
P (Put to other uses) - Use for purposes other than the
ones intended
E (Eliminate) - Remove, omit, or get rid of a quality,
part, or whole
R (Rearrange) - Change order or adjust; create another
layout or scheme
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John Kurilecjmk@ofcn.org