Title: Type: Subject: Grade Range: Description: Duration: Author(s):

Creative Problem Solving Lesson PlanLesson 5 of Unit3rd Model Lesson Social Studies TAG 1 and 2 Animal Extinction 2+ Hours Bree Bosse

Instructional Unit Content Standard(s)/Element(s) Content Area Standard Science Second: S2CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out. First: S1L1. Students will investigate the characteristics and basic needs of animals. TAG Standard Creative Thinking and Problem Solving 2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). 3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems or create new products. 4. The student demonstrates skills in fluency and flexibility to solve problems or create new products. 5. The student develops original ideas, presentations, or products through synthesis and evaluation. 6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea for product improvement. 9. The student recognizes and assumes risks as a necessary part of problem solving. 10. The student monitors and reflects on the creative process of problem solving for future applications.

Summary/Overview The focus of this lesson is for students to explore a problem about endangered animals and will decide how to solve the problem of poaching.

Enduring Understanding(s) At the end of this lesson the students will understand that human activities lead to the endangerment/extinction of animals, but humans can also lead to the preservation of animals. Essential Question(s) What is animal endangerment? Do people have the right to kill animals for sport, recreation, personal gratification or personal gain? How can we help solve the problem of animal endangerment?

Concepts to Maintain

The students understands: The rules of brainstorming That people are largely responsible for the endangerment of animals The importance of protecting animals and preserving their habitats The students will: Participate in a creative problem solving activity Evidence of Learning What students should know: Some animals are endangered What students should be able to do: Design, apply, evaluate, and adapt a variety of innovative strategies to when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). Incorporate brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems or create new products. Suggested Vocabulary Poaching, personal gratification, personal gain, exotic, encroaching, development, extinct, endangered Procedure(s) Phase 1: Hook 1. Students will participate in a Guided Imagery Exercise (handout 1). Students will record and discuss feelings that result from the guided imagery on their reflection sheet (handout 2). Phase 2: Examine the Content 2. Mess: The teacher will distribute the Endangered Animals Mess packet (handout 3). Students will read the Endangered Animals Mess individually or in partners. TW show Brainpop Jr. video on Endangered and Extinct Species to help build students background knowle dge on the vocabulary and concept of endangered species. 3. Students will first work individually to write down facts obtained from the mess. Students will discuss the mess with their small groups and add any other facts to their paper. Teacher will review the difference between a fact and an opinion. Then the students will write down opinions they found in the mess. Finally, each table group will generate a list of unanswered questions and students will record on their papers. Phase 3: Creative Problem Solving 4. Discuss the Rules of Brainstorming: 1) Go for quantity. 2) Wild and crazy ideas are okay. 3) Piggy-back on the ideas of others. 4) No judgmentpositive or negative. (Also in Mess packethandout 3 and as a separate poster-handout 4) 5. Teacher will explain that the first step in solving a problem is finding out what the problem is. Problem-Finding: Each group will brainstorm the problems seen as a result of the mess. Students will then need to narrow their problems down to the top 5 (or 3). Then students will narrow down to the top 1 problem and each group will develop a solvable problem statement beginning with How might we The groups will share problem statement with the class.

6. The teacher will explain that the next step in solving problem is to find possible solutions to the problem. Idea-Finding: Each group will brainstorm solutions to the problem statement. Teacher will assist students & provide opportunities for students to group similar problems and narrow down solutions to the top five. 7. The students will write their five solutions on the solution finding chart/decision-making grid. MODELING--The teacher will call class to the carpet. Together the teacher and students will create

criteria for finding the best chocolate chip cookie: Famous Amos, Chips Ahoy, or Publix. The students will create criteria, taste cookies, and rank. The teacher will model how to come up with final solution using totals. 8. Solution-Finding: Students will return to their groups and each group will develop criteria to evaluate the five solutions. Students will use a decision-making grid and will rank solutions according to criteria and will use totals to come up with final solutions. Students will have the opportunity to research in order to make valid evaluations against the criteria. Students will describe their solution in detail. 9. Acceptance-Finding: Each group will use the graphic organizer to organize their thoughts and will develop an action plan for carrying out their solution. **throughout phase 2 and 3 students can use various websites and resources listed below to assist them in their problem solving and to build their background knowledge of the topic at hand** Phase 4: Synthesis Activity The students will explain their action plan by writing a letter to the Governor of Georgia. The students will use rubric provided as a guide in planning and creating the letter. Remediation: Provide a letter writing template and sentence frames to provide students with support. EXTENSION: (modification) Explain to students that they are going to create some sort of product that will support an endangered animal. Students will need to come up with a plan to help their animal not become endangered, use persuasive language, and have visuals that support what they believe (advertisement, poster, digital presentation, etc). They will have to present their presentation on video, practicing their speaking and presentation skills. Summarizing Activity: Shapely Debrief (handout 5) In regards to endangered animals: Something I learned that squares with my beliefs Three points to remember One question still going around in your mind Resource(s): All handouts Brainpop Jr.Extinct and Endangered Species www.wwf.org to explore animal conservation Various zoo websites to explore ways zoos help inform the public about the importance of protecting animals and their habitats-- www.sandiegozoo.com (has live cams of animals), www.zooatlanta.com www.defenders.org www.animalexplorers.com Letter writing paper Materials for students final product Chocolate Chip cookies Chart paper Technology: Ipad apps if student choose to present their synthesis activity using an app Websites listed above Handouts: Handout 1: Hook- Guided Imagery Exercise Handout 2: Guided Imagery Exercise Reflection Handout 3: Endangered Animals Mess Packet

Handout 4: Rules of Brainstorming (at very bottom of document) Handout 5: Shapely Debrief (in separate document-Microsoft Publisher Document ) Handout 6: Endangered Animal Letter Self-Assessment Checklist Handout 7: Endangered Animal Letter Rubric