In this lesson, students learn about how people are protecting living things and create their own plan to protect living things.

Step 1 - Inquire: Students learn about how artists are helping species in critical categories on the Red List.

Step 2 - Investigate: Students watch a video illustrating the actions taken by humans to help protect a species.

Step 3 - Inspire: Students design a solution to help a living thing. 

Positives

• This lesson creates a collaborative learning environment for students to consider positive action in their community.

• Students will consider how responsible decision-making directly impacts them and their environment.

• This lesson introduces options for helping wildlife using multiple learning styles.

Additional Prerequisites

• This is lesson 3 of 3 in our Number Sense and Biodiversity unit.

• You can choose to use the animals featured on the IUCN’s Red List slides in the Teacher Slideshow or identify 1-2 species on the IUCN’s Red List from your local area and adapt the slides. To find other animals, you may search for a specific species you know is in danger or use the directions below:

• Click on Advanced Search.

• Click on Land Regions.

• Click on the Arrow next to the Land Region you live in. This further narrows down the region.

• Click on Habitats. Choose a habitat that describes your area.

• Click on Red List Category, and select all categories except for Least Concern, Data Deficient and Extinct.

• The species will appear in a list. To view them on the map, choose the map setting on the gray header across the top.

Differentiation

• As a possible extension, students can share their design with the class and/or community leaders using cause and effect language.

• In the Inspire section, the class can choose to brainstorm ideas together and vote to create one conservation plan.

• The Student Worksheet has an adapted version for younger students.

The lesson features human actions to improve biodiversity. It would inspire students to lead initiatives on biodiversity conservation in their community. All materials have been fact-checked, and this lesson has passed our credibility process.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Primary Standards

• Next Generation Science Standards (NGSS)
  • LS4: Biological Evolution: Unity and Diversity
    • 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
  • ESS3: Earth and Human Activity
    • K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Supporting Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Writing (K-12)
    • CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
    • CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
    • CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• National Core Arts Standards
  • Visual Arts: Standard 6 - Convey meaning through the presentation of artistic work.
    • VA:Pr6.1.2a Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.