Don't Endanger Our World

Don't Endanger Our World lesson plan

Identify and label endangered and protected species on a large 3-D paper maché globe of the earth.

  • 1.

    Students study a globe and world maps to locate continents and oceans. Find a list of endangered species that indicates where the animals or plants live on Earth.

  • 2.

    Students make a paper maché globe that locates endangered species. Tear recycled newspaper into strips approximately 1 by 4 inches (3 x 10 cm). Crumple recycled newspaper into a large ball.

  • 3.

    Cover a table top with recycled newspaper. Mix Crayola® School Glue with an equal part of water in a shallow bowl. Dip newspaper strips into the glue, then smooth onto the crumpled ball. Layer strips to cover the entire ball. Secure a string beneath layers of paper maché for hanging. Dry completely, which usually takes at least a day.

  • 4.

    Paint the paper-maché globe with Crayola Tempera Paint. Place continents and oceans in the correct places and in their relative sizes. Dry.

  • 5.

    Cut small paper flags with Crayola Scissors. Draw a picture of an endangered animal or plant on each flag with Crayola Fine Tip Markers. Use a Crayola School Glue to attach the drawings to toothpicks.

  • 6.

    Push the toothpick flags of endangered species into the correct locations on the globe.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.
  • LA: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SCI: Ask questions about the natural and human-built worlds.
  • SCI: Construct drawings or diagrams as representations of events or systems.
  • SCI: Construct original explanations of phenomena using knowledge of accepted scientific theory and linking it to models and evidence.
  • SS: Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

Adaptations

  • Possible classroom resources include: Gone Wild by David McLimans; Endangered Ocean Animals by Dave Taylor; Magic Tree House Fact Tracker #26: Pandas and Other Endangered Species by Mary Pope Osbourne & Natalie Pope Boyce; Endangered Zebras by Kelley MacAulay; Endangered Komodo Dragons by Bobbie Kalman;
  • Encourage students to create 3-D models of their selected endangered species using Crayola Model Magic. These models can be colored with Crayola Washable Markers. Provide space in the classroom to display the models.
  • Students investigate steps that have been taken to protect endangered species. Student groups create a list of these steps. The group then brainstorms other steps that people can take to eliminate threats to endangered species. Student groups should be prepared to present their steps to classmates.
  • Students select a specific endangered species to study in-depth and prepare an electronic presentation for classmates.