Lesson 4: “Campaign
for the Western Red Lily”
Grade Level: middle years Duration: 120 – 180
min
Student Objectives: Student will be able to
-demonstrate
knowledge of the Western Red Lily
-demonstrate knowledge of ecological factors affecting the Western Red
Lily
-value the environment
-recognize the role that humans play in protecting or destroying ecosystems
-recognize the role that humans
play to promote conservation efforts
Instructional
Method: brainstorming, synectics, cooperative learning
CELs: CCT, COMM, PSVS, TL
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Motivational
Set: an overhead showing students "Wanted Western Red Lily" poster
from http://www.unibase.com/~naturesk/Red_Lilies/wanted.html
Procedure:
1) Show students
selected cartoon images of animals and plants. Ask
students to brainstorm word associations concerning characteristics
of cartoons. Encourage descriptive
adjectives as well as emotions (wise, smart, crazy, lazy, lovable,
stunned, angry, majestic, etc.) Write
the word associations on left side of board.
2) Point out those
items in nature can be given human characteristics that we
can associate with human emotions. Ensure
students understand that the images we use convey messages
to a particular audience to meet a specific purpose. Ex.-anti
smoking images. Discuss message
and audience image attempts to illustrate.
3) Handout assignment
sheet to students. Students are
asked to fulfill the role of teacher and put their knowledge
of the Western Red Lily into an action that will communicate
its importance and preservation. The assignment can be approached as an individual or
group project. Explain expectations
and rubric grading system. Provide
students direction, materials, and appropriate time to complete
their project.
4) Have students
present their finished project to the class. Display
student work.
Assessment: Formative: anecdotal
observations
Summative: Campaign
assignment
Extension: Grade 8/9 - Prior to the assignment, students can
be challenged to explore ecology topics in more detail (Ex.
Impact of human activity to prairie landscapes – fragmentation,
climate change, prairie fires). This learning can then
also be included in the Campaign Assignment.
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