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Seek and Save the Yeti Campaign

Author: Maxine Tumaian


Dimner Beeber Middle School

Year: 2008

Seminar: Teaching Science with Science Fiction

Grade Level: 5-8

Keywords: art critique, career, conservation quests, cross-curricular, cryptozoology, film interpretation, Middle School, scientific process, vocabulary builders, Yeti

School Subject(s): Biology, Film, Literature, Science, Technology, Technology, Visual Art, Writing

This unit is an introduction of cryptozoology to the middle school student. It presents itself in a cross-curricular format. It contains three lessons to teach critical thinking through different approaches. It begins with the scientific process, followed by an art critique process and concludes with a film interpretation process. The lessons also contain vocabulary builders, career alignments, and conservation quests. A modified Yeti sighting time-line unifies discovery, recording evidence, building credibility, and effecting conservation. These are skills our students will need in the future as climate changes will expose the undiscovered, alter what is known, and obliterate what is unprotected.

This unit defines the Yeti by studying scientific and cultural comparisons of the Yeti form. It does not try to prove man and ape are descended from the same link.

Lesson #1, P.S.S.S.4.7.7 “Whose Toes Are Those?” adapted from Holt Science and Technology Cells, Heredity and Classification pages 154 to 155, debunks Yeti myths.

Lesson#2, Pa. 9.1 Production, Performance and Exhibition of Visual Arts, “Get Ready to Save the Yeti”, adapted from Glencoe Introducing Art pages 66 to 69, creating Yeti conservation stamps.

Lesson #3, Pa.9.2 Historical and Cultural Contexts,” The Yeti Flicks Its Trail”, adapted from Alberta Learning “Using Film in the Classroom” interprets how does the Yeti protect its territory?

The reference lists for the teacher and student documents charts, illustrations, and detailed sightings. Be aware, the Yeti may be closer than you think

Download Unit: Tumaian-2.pdf

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