The aim of the research is to develop environmental problem-solving skills by incorporating environmental problems into a measurement and engineering unit based on the SCAMPER strategy. Its effectiveness was measured، and a list of environmentally appropriate problems was prepared for first-grade students. The research design consisted of five lessons and the creation of a teacher's guide. It also included an environmental attitudes scale and an environmental problem-solving skills scale، which consisted of three dimensions (identifying environmental problems، organizing information and data about environmental problems، and proposing solutions to environmental problems). Measurement tools were applied beforehand، followed by the implementation of the unit on an experimental group of first-grade students. Post-measurement was conducted afterwards. The results showed statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement of the environmental attitudes scale and its dimensions. There were also statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement of creative problem-solving for environmental problems and its dimensions. The research recommended several recommendations، including the necessity of incorporating a unit in the Arabic language based on the SCAMPER strategy for environmental problem-solving for first grade students.