EDU 360/372
Name: Jessica List
Thematic Unit Lesson Plan
Unit Title: The Rainforest
NYS Standards:
Subject: Social Studies
Grade: 3
Standard 3: Geography. Students will use a variety of intellectual skills to
demonstrate their understanding of the geography of the interdependent world
in which we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.
Key Idea 1: Geography can be divided into six essential elements which
can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the
world in spatial terms, places and regions, physical settings (including
natural resources), human systems, environment and society, and the
use of geography. (Adapted from The National Geography Standards,
1994: Geography for Life)
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Lesson Title: The Rainforest Regions.
Subject: Social Studies
NYS Performance Indicator:
Students draw maps and diagrams that serve as representations of places,
physical features, and objects.
Guiding question:
What are the Rainforests on our planet and where are they located?
Lesson Objective #1:
Given multiple labeled maps of the rainforests the students will be able to locate
the Rainforest regions on our planet.
Lesson Objective #2:
Given the labeled map and direct teaching by teacher the students will be able
to identify and label the Rainforest Regions of the World.
Set:
I will begin the lesson by allowing the students to share what information they
have collected from past experiences about Rainforests, giving me an idea of how
much they already know. Recording their responses on a KWL overhead.
Communicate Purpose:
“You all have shared so much of your knowledge of Rainforests already however
there is still many more fun and interesting things to discover. Today we are
going to learn about the locations and names of the different Rainforests on our
Planet.”
List
Description/Method(s)/ Assessment(s):
Method(s): I will use direct teaching to inform students of the locations of the
multiple Rainforests of our planet. I will use Collaborative learning to engage
students in the exploration of the location of the Rainforest regions on our
planet.
Description: I will introduce students to the rainforest regions by using a
variety of teaching aids such as a world atlas, globe, books, expository texts and
a board map: where the regions will be shaded in and important features such
as lines of latitude, longitude equator, prime meridian, Tropics of Cancer and
Capricorn, Continents and Countries will be labeled or evident. Collaboratively
(in pairs) the students will record the regions of Rainforest, any important
features and observations on individual map worksheet provided by teacher.
Assessment(s): I will collect worksheet and evaluate to identify the correct
placement of the regions, labels and features. I will also note the depth of their
observations (such as: the rainforest regions lay between the Tropics of Cancer
and Capricorn and around the Equator) *All map notation, features, world
geography was taught in previous unit*
Student-Teacher Resources:
Student Resources:
Rainforest Regions worksheet, usual supplies, crayons, world atlas, globe, board
map and books:
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New
York: Crabtree Publishing Company.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing,
Inc.
Teacher Resources:
Usual supplies, crayons, world atlas, globe, board map and information from:
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New
York: Crabtree Publishing Company.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing,
Inc.
Kennedy, J. (1998). Basic Skills; Map Skills- Grade 4. Michigan: McGraw Hill
Children’s Publishing.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center,
Inc.
Palmer, J. (1993). Rainforests. Austin, Texas: Raintree Steck-Vaughn Publishers.
List
Unit Title: The Rainforest. Subject: Social Studies & Science
NYS Standard:
Grade: 3
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 6: Plants and animals depend on each other
and their physical environment.
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Key Idea: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
Lesson Title: Layers of a Tropical Rainforest. Subject: Science & Language Arts
NYS Performance Indicator:
Students will learn to ask "why" questions to seek greater understanding
concerning objects and events they have observed and heard about
Students will gather and interpret information from children’s reference books,
magazines, textbooks, electronic bulletin boards, audio and media
presentations, oral interviews, and from such sources as charts, graphs, maps,
and diagrams.
Students will select information appropriate to the purpose of their investigation
and relate ideas from one text to another
Students will select and use strategies that have been taught for note taking,
organizing, and categorizing information
Guiding question: What are the layers of a tropical rainforest?
Lesson Objective #1:
After reading the book, The Rainforest, ( the section: What are Rain Forests
Like?) and DK Eye Wonder: Rain Forest ( the section: Forest Layers) students
will be able to identify the different layers of vegetation and what life lives in
those layers.
Lesson Objective #2:
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Given the book sections from The Rainforest and DK Eye Wonder: Rain Forest
and the Layers of Life Worksheet the students will be able to record the unique
features, conditions, plant and animal life of each layer.
Lesson Objective #3:
Given the book sections from The Rainforest and DK Eye Wonder: Rain Forest
and the Layers of Life Worksheet the students will be able to construct a
descriptive paragraph about the layers of the Tropical Rainforest.
Set:
I will begin by talking about the previous days lesson and what was learned.
Next I will ask the students as a group what makes the Tropical Rainforests so
unique. As I know I will see many different answers and acknowledge all of
them, I will conclude our discussion by making a point to talk about its
vegetation and plant life. Putting emphasis on the new word “vegetation”.
Communicate Purpose:
“Yesterday we discovered that the Tropical Rainforests of the World are located
very near to the equator and are in almost every continent of the world. Today
we are going to look at one aspect of what makes the Rainforest so unique from
other regions of our world, its vegetation or plant life. May I have four volunteers
to help me?”
Description/Method(s)/ Assessment(s):
Method(s):
I will use Teacher Read-Aloud to help the students gain knowledge of tropical rain forest layers. I
will use direct teaching to help the students learn the names of the layers and what life exists in
the layers. The students’ understanding will be reinforced through active learning.
Description:
I will introduce the idea of the “Layers of the Rain Forest”. Then I will select four
students to help demonstrate the layers. Giving each of them a card with the
words Emergent Layer, Canopy, Understory, and Forest Floor. To the rest of the
class hand out pictures of monkeys, insects, birds anteaters, flowers. Being sure
to identify them when distributing them.
While reading DK Eye Wonder: Rain Forest (the section: Forest Layers) have the
students with the cards act out their role in the forest. May need assistance (i.e.
forest floor-laying on the floor, understory- sitting like a pretzel, canopykneeling and emergent- standing straight) When the other student hear any
information regarding the picture they are holding they come and put the
picture in the correct layer.
I will read the passage a second time while having the students take notes on
the Layers of Life worksheet. I will also read about the layers from The
Rainforest, (the section: What are Rain Forests Like?)
Using the notes gathered on the Layers of Life worksheet the student would then
write a descriptive paragraph for each layer discussing the life and
characteristics involved in that layer.
Assessment(s):
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I will collect the Layers of Life worksheet and evaluate them on detail and
accuracy in information.
Students will write a descriptive paragraph for each layer of the rainforest.
Paragraphs will be collected and evaluated on content and accuracy of
information with minor attention to grammar.
Student-Teacher Resources:
Student Resources:
Layer cards, animals/plants/insect cards, Layers of Life worksheet (Lindsay,
2000), usual supplies and information from:
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing,
Inc.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center,
Inc.
Palmer, J. (1993). Rainforests. Austin, Texas: Raintree Steck-Vaughn Publishers.
Teacher Resources:
Information from:
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing,
Inc.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center,
Inc.
Palmer, J. (1993). Rainforests. Austin, Texas: Raintree Steck-Vaughn Publishers.
List
Unit Title: The Rainforest. Subject: Social Studies & Science
NYS Standard:
Grade: 3
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 2: Many of the phenomena that we observe on Earth involve
interactions among components of air, water, and land.
Lesson Title: The Water Cycle in Tropical Rainforests
Subject: Science
NYS Performance Indicator:
Students will describe the relationships among air, water, and land on Earth
Guiding question: Where does all the water in the Tropical Rainforests come from?
Lesson Objective #1:
Given the “Plants that Make it Pour” Plant the students will be able to identify
the stages of the water cycle.
Lesson Objective #2:
Given the “Plants that Make it Pour” Plant and the Water Cycle worksheet the
students will be able to identify and record the stages of the water cycle.
Lesson Objective #2:
Given the “Plants that Make it Pour” Plant and the Water Cycle worksheet the
students will be able to identify and record the stages of the water cycle.
Lesson Objective #3:
Given the “Plants that make it Pour” Plant the book Resources and Conservation
(the section on Rainforests and Climates) and the Water Cycle worksheet the
students will be able to explain what the world would be like without the water
cycle.
Set:
I will begin by asking the student’s why the Rainforest is so wet? I will record all
information and contributions on the board.
Communicate Purpose:
“From our past exploration and just by its name “rainforest” we know that these
regions get a lot of rain. But where does all this water come from? Would you
believe that all this water comes from the “vegetation”? In fact the water isn’t
coming from anywhere but the ground below. The trees help to recycle it! Its
called the Water Cycle.
Description/Method(s)/ Assessment(s):
Method(s):
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I will use a combination of direct teaching and Teacher Read-Aloud to help the students gain
knowledge of the process of the Rainforest and its importance to our world. .
Description:
I will demonstrate the water cycle using the “Plants that make it Pour” Plant.
(Just a heavily watered plant with a plastic bag over the top that is put by a
window for few days.) I would let the children see me do this a few days in
advance but I wouldn’t mention the water cycle or its purpose.
I will introduce the words evaporation and condensation. First by using them
then by putting them on the board. “Notice the water condensing in the bag, it
will soon be to heavy and fall back on to the plant” This is the Water Cycle.
I will then read to the students from the book Resources and Conservation (the
section on Rainforests and Climates) and handout the Water Cycle worksheet.
Working individually to complete the worksheet.
Assessment(s):
I will collect the worksheet and evaluate their description of the processes and
their insight into a world without the water cycle.
Student-Teacher Resources:
Student Resources:
Usual supplies, Water Cycle worksheet, and “Plants that make it Pour” plant.
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New
York: Crabtree Publishing Company.
Teacher Resources:
Plant, pot, soil, plastic zip lock bag, information from:
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New
York: Crabtree Publishing Company.
And “Plants that make it Pour” from pg. 31of:
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center,
Inc.
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Unit Title: The Rainforest Subject: Social Studies
NYS Standard:
Grade: 3
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 1: Living things are both similar to and different from
each other and nonliving things.
Lesson Title: Decomposing: Forest Floor
Subject: Science
NYS Performance Indicator:
Students describe the life processes common to all living things.
Guiding question:
What happens on the Forest Floor if no sunlight is getting through?
Lesson Objective #1:
Students will become familiar with the importance of the decomposition of the
Forest Floor to the success of the Rainforests.
Lesson Objective #2:
Students will record and illustrate their own decomposition findings in their
Daily Decomposition Diary giving them first hand observation of the process.
Set:
I will start by allowing each student to observe my already decomposing jar of
food. Not telling them the lesson but then asking them why I have a jar full of
rotting food. What could I possible use it for?
Communicate Purpose:
“A few days ago we learned about the forest floor. We learned that it was a dark
place with very little light reaching it. We also noticed that mostly insects and
dead plants and animals made up this layer of the Rainforest. What do you
think about this? Can all that dead stuff be good for the forest? Today we are
going to see how all that dead stuff actually helps the rainforest grow. “
Description/Method(s)/ Assessment(s):
Method(s):
I will use direct teaching to help the students learn what decomposition is and
its use in the rain forest. The students’ understanding will be reinforced through
active learning.
Description:
I will teach them that on the Forest Floor there is little sunlight due to the layers
above it. They will learn that only dead organisms and insects live in the forest
floor. I will teach them that even though it is the “gross” layer it serves an
important purpose. I will make a connection to compost piles and see if any of
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the students know what one is, has one, and knows what it is useful for. I will
tell them that it is important part of growth of the rainforest because it put
nutrients back into the soil.
I will then introduce the Decompose Diary project. They will put items that will
decompose into a glass jar and observe the findings from day to day as the food
decomposes, drawing what they see in the Daily Decomposition Diary.
Assessment(s):
On the end-of-the-unit test I will have one short answer question in where the
student will have to describe in detail the benefits of decomposition and the
Rainforest.
Student-Teacher Resources:
Student Resources:
Usual Supplies, left over food (i.e. fruit) from the cafeteria, A canning jar and
Daily Decompose Diary.
Teacher Resources:
Usual Supplies, left over food (i.e. fruit) from the cafeteria. A canning jar. Daily
Decompose Diary. Information from:
Castaldo, N. F. (2003). Rainforests: An Activity Guide for Ages 6-9. Chicago:
Chicago Preview Press.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center,
Inc.
List
Unit Title: The Rainforest Subject: Social Studies
NYS Standard:
Grade: 3
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 6: Plants and animals depend on each other
and their physical environment.
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Key Idea: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
Lesson Title: Letter to Save Rainforest Subject: Social Studies & Language Arts
NYS Performance Indicator:
Students will learn to ask "why" questions to seek greater understanding
concerning objects and events they have observed and heard about
Students will gather and interpret information from children’s reference books,
magazines, textbooks, electronic bulletin boards, audio and media
presentations, oral interviews, and from such sources as charts, graphs, maps,
and diagrams.
Students will select information appropriate to the purpose of their investigation
and relate ideas from one text to another
Students will select and use strategies that have been taught for note taking,
organizing, and categorizing information
Guiding question: What can we do to help save the rainforest?
Lesson Objective #1:
Given the website http://www.ran.org/kids_action/index.html the students will
write a letter to out school regarding the safety of the Earth’s Rainforests.
Lesson Objective #2:
Given the website http://www.ran.org/kids_action/index.html and the graphic
organizers the students will generate a letter with containing three reasons we
should save the rainforests and three cases for the destruction of it today.
Set:
I will begin by showing the class the website and giving them a guided tour of its
perks and highlights.
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Communicate Purpose:
Today we are going to be doing a little individual research on a special website
dedicated to saving the Rainforest. After the research you will compose a letter
to our school with your findings.
Description/Method(s)/ Assessment(s):
Method(s):
The students will use active learning by exploring the website to gather new
information.
Description:
I will have the students explore the website looking for 3 things that cause harm
to the rainforest and three things that we can do to protect it. I will do an
example for them. The students will fill in the graphic organizer provided with
this data. Once completed with the graphic organizer the students will start
composing their rough draft on the sample paper provided. I will be monitoring
and providing assistance to students. Then the student will type out the final
draft of the letter to the school informing them of the rainforest problem.
Assessment(s):
I will collect the letter and grade for accuracy of information, flow, grammar and
proper form( as we just finished up a letter writing unit in language arts)
Student-Teacher Resources:
Student Resources:
Save the Rainforest Graphic organizer and letter template, computer, usual
supplies and the website;
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15, 2004,
Altavista. http://www.ran.org/kids_action/index.html
Teacher Resources:
Computer, usual supplies and the website;
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15, 2004,
Altavista. http://www.ran.org/kids_action/index.html
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References
Castaldo, N. F. (2003). Rainforests: An Activity Guide for Ages 6-9. Chicago: Chicago
Preview Press.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing, Inc.
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New York:
Crabtree Publishing Company.
Kennedy, J. (1998). Basic Skills; Map Skills- Grade 4. Michigan: McGraw Hill Children’s
Publishing.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center, Inc.
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15, 2004,
Altavista. http://www.ran.org/kids_action/index.html
Unit Title: The Rainforest
Subject: Social Studies
Grade: 3
NYS Standard:
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 3: Critical thinking skills are used in the solution of mathematical
problems.
Standard 3: Students will understand mathematics and become mathematically
confident by communicating and reasoning mathematically, by applying mathematics
in real-world settings, and by solving problems through the integrated study of number
systems, geometry, algebra, data analysis, probability, and trigonometry.
Key Idea 1. Students use mathematical reasoning to analyze mathematical
situations, make conjectures, gather evidence, and construct an argument.
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Key Idea 2. Students use number sense and numeration to develop an
understanding of the multiple uses of numbers in the real world, the use of
numbers to communicate mathematically, and the use of numbers in the
development of mathematical ideas.
Lesson Title: Tropical Teasers
Subject: Mathematics
NYS Performance Indicator:
Students will use simple logical reasoning to develop conclusions, recognizing
that patterns and relationships present in the environment assist them in
reaching these conclusions.
Students will share their findings with others and actively seek their
interpretations and ideas.
Guiding question: Can we apply the things we learn in math to the tropical
rainforest?
Lesson Objective #1:
Given the Tropical Teasers Worksheet the students will be able to compute the
answers to the rainforest themed problems.
Lesson Objective #2:
Given the group data sheet the students will be able to record and analyze the
answers to the rainforest themed problems.
Set:
I will begin by asking the students what kinds of math we have learned this
year. Writing their responses on the board and asking for examples of each as
we go.
Communicate Purpose:
“Today we are going to be finding answers to some fun math questions. We will
be exploring in small groups. There are some fun math questions with a tropical
rainforest theme that will review many of our math concepts we have learned
this year, such as multiplication, division, digit placement, rounding, percents
and some addition and subtraction.”
Description/Method(s)/ Assessment(s):
Method(s):
The students will use cooperative learning to calculate answers to different math
problems.
Description:
1. I will divide the class into groups of three.
a. Giving each group three data sheets, one calculator and a box of
manupulatives.
b. Each student will be assigned a job per question (i.e. so they each get a
chance to do the different jobs.) Keeping the data sheet yet changing
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jobs. As the students have used these roles before, they will need no
introduction to each job’s duties and responsibilities.
i. Estimator, Calculator and Figurer.
1. The “Estimator” will estimate and approximate the answer
to the questions, writing down his or her thought process.
2. The “Calculator” will use the calculator to find the answer.
3. And the “Figurer” will do the applications by hand. Each
student will record his or her work on the datasheet for
each problem.
2. I will then hand out the worksheet of rainforest themed math questions.
a. After each question the students will compare answers and note any
similarities or differences in answers.
b. They will also explain how they came upon their answers to the other
members of their groups.
Assessment(s):
I will collect the Group’s Tropical Teasers sheets and review their work. I will be
looking for more than correct answers but the process and skills associated with
finding them. I will assess them as a group and individually.
Student-Teacher Resources:
Student Resources:
Calculator, Tropical Teasers worksheet, Group Data sheet, manipulative box:
which contains a ruler, measuring tape, a box of beads, plastic baggies
and a three foot piece of string and the usual supplies.
Teacher Resources:
Usual supplies and the Resource Packet;
Project ADEPT, Explorations in Rainforests. Monroe #2 –Orleans BOCES.
Pg. 31-32.
Lesson Title: Under the Canopy
Subject: Language Arts
NYS Standard:
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 6: Plants and animals depend on each other
and their physical environment.
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
List
Key Idea 1: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
NYS Performance Indicator:
Students will use simple logical reasoning to develop conclusions, recognizing
that patterns and relationships present in the environment assist them in
reaching these conclusions.
Students will share their findings with others and actively seek their
interpretations and ideas.
Guiding question: How can we describe the Tropical Rainforest to a person who
has never traveled there?
Lesson Objective #1:
Given the Tropical Rainforest sounds Compact Disc the students will be able to
compose a descriptive writing piece about the Tropical Rainforest.
Lesson Objective #2:
Given past lessons, activities and research about the rainforests the students
will be able to provide multiple details about the environment, animals, and
weather of the tropical rainforest.
Set:
I will begin by asking the students to clear their minds as well as their desks. I
will play them about one minute of the rainforest sounds tape. Asking them to
think about that comes into their minds while listening.
Communicate Purpose:
“Today you are going to take a walk under the canopy and get a chance to
experience the rainforest in your imagination. You will get to listen to a
recording of rainforest sounds and from this you are going to write a descriptive
piece. From these descriptive writing pieces I would like to see that you can give
me examples of the different things one might see in a rainforest such as the
layers, the vegetation, the colors, the animals, the insects, the smells, the tastes
and the touches. Using all your senses and providing multiple examples of
each.”
Description/Method(s)/ Assessment(s):
Method(s):
I will use active learning to draw out the knowledge gained in the rainforest unit.
Description:
1. The students will listen to 15 min of Sound of the Rainforest.
a. First 5 min the students will just sit quietly and listen.
b. Second 5 min the student will record any images, sounds, detail
they have imagined during the first 5 min and adding more.
c. Third 5 min the students will begin their writing pieces with the
line “While walking under the canopy…”
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2. The CD will be turned off at the end of the 15 min and then the
students will be allowed 15 min more to finish their rough drafts.
3. The students will be partnered up and will take 10 min to peer edit
their partners’ work.
4. Then handing in the peer edited work for teacher evaluation and
editing.
Assessment(s):
I will have the students peer edit the writing pieces. Then I will collect and edit
them myself and meet with students to discuss their rough draft. The final copy
will be typed and each student will draw a picture of what they see.
Student-Teacher Resources:
Student Resources:
Usual supplies, Graphic organizer and Sounds of Earth: Rainforest CD.
Teacher Resources:
Usual supplies, Graphic organizer and Sounds of Earth: Rainforest CD.
Project ADEPT, Explorations in Rainforests. Monroe #2 –Orleans BOCES.
Pg. 37.
Lesson Title: Tropical Rainforest Natives Trading Cards
Subject: Science and LA
NYS Standard:
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Key Idea: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
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the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 1: Living things are both similar to and different from
each other and nonliving things.
Key Idea 6: Plants and animals depend on each other
and their physical environment.
NYS Performance Indicator:
Students will use simple logical reasoning to develop conclusions, recognizing
that patterns and relationships present in the environment assist them in
reaching these conclusions.
Students will share their findings with others and actively seek their
interpretations and ideas.
Guiding question: What creatures live in the tropical rainforests?
Lesson Objective #1:
Given the multiple resources the students will be able to collect data on
Rainforest animals.
Lesson Objective #2:
Given the Rainforest Animal Rap Sheet and the 3x5 index card the students will
be able to record pertinent information about the particular animal.
Set:
I will begin by asking the students to tell me about trading cards. What kinds of
things are found on a trading card? Providing some examples. As this is just a
discussion I will not write on the board any responses. I will introduce the fact
that we will be creating Rainforest Animal Trading Cards, to help us learn more
about rainforest animals.
Communicate Purpose:
“In our study of the rainforest we haven’t had a chance to learn much about the
different animals that live there. But today it will be Animal Mania because
today we are going to have a chance to learn about the animal of the rainforest
by making Rainforest Animal Trading Cards! You will have a chance to look up
all sorts of fun facts on your own particular animal.”
Description/Method(s)/ Assessment(s):
Method(s):
I will use scientific inquiry to have students research animals of the rainforest.
Description:
The students will create their own tropical rainforest trading cards.
a. They will first research the animal and record their information on the
Rainforest Animal Rap Sheet. And answering the questions below.
1. What layer of the Rainforest does your animal live in?
2. Does it come out during the day or at night?
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3.
4.
5.
6.
7.
8.
What does your animal like to eat?
Which animals like to eat your animal? (Who are its enemies?)
How does your animal protect itself?
Describe how your animal looks.
What makes your animal special? What makes your animal unique?
Describe how your animal is in danger from people.
b. Then using 3X5 index cards they will create a trading card for the
animal.
a. They can print a picture from the computer or draw a picture of
their animal on one side of the card.
b. On the other side of the card, record the following information:
name, home, layer, food, and other interesting facts. And
answering the following questions (All of which is on the
Rainforest Animal Rap Sheet)
c. Have the students find classmates who also did this project and see if
they would like to trade any cards that they have made.
The students will use various Internet sites, classroom books, and library books
to collect their information. The cards will feature animals. Their will be at least
10 cards already make up by the teacher so that there are more than just 20-25
cards in circulation.
Assessment(s):
I will collect the trading cards and evaluate the information, creativity, and
design of each student’s card.
Student-Teacher Resources:
Student Resources:
Usual supplies, 5x8 index cards, Rainforest Animal Rap Sheet, internet access,
library and classroom books. Nonfiction animal books and encyclopedias.
Worksheet from:
Project ADEPT, Explorations in Rainforests. Monroe #2 –Orleans BOCES. Pg. 19.
Teacher Resources:
Usual supplies and inspiration from:
http://intgrunits.olivet.edu/tropical/onyourown.htm 1999 Olivet
Nazarene University
Worksheet from:
Project ADEPT, Explorations in Rainforests. Monroe #2 –Orleans BOCES. Pg. 19.
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Lesson Title: Rainforest Jeopardy Subject: Social Studies, Science and LA
NYS Standard:
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Key Idea: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
Key Idea: Speaking and writing to acquire and transmit information
requires asking probing and clarifying questions, interpreting
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information in one’s own words, applying information from one context to
another, and presenting the information and interpretation clearly,
concisely, and comprehensibly.
Standard 3: Language for Critical Analysis and Evaluation (Elementary)
Students will read, write, listen, and speak for critical analysis and evaluation.
Key Idea 1: Listening and reading to analyze and evaluate experiences,
ideas, information, and issues requires using evaluative criteria from a
variety of perspectives and recognizing the difference in evaluations
based on different sets of criteria.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we live—
local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
Key Idea 1: Geography can be divided into six essential elements which
can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the
world in spatial terms, places and regions, physical settings (including
natural resources), human systems, environment and society, and the
use of geography.
NYS Performance Indicator:
Students analyze, interpret, and evaluate information, ideas, organization, and
language from academic and nonacademic texts, such as textbooks, public
documents, book and movie reviews, and editorials.
Students study about how people live, work, and utilize natural resources.
Students will share their findings with others and actively seek their
interpretations and ideas.
Guiding question: What are some critical vocabulary terms to know when learning
about the Tropical Rainforests?
Lesson Objective #1:
Given definitions of Rainforest Vocabulary the students will be able to state the
corresponding vocabulary word.
Lesson Objective #2:
Given group interaction and collaboration the students will be able to discuss
the definitions stated.
Set:
I will begin by dividing the students into two teams. I will do this randomly and
ahead of time. Having the students sit together with their group.
Communicate Purpose:
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“Welcome to Tropical Rainforest Jeopardy. The Game show where everything is
at stake including our survival. The board is filled with definitions of rainforest
vocabulary with different prices allotted to each question. The higher the price
the more difficult the question. You have been learning many Rainforest terms
over the past two weeks. I hope to see that these two teams know their
Rainforest Lingo!”
Description/Method(s)/ Assessment(s):
Method(s):
I will use active, collaborative and cooperative learning to have the students
remember the important vocabulary words.
Description:
a. Flip a coin to see who goes first.
b. The teams will then pick a question from the categories and the teacher will
read the back, which will be in the form of an answer.
c. Then both teams will have a chance to buss in with the correct answer,
which is in the form of a question.
a. For example: Teacher- “The highest layer of the rainforest.”
Student Answer- “What is the canopy?”
d. The student teams will be awarded points based on whether they can answer
questions correctly from a variety of categories listed (Animals, Environment,
Geography, Weather and Fun Facts) on the game show board.
e. If the team answers the question correctly, they receive positive points
associated with the question. If team answers the questions wrong, they
receive negative points.
a. You will demonstrate and record this addition and subtraction on the
board.
f. The winner is the team who has the most money at the end of the game.
Assessment(s):
I will assess each student on their performance during the game and their
interaction with their classmates
Student-Teacher Resources:
Student Resources:
Usual Supplies.
Teacher Resources:
Usual supplies, Jeopardy questions, answer sheet. Bonus round sheet.
Information from:
Castaldo, N. F. (2003). Rainforests: An Activity Guide for Ages 6-9.
Chicago: Chicago Preview Press.
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation.
New York: Crabtree Publishing Company.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK
Publishing, Inc.
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Kennedy, J. (1998). Basic Skills; Map Skills- Grade 4. Michigan: McGraw
Hill Children’s Publishing.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education
Center, Inc.
Olivet Nazarene University, (1999) Tropical Treasures. April 1, 2004,
Altavista. http://intgrunits.olivet.edu/tropical/onyourown.htm
Project ADEPT. (2000) Explorations in Rainforests. Monroe #2 –Orleans
BOCES.
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15,
2004, Altavista. http://www.ran.org/kids_action/index.html
List
Lesson Title: Rainforests of Earth
Subject: Social Studies & Language Arts
NYS Standard:
Standard 3: Geography. Students will use a variety of intellectual skills to
demonstrate their understanding of the geography of the interdependent world
in which we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.
Key Idea 1: Geography can be divided into six essential elements which
can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the
world in spatial terms, places and regions, physical settings (including
natural resources), human systems, environment and society, and the
use of geography. (Adapted from The National Geography Standards,
1994: Geography for Life)
Standard 4 Science, The Living Environment (Elementary): Students will
understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 6: Plants and animals depend on each other
and their physical environment.
Standard 1- Language for Information and Understanding (Elementary)
Students will read, write, listen, and speak for information and understanding.
Key Idea: As listeners and readers, students will collect data, facts, and
ideas, discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
NYS Performance Indicator:
Students draw maps and diagrams that serve as representations of places,
physical features, and objects.
Students will gather and interpret information from children’s reference books,
magazines, textbooks, electronic bulletin boards, audio and media
presentations, oral interviews, and from such sources as charts, graphs, maps,
and diagrams.
Students will select information appropriate to the purpose of their investigation
and relate ideas from one text to another
Guiding question: Are the rainforests throughout the world different from one
another?
Lesson Objective #1:
Given multiple resources the student will be able to locate the differences
between the different Rainforests on Earth.
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Lesson Objective #2:
Given the multiple resources the student will be able to illustrate the
characteristics of a particular rainforest and its corresponding continent.
Set:
I will begin by showing the class a world map and have them tell me where the
different rainforests are located. I will ask them if they think that all the different
rainforests are different. Making sure they know that the miles between them is
not their only difference. I will also tell them the names and the corresponding
continents.
Communicate Purpose:
“Today we are going to be doing some group research and project. I am going to
assign each group a different rainforest. It will be the group’s responsibility to
research that rainforest and create a data sheet and map of that particular
Rainforest. I am open to your creativity”
Description/Method(s)/ Assessment(s):
Method(s):
The students will use active learning, collaborative learning, cooperative learning
and investigation by exploring the different rainforests and their different
characteristics.
Description:
a. The students will first be divided into teams for the corresponding
rainforests. (Central America, South America, Africa, Southern Asia,
and Australia) Therefore 5 teams.
b. The students will then work together and use the resources provided
to learn about their particular rainforest, using the questions below
which will be provided for their consult.
a. Where is it located on the continent? What countries does it
lie in? What countries are its boarders?
b. What animals are living there?
c. What tribes live there?
d. What is the weather?
e. What is the status of it? (i.e. is it being destroyed?)
c. The students will then compile this information into a poster about
their rainforest.
d. Including a play dough representation of their Rainforest and the
continent it lies on.
e. They will then present the poster and map to the class.
Assessment(s):
I will observe their findings and access them on their creativity, cooperative
work, correctness of information and final presentation to class.
Student-Teacher Resources:
Student Resources:
Usual Supplies, Internet access, library and classroom books such as nonfiction
rainforest books and encyclopedias, play dough, cardboard, poster board and
string.
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Teacher Resources:
Computer, world map, usual supplies and information from various sources
below:
Castaldo, N. F. (2003). Rainforests: An Activity Guide for Ages 6-9.
Chicago: Chicago Preview Press.
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation.
New York: Crabtree Publishing Company.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK
Publishing, Inc.
Kennedy, J. (1998). Basic Skills; Map Skills- Grade 4. Michigan: McGraw
Hill Children’s Publishing.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education
Center, Inc.
Olivet Nazarene University, (1999) Tropical Treasures. April 1, 2004,
Altavista. http://intgrunits.olivet.edu/tropical/onyourown.htm
Project ADEPT. (2000) Explorations in Rainforests. Monroe #2 –Orleans
BOCES.
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15,
2004, Altavista. http://www.ran.org/kids_action/index.html
List
References
Castaldo, N. F. (2003). Rainforests: An Activity Guide for Ages 6-9. Chicago: Chicago
Preview Press.
Chinery M. (2001). Secrets of the Rainforest: Resources and Conservation. New York:
Crabtree Publishing Company.
Greenwood E. (2001). DK Eye Wonder Rain Forest. New York: DK Publishing, Inc.
Kennedy, J. (1998). Basic Skills; Map Skills- Grade 4. Michigan: McGraw Hill Children’s
Publishing.
Lindsay, E. (2000). The Earth: Grades 4-6. Greensboro: The Education Center, Inc.
Olivet Nazarene University, (1999) Tropical Treasures. April 1, 2004, Altavista.
http://intgrunits.olivet.edu/tropical/onyourown.htm
Project ADEPT. (2000) Explorations in Rainforests. Monroe #2 –Orleans BOCES.
Rainforest Action Network. (2001) Welcome to the Kids Corner. March 15, 2004,
Altavista. http://www.ran.org/kids_action/index.html
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Group Data Sheet
This sheet is used to record your work. Write down all of the steps done to solve a
problem. The box is where you can do your handwork. Remember to record what job it
is you are performing for each problem!
Question #1
Job:
Steps:
Answer:
Question #2
Job:
Steps:
Answer:
Question #3
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Answer:
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Question #4
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Question #5
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Question #6
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Question #7
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Question #8
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Question #9
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Question #10
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Question #11
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Question #12
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Question #13
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Question #14
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Question #15
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Question #16
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Question #17
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Question #18
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Question #19
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Question #20
Job:
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Under the Canopy
Graphic Organizer
What environmental features
did you saw…
What you heard and
smelled…
UNDER THE
CANOPY
What you felt…
What you did…
What animals and insects you
saw…
How it ended…
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