Title: Layers of the Rainforest
Grade 3
Standards:
Science (Next
Generation Science
Standard)
Technology
(International
Standards for
Technology in
Educ.)
Engineering (Next
Generation Science
Standard)
Mathematics
(Common Core
State Standard)
(LS2.C) Ecosystems dynamics, functioning and resilience.
(3-D) Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate and use informational resources to support research and learning.
Essential Learning Objectives:
Understand that:
• There are 4 layers in a rainforest that contain plants and animals.
• Plants and animals rely on each other to thrive in their ecosystem.
Know:
•
•
•
•
•
•
Do:
Forest floor
Canopy
Understory
Emergent
Ecosystem
Mural
•
•
•
•
Label the layers of the rainforest
Identify 2-4 animals that live in each layer
Identify 2-4 plants that live in each layer
Work in groups to create a mural of 1 layer of
the rainforest
Acceptable Evidence:
What would you have to observe to believe that the students have mastered the objective? What product or activity would
provide proof that the students can use this knowledge and these skills to show that they understand?
Acceptable Evidence (Rubrics to be written?):
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Students will be able to:
• Students will be able to create a mural illustrating one layer of the rainforest,
• Students will be able to label their plants and animals that live in their layer of the rainforest.
• Students will be able to work in small groups to plan their mural and assign tasks to each member.
The Lesson/Unit Focus:
The Challenge:
What is the sentence or question that sums up the specific learning challenge students will undertake?
Create and label a mural of the rainforest layer that your group was given. Draw and label the plants and animals on your
mural.
Summative Assessment Criteria and Scoring Guide: (Criteria matches the “acceptable evidence” listed above.):
What is the language that best describes the expected evidence that meets the learning expectation (meeting)? What language
describes evidence that surpasses the expectations? What language describes evidence that has not met the expectations (basic,
approaching)?
Category
Planning/Organizing
Drawings
Basic
Approaching
Meeting
Surpassing
Leaps into action
without any evidence
of planning or focus
Student has planned
his/her part of the
mural and can describe
how he/she will get the
work done and a vision
for his/her own part.
Does not solicit much
group input when
making plan.
Student has planned
his/her part of the
mural and can describe
how he/she will get the
work done and a vision
for his/her own part.
Gets team input for
his/her contribution
before beginning.
Student can describe
the intent and plan of
complete mural and
how his/her part will
contribute to the
whole. Works with
team to come up with
general plan of what
will be done before
beginning.
Drawn objects are
difficult to recognize
and/or not accurate.
Nothing is labeled.
Drawings are
recognizable, detailed
and reasonably
accurate. They are
copied printed, or
traced rather than
original. Some
labeling is on the
mural.
Drawings are
recognizable, detailed
and colored accurately.
Some labeling is on
the mural. Overall the
drawings are original
and done with some
skill.
Drawings are
recognizable, detailed
and colored accurately.
The plants and animals
are labeled. Overall,
the drawing is original
and skillful.
2
Collaboration and
Teamwork
The mural appeared to
be the work of only 12 students in the group
and/or there was little
discussion, working
together or active
listening.
The group worked
fairly well together
with all members
contributing some
work. Most group
members participated
in discussion and
actively listened to
others,
The group generally
worked well together
with all members
contributing some
quality work. All
group members
participated in
discussion and actively
listened to others.
The group worked well
together with all
members contributing
significant amounts of
quality work. All
group members
participated in
discussion and actively
listened to others.
Planning for Implementation:
Pre-Assessment:
What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and
what background knowledge will be needed? Describe pre-assessment.
Students will be given a written pre-test asking them to identify the layers of the rainforest, list what animals live there and list
what type of plants grow in each layer.
Lesson Plan
What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be
met and acceptable evidence be generated? Describe the sequence of events.
1. Students will be given a pre-test over the layers, animals, and plants of the rainforest.
2. Facilitate an opening discussion about the rainforest. Introduce the four layers to peek interest.
3. Students will work in pairs to research the layers rainforest using websites, books, and magazines.
4. The pairs will share what they have learned and each student will complete a graphic organizer defining and
describing the layers of the rainforest.
5. A guest speaker will provide more information and a slideshow of pictures/videos from the Amazon Rainforest.
Students will add more information to their graphic organizers.
6. Students will continue to read books and watch videos about the rainforest.
7. Student will meet Kristen Cornett, meteorologist, from channel 4. She twill talk about her career and weather.
8. Students will travel to the Missouri Botanical Gardens to visit the Climatron. The will be able to identify plants,
different types of roots, and plant their own plant sprout. A discussion will also take place about the rainforest and its
layers.
9. Students will be placed into 4 groups to plan and create a mural of one layer of the rainforest,
10. Each group will present their mural to the class and explain their illustrations and labeling.
Formative Assessment:
What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of
important content. Describe assessment.
They will complete the post-assessment test and will be graded on their group mural project.
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Student Engagement
What can be planned to help make this unit relevant to all students?
Who uses spices at home for cooking?
Who has rubber on their shoes?
What supports will be offered so all students will be successful?
Multi-level books for research, hands on activities, field trip, and guest speakers.
What are ways to validate and recognize STEM capable learning?
Encourage students to read and learn o n t heir own.
Students sharing information with each other.
Affirm them when discoveries are made.
Use and instead of but when discussing projects and progress
STEM Careers
What career paths can be connected?
There are many career paths that were connected from veterinarians helping injured animals, meteorologists, herpetologists,
and other scientific jobs.
What career resources can be shared?
You tube-“What Does a Scientist Do?”, www.pbs.org- “What does a scientist do?”
Time and Materials:
How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will
enhance learning?
This lesson plan took place over a month. Materials that enhanced learning were the books, websites, spices, and people who
spoke to the class. They continue to make connections/comparisons to the rainforest in every thing we do.
Resources:
What resources are available? What resources are needed? What resources will enhance learning?
Vanishing Rainforests Unit of Study
Resources needed are multi-leveled books from public library. www.thewildclassroom.com/biomes/lessonplans/rainforest/html
Possibilities for Further STEM Connections:
Have the groups of students problem solve the deforestation of the rainforest.
Create a 3-d model of one of the layers of the rainforest.
Banana decomposition to simulate the forest floor, graph results and measure amounts of ingredients that are needed for the
experiment.
Student Reflections (after implementation):
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Student Self-Reflection (suggested questions)
1. I used the following practices (engineering, math) and cross-cutting concepts…
2. I contributed in the following way(s)…
3. I learned the following new information….
4. Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas…
Author(s) Dawn Claggett Patricia Reeves
District: Ferguson-Florissant
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