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Term
2
Guided Questions
Vocabulary
Week 4,
25 January 2016
To use key words and information
read in a report text to label a
diagram of the layers of the
rainforest.
To create rainforest display
including plants of the rainforest.
Watch Brainpopjr on plant
adaptations (see link).
Login: intschool.leipzig
PW: IGCSEib2014
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Grade 2
Planned by 2MDT
What plants are found in the Amazon? What characteristics do they have?
What do they need? What can they give or provide us with?
characteristics; adaptation;
Session 1-2
Layers of the Rainforest
and
***Room decoration
Starter
/Teacher
Input
IPC Rainforests
Using the powerpoint, (see
folder sessions 1-2) learn the
layers of the rainforest by
singing the “happy as you
know it” tune as you flip
through slides.
Session 3
Plants of the Rainforest
To be able to identify plant
characteristics specific to
plants from the rainforest
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Waxy, leathery
Shiny, glossy
Smooth
Curves down, drip tip
Wide, broad
Narrow, thin

Starter: Play
Jewels of the
Earth (see link)

Using Plants
powerpoint,
complete
To be able to skim and scan
a report text
To be able to take notes from
a report text
To be able to convert notes
into a paragraph about an
animal in the rainforest

Read the
research about
the coffee plant
to the chn. (see
link about coffee
plant from
rainforest
alliance)
review.

Watch video link
on Slide
11(***video is
about 8 minutes
but very
informative)
Look at text
excerpts and
plant writing
frame in
Flipchart: Plants
week 4.

Model how to
extract needed
information from
text which will
answer each
question on the
plant writing
frame (the
coffee plant has,
needs, can
provide)

Complete writing
frame on IWB
optional quiz
slides 1-8 as a
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Session 4-5
Modelling plant
research/ note taking
and paragraph writing
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Explain plant
adaptations
specific to
rainforest plants
from slides 12-15
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Waxy smooth leaves
Wide, broad
Curves down, drip tip
Leaf angles
Red leaves-sunscreen
Buttress roots
Thin, smooth bark
Using other plants to
help
Finish powerpoint
slides 16-18 and
explain that children
will need to make
adaptations to the
sunflower so that it
may have a chance
at survival in the
rainforest.

Activity
Chn will receive a text on the
layers of the rainforest and using
the written descriptions need to
label a blank diagram of the
rainforest (***cut the text so it is not
in order for a challenge)
Extension
See animal sorting activity in
extension folder in sessions 1-2.
EAL /
Lower
Teacher support as needed.
Plenary
Using Plenary Flipchart challenge
grid, try and identify which layer
In Flipchart: Plants
Week 4, project
adaptations
cheat sheet and
quickly fill-in
together.
Using sketchbooks, chn.
will sketch and label a
super sunflower that has
(minimum) 3 rainforest
adaptations. Children
should explain using
bullet points why the
adaptation helps the
flower in its
environment. How will
each new feature help
the plant get the
nutrients and sunlight it
needs?
Chn can design their
very own rainforest
plant using 3-5 plant
adaptations.
Project plant
adaptation cheat sheet
in flipchart.
Peer assessment (Slide
18) or Museum walk to
Children need to
decide which plant they
would like to read and
write about so that
teacher can ***print off
needed research (see
plant texts folder in
session 4-5 folder)
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Chocolate (cocoa)
Rubber tree
Orchid
Bromeliad
Brazil nut tree
Coffee plant
Pitcher plant
Venus Fly Trap
Chn. read and
highlight/ underline
needed information
from article.
Chn. begin to fill in plant
writing frame (see folder
session 4-5).
Teacher support.
Teacher models writing
the plant paragraph for
each box’s description is referring
to (as a class).
share new and exciting
rainforest sunflowers.
Slide 19- 1 min
Success
Criteria
Notes/
Comments
I can use key words and
information read in a report text to
label a diagram of the layers of
the rainforest.
competition list as many
adaptations as you can
I can incorporate 3
rainforest plant
adaptations to a
sunflower sketch so that
it can get the sunlight
and nutrients it needs if
it were to live in the
tropical rainforest.
the rainforest report
using the writing frame
when chn are ready to
start writing themselves.
I can identify what my
rainforest plant has,
needs, and can
provide.
***Last week we
modelled the
paragraph just before
chn were ready to start
writing (after they had
read and completed
writing frame). Seemed
to work well.