contribution_rain_forest.doc

8/11/2019 contribution_rain_forest.doc

1/15

Janel Bentley

This thematic unit covers the Rain Forest. There are two Rain Forest lessons for

each subject: English/language arts, math, social stuies, science an fine arts. !ll ten

lesson "lans inclue the objectives, stanars, instructions, assessments anaccommoations for a variety of ty"es of stuents. These lesson "lans are geare towar

thir grae stuents but can be moifie for ifferent grae levels.

1) Title of Lesson:Mini Rain Forest

Subject Area:#cience

Objectives:

#tuents will observe the "rocesses of trans"iration, conensation, an

"reci"itation.

$ith a "artner, stuents will ma%e a mini rain forest.

Common Core Standards:

&&.'.#(.)

&&.'.#(.'&&.'.R.(.)

&&.'.$.*

Instructional Strateies!"lan:

). Rea the boo%Nature's Green Umbrella: Tropical Rain Forestsby +ail +ibbons.

*. (et each stuent choose a "artner.

'. Every "air gets a * (iter soa bottle, stones or gravel, "otting soil, "lant cuttings,a "lastic bag an a bag tie.

. -ave them wor% together to create their own mini rain forest. Tell them their goalis to ma%e a rainforest with the given materials. Then give them some time tocreate the rainforest an tal% with the class about how they ecie where to "ut

materials. roceure for mini rain forest shoul be somewhat li%e this: lace a

layer of stones on the bottom of a * (iter soa bottle. ! a two to three inch

layer of "otting soil on to" of the roc%s. lant a few "lant cuttings ma%ing sure allroots are covere. $ater the "lants until the soil is moist.

. 0emonstrate to stuents how to cover one of their "lant cuttings, from the base to

the to", with a "lastic bag. 1se a bag tie to secure the bag at the stem.2. lace the bottles in a warm, sunlit area.

3. !fter several hours, have stuents ma%e observations about their bottles.

4. E5"lain the "rocesses of trans"iration, conensation, an "reci"itation.Trans"iration is when the water returns to the air through the "lants. &onensation

is the water ro"lets on the "lastic bag.

6. -ave the stuents write in their journals of the observation an e5"lain in theirjournals what conensation, trans"iration, an "reci"itation is.

)7. 8bserve what ha""ens in the bottle everyay uring the unit.

Accommodations:


2/15

Janel Bentley

0emonstrate the irections before the stuents o it themselves so they can see what

nees to be one. 9a%e sure the chil with visual im"airment is in front of the class so he

can see the emonstration. +ive the blin stuent large line "a"er for his journal.

Assessment:

From the e5"eriment an their observations, stuents will have an unerstaning of how

the rain forest wor%s in our environment. They will write about this in their journals.

Modified from:htt"://www."roteacher.com/cgibin/outsiesite.cgi;

i

Subject Area: English/(anguage !rts

Lent$ of Lesson:)*7 minutes

Objectives:

#tuents will use "rior %nowlege to learn about the rain forest an "ollution.

#tuents will use resources effectively to research information about their animal.

#tuents will efficiently wor% with a "artner.

#tuents will "resent their informational "oster to the class.


&&.'.#(.)

&&.'.R.(.)&&.'.R.@.)

&&.'.R.F..a

&&.'.$.*&&.'.$.


). -ave music of the Rain forest "laying in the bac%groun.*. #how stuents the boo%Inside the Amazing Amazonby 0on (essem.

'. 8n the boar have a A$( chart with $hat $e Anow, $hat $e $ant To Anow,$hat $e (earne.. !s% stuents what they %now about the rain forest. (ist res"onses uner the first

column. 0iscuss stuent res"onses.

. !s% stuents what they want to %now about the rain forest. (ist these res"onsesuner the secon column. 0iscuss res"onses.

2. 0iscuss how so many animals live in the rainforest an have a iscussion on what

their favorite animals are/what %in of rainforest animals they %now of.


3/15

Janel Bentley

3. 8n the boar, have another A$( chart concerning "ollution. !s% the A$(

uestions concerning "ollution an iscuss the stuentCs answers.

4. De5t, as% how woul "ollution affect animals in their environment/habitat; !s%the stuents what they thin% a habitat is. #ee if there are multi"le views on what a

habitat is. Then finally review that a habitat is a "lace where animals live, bree,

hunts, an survives.6. De5t, "air u" the stuents.

)7. Then give each "air one househol trash item. For e5am"le, "a"er wra""ers,

"lastic mil% containers, cello"hane, #tyrofoam, juice containers, etc. !lso, giveeach "air a "iece of "a"er with an animal on it.

)). De5t, have the stuents loo% u" information about their animal in boo%s,

com"uters, encyclo"eias, etc. Fin out where the animal lives, eats, how it gets

its foo, escribe its habitat, an fin five interesting facts about the animal. $ritethis on a "iece of "a"er.

)*. Then have them list on the same "iece of "a"er three or four "ro"erties of their

trash item using escribing wors. -ave the stuents ma%e sure all the wors are

s"elle correctly. They can as% others if they nee hel" or loo% u" inencyclo"eia.

)'. Then imagine that the animal they investigate foun the "iece of trash in theirenvironment. -ow woul the "iece of trash be harmful to your animal; -el"ful;

). 8nce they have their ieas, have them create a "oster with all the information they

foun on their animal an trash item. !lso, write on the "oster how the trash itemmight affect their animal. 9a%e the "oster visually a""ealing with "ictures.

). Then have each "air share their "oster an information to the class.

)2. -ang the "osters aroun the room.

)3. Then have a whole class "ollution iscussion. $hat trash items are in theirenvironment aroun their home or school; $hat ha""ens to trash that remains in

the environment for a long time; -ow oes litter affect "eo"le; $hat can we o

to hel" clean u" the environment; -ow can they hel";)4. !t the en of the lesson, revisit the A$( charts to fill in the last columns.

Accommodations:

air u" the stuents, one higherlevel stuent with a lower level stuent. -ave the chil

with visual im"airment sit in front so easier to see the A$( charts. rovie animal te5t inJa"anese an Braille. Teacher says the things she writes on the boar. 1se the buy

system for uestions that nee to be answere: as% two "eo"le if they %now the answer

an if not, then as% the teacher. (et the blin stuent create a igital "oster, assistant hel"s

he still has a "artner. $al% aroun an ma%e sure everyoneCs "rogressing an answeruestions that they may have.

Assessment:

#tuents will be evaluate at the en of the lesson by being able to tell what they learneabout the rain forest an "ollution uring the A$( chart an their "oster they create.


4/15

Janel Bentley


i

1' !s% the stuents if anyone %nows where the Bra>ilian rainforest is locate. @f

someone oes, see if they can locate it on a large ma" for the rest of the class.

@f not, then the teacher locates the Bra>ilian rainforest on a large ma". 9ovefrom a large global ma" to show where the chilren live to a smaller ma" of

Bra>il. #how the euator an how that influences the weather. !s one moves

closer to the euator, the sun has a greater effect on rainfall an tem"erature.

#' The stuents will wor% in "airs. They will recor ata about the annualtem"eratures an rainfall in their geogra"hical area from the $eather &hannel

$eb site from last year. Tem"eratures from 0ecember, February, !"ril, June,!ugust an 8ctober shoul be recore.

'. #tuents recor ata about the annual tem"eratures an rainfall from Bra>ilCs

!ma>on rainforest for the same months.

. 1sing the two gra"hs, the "artners will analy>e the ifferences in rainfall an tem"erature an raw conclusions about growing seasons an lifecycles of

ifferent animals an "lants in the two locations. Each "artner will write this in

his or her journal.
http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforesthttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforesthttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforesthttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforesthttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforesthttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=12225&external=http://ted.coe.wayne.edu/sse/units/rain.htm&original=http://www.proteacher.com/110058.shtml&title=Amazon%20Rainforest


5/15

Janel Bentley

. 0iscuss what woul ha""en if the tem"erature levels for the two "laces were

reverse. Tal% about this as a whole grou" iscussion.

Accommodations:

The teacher uses han gestures when "ossible. The girl from Ja"an will be "artnere u"with someone who can hel" her, but not o all the wor%. The same is one with the girls

reaing well below the reaing level. The chil with visual im"airment will receive his

weather information in Braille. -e will have a "artner as well as the ai will be in hisgrou".

Assessment:

The "artners create two com"lete gra"hs an they inter"rete the gra"hs in their

journals.

Modified from:

htt"://www."roteacher.com/cgibin/outsiesite.cgi;i


6/15

Janel Bentley

). Every stuent has brought in a carboar tube, which coul be from giftwra",

"a"er towels, or two toilet rolls together. They also brought in two cu"s of fill,

which can be a combination or just "ebbles, rie beans, rice, beas etc. !lsoneee is a bo5 of roun tooth"ic%s. @ have e5tras if someone inCt bring the

necessary materials. +et the materials out on their es%s.

*. They can ecorate their carboar tube any way they woul li%e. They can %ee" itthe brown color or cover it with construction "a"er. They can raw, "aint, use

string, stic%ers, an any other items to ecorate the outsie of their tube.

'. De5t, have them cover one en of the tube with construction "a"er using ta"e.. 0ro" the two cu"s fill or less if esire into the tube.

. &over the other en of the tube with construction "a"er using ta"e.

2. (ast, "o%e the tube with tooth"ic%s so the ens of the tooth"ic%s are "ut through

to the other sie of the tube.3. $hen you turn the rainstic% en to en, listen for the soun of the rain. $hat

stories o you hear; @magine what it woul be li%e to be in the rainforest. -ow

oes the soun of the rain ma%e you feel; &alm; Tire; Etc. $rite this in their

journal. !lso, write why they ecorate the tube the way they i.

Accommodations:

For the chil with visual im"airment, let the ai hel" him ecorate the tube an guiehim. 9aybe the aie, another stuent, or the teacher can even raw the "ictures that the

stuent wants on his rainstic% or let the stuent use mani"ulatives to create his own

ecorations. 9aybe even "rovie him with stic%ers he can use to ecorate with. (et him

write in his electronic journal.

Assessment:

They constructe a wor%ing rainstic% an reflecte about the e5"erience in their journal.

Modified from:Beverly Bentley

*) Title of Lesson: Rain forest fruits

Subject Area:9ath

Lent$ of Lesson:7 minutes

Objectives:

#tuents will create various gra"hs to etermine favorite foos of the rain forest.

#tuents will become familiar with ifferent fruits from the rain forest.

Standards:


7/15

Janel Bentley

&&.'.#(.)

&&.'.8..E


). Bring in rain forest fruits such as mango, guava, "a"aya, an coconut.

*. -ave each stuent try each of the ifferent fruits.'. +ive each stuent a "iece of construction "a"er. !s% each stuent to raw a

"icture of his or her favorite one using crayons or mar%ers.

. 8n the boar, ma%e rows of the ifferent fruits.. Tell stuents to "ut their "icture in the res"ective row, using ta"e.

2. !fter all stuents have finishe, iscuss the ifferent ualities of the "icture

gra"h.

3. !s% stuents: $hich was the favorite fruit; $hich was the least favorite; !n soon.

4. Then have "artners use the same information to create a bar gra"h an line gra"h.

6. Then as a class iscuss the answers.

Accommodations:

artner a high stuent with a low stuent. For the Ja"anese girl, "rovie a list of the fruits

in English an in Ja"anese. Enlist hel" of an aie or language learner for the wor%sheet.

-ave the ai rea the wor "roblems to the chil with visual im"airment an also changethe te5t into Braille. Aee" a s"ecial eye on the stuent with a learning isability.

Freuently wal% by her to see if she nees hel".

Assessment:

#tuents will be evaluate by being able to rea the "icture gra"h of rain forest fruits.They will be able to recogni>e fruits of the rain forest. The class will also be evaluate on

the ifferent gra"hs they create. This lesson is a review of ifferent ty"es of gra"hs.


i

two wor%sheets relating to the same to"ic with 67? accuracy.


8/15

Janel Bentley


&&.'.#(.)

&&.'.R.(.)

&&.'.R.@.)7&&.'.R.F.'


). $atch the vieo 9s. Fri>>les 9agic #chool Bus:Home is where the Habitat Is

*. Then as% them uestions concerning the movie. E5: $hat is a habitat; &an they

escribe their own habitat;'. -an each stuent two wor%sheets about animals an their habitats. 8ne hanout

escribes a habitat. 8n the other sie are four ifferent habitats: esert, ocean, rain

forest, an city "ar%. Then there are "laces to list some of the animals that live in

that habitat. The secon wor%sheet has the stuents using the "ictures an worsto fill in the missing blan%s in the "aragra"hs. The "aragra"hs escribe three

ifferent animals an their habitat. The other sie of that wor%sheet has thestuents number the ifferent stages of a butterfly, mosuito, an a frog.

. -ave them turn it in the mailbo5.

Accommodations:

rovie the girl from Ja"an with a list of some of the wors on the wor%sheets translate

in Ja"anese. For the chil with visual im"airment, give him wor%sheets in Braille. (ethim sit close to the TG. $al% aroun "roviing assistance an "ay s"ecial attention to the

struggling stuents.

Assessment:

The stuents will com"lete two wor%sheets that concern animals an their habitats.

Modified from:Beverly Bentley

-) Title of Lesson:"lants and Animals and t$eir .ecessities

Subject Area:Fine !rts

Lent$ of Lesson:7 minutes

Objectives:


9/15

Janel Bentley

+iven an assortment of resource materials, the stuents will research their "lant or

animal an is"lay its necessities on a "oster with at least five materials their

researche item nees.

!fter the "resentations, the stuents will com"are how the "ictures are ali%e an

ifferent in a grou" iscussion with full "artici"ation.


&&.'.#(.)

&&.'.R.@.)7&&.'.R.F.'.c

&&.'.$.3

&&.'.#(.


). 1sing The +reat Aa"o% Treeby (ynne &herry as a moel, other rainforest boo%s,an resources incluing the s"ecies "rofiles "rovie on the Rainforest !lliance

$eb site at htt"://www.rainforestalliance.org/resources/forest

facts/s"ecies"rofiles/ine5.html, stuents will research one of the s"ecies "lant oranimal mentione in (ynne &herryCs boo%.

*. #tuents will raw a "icture that begins with their s"ecies in the mile of

construction "a"er.'. #tuents fill out the "age with all of the "lants an animals that are im"ortant to

that animal for shelter, foo, water, safety, frienshi", survival an health.

. The teacher "rovies the chilren with several ifferent ty"es of coloring

materials for the stuents to color their "icture. E5: mar%ers, "aint, chal%, etc.

. The stuents will share their animal or "lant to the class an e5"lain why theyinclue what they rew.

. &hilren will is"lay "ictures in a gallery an ma%e observations about how other"ictures are the same or ifferent than their own. $hich animals are re"eate in

ifferent "ictures, which only a""ear once, etc. They will iscuss this as a class

once the stuents have ha the o""ortunity to observe.2. The "ictures an the stuent observations are collecte an boun into a boo%

once the gallery is eventually ta%en own off the wall.

Accommodations:

-ave easy reaing boo%s for the two girls reaing well below grae level. For the chilwith a visual im"airment, have Braille resources. (et him create his "oster igitally. Theai an teacher offers e5tra su""ort while wal%ing aroun.

Assessment:

The stuents will create a "oster of the necessary materials their animal or "lant nees to

survive an "resent it to the class.
http://www.rainforest-alliance.org/resources/foresthttp://www.rainforest-alliance.org/resources/foresthttp://www.rainforest-alliance.org/resources/forest


10/15

Janel Bentley

Modified from:



11/15

Janel Bentley

to fin the areas on a globe. 1se the boo% as a guie to fin the rainforests on the

continents. !lso, notice the ifferent layers of the rainforest: herb layer, shrub

layer, an mile layer are all in whatCs calle the unerstory. The to"s of thetrees in the rain forest are calle the cano"y. !s% the stuents what sort of animals

you thin% live in each layer. 0iscuss some "ossible answers.

'. Then give the stuents a wor%sheet that com"ares the life in the rain forest withtheir own lives. @t as%s uestions li%e: how o you get aroun, have fun, what o

you eat, an what %in of animals o you live near; Then it e5"lains what

chilren in the rain forest o. @t also as%s if you were in the rain forest, whatwoul you li%e to o most; Turn into mailbo5.

. $hile other stuents are wor%ing on the wor%sheet, grab the two girls that are

reaing well below grae level, the girl from Ja"an, an a cou"le other struggling

reaers. 0o a guie reaing activity with them. -ave them rea Ti%a Tiger(earns First $ors by Jamie Eler. But beforehan go over some wors that they

might have trouble with. $hat might they o @ they come to a har wor; (oo% at

the beginning, mile, an en souns. !t the en, reflect on what was rea. $ho

ha trouble; 0i they li%e the boo%; etc.

Accommodations:

Enlarge the font on the wor%sheet for the chil with visual im"airment. hotoco"y the

ma" in the boo% so he can have the "icture right in front of him. !lso, give him a co"y ofthe boo% so he can follow along while the teacher is reaing the story. 1se han gestures

when all "ossible. $al% aroun an "rovie e5tra hel" where neee.

Assessment:

Each stuent nees to be actively engage in the conversations about the story an

listening uietly an attentively. !li%e an ifferent wor%sheet nees to be com"lete.The struggling reaers will be observe to how well they can rea Ti%a Tiger (earns First

$ors by Jamie Eler.

Modified from: Beverly Bentley

) Title of Lesson:Im2ortance and Savin of t$e Rainforest

Subject Area:English/language arts

Lent$ of Lesson:)*7 minutes

Objectives:

#tuents will wor% coo"eratively in grou"s an get an unerstaning of where

certain items originate.


12/15

Janel Bentley

@n their small grou"s, the stuents will wor% together to create a story of the

journey an item ma%es to get to their homes.

#tuents will be able to e5"lain why the rain forest is in anger.

#tuents will o various activities to hel" others become aware of the im"ortance

of saving the rain forest.


&&.'.#(.)

&&.'.#(.).c&&.'.#(.'

&&.'.R.@.)7


). #tuents are ivie into grou"s of five.

*. Each grou" has )* items that are common to everyay life incluing but note5clusively, balsa, bamboo, raffia, coconut, "lantains, tangerine, sesame sees,

vanilla, chocolate, chewing gum an rubber balls. These items are mi5e with locally

1nite #tates grown foos an "roucts. Remin the stuents not to taste the items.'. #tuents sort the items into HlocalC or He5oticC foos.

. #tuents search the @nternet for the countries that "rouce these items. ! goo website:

htt"://www.rainforestalliance.org/resources/forestfacts/lives.html.. 8nce the country of origin is foun, each grou" "rouces a chart of where the items

originate. #tuents begin to unerstan how many items they use iniviually come

from the rainforest an how the amount of resources may im"act the integrity of a

lansca"e.

2. Teacher reas the Rain Forest lants, by amela 0ell to the class. There is a section inthis boo% that escribes "roucts we commonly use that come from rainforests. This boo%

emonstrates our reliance on rainforests. 1se this boo% to introuce howinigenous "eo"le live in the rainforest an how they e"en on its healthy

e5istence. This te5t will o"en the o""ortunity to iscuss the im"ortance of

conservation of these resources an how we still may be able to harvest "rouctswhile %ee"ing the rainforest safe.

3. Each grou" ta%es two items from their He5oticC column that are from the rainforest.

1sing the $eb sites below, stuents fin out where their items are from an how

they are harveste or farme. +oo websites:I 333'mrdo3lin'com!-1#4bra5il'$tml: This site "rovies teacher

bac%groun information.I 333'amanaaa'or: This site has information on the estruction of therainforest an the injustices inflicte u"on the anomami. @t has a lin% to

anomami chilrenKs art "rojects.

I 333'socioambiental'or!3ebsite!2ib!e2ienlis$!6anomami!6anom

ami's$tm: This site "rovies bac%groun information on the anomami with

"hotos.

I 333'uoreon'edu!7serio!brasil'$tml: This site "rovies a


13/15

Janel Bentley

bac%groun for the lans of Bra>il.

4. Each grou" writes a story of the journey one item must ma%e to get to their homes

an some of the e5"eriences they might have along the way. This shoul berolemoele by the teacher so that each ifferent ty"e of trans"ortation an

their "ossible routes is tal%e about with chilren. This gives the stuents a chance to

wor% coo"eratively together.6. Rea the boo% @t Lwibble an the -unt for the Rain Forest Treasure by $ereRoss an

$erEn%o. 0iscuss what has ha""ene to the rain forest an to the animals in the rain

forest.)7. !s% stuents how they thin% we coul hel" to save the rain forest. $rite suggestions

on the boar for stuents to see. 9aybe o one of their suggestions at a later ate.

)). -an out a "ost car to each stuent.

)*. E5"lain that we are going to write a "ost car to our senator to hel" save the rainforest.

)'. #tuents can esign the front of their "ost cars by rawing "ictures of trees, animals,

or something else that re"resents the rain forest.

). They will then write their messages. They coul write it from their own "ers"ective orfrom the "ers"ective of a tree or animal in the rain forest.

). -ave stuents share their "ost cars with the class.)2. 9ail them to the senator.

Accommodations:

ut the Ja"anese girl into a grou" where thereCs a few stuents who might not min

hel"ing her along the way. !lso, "ut the two girls who are reaing well below grae level

into a grou" who has stuents reaing at a higher level. rovie te5t in Braille about acou"le "ieces of fruit so he can o his "art in investigating of the rainforest items. ut the

stuent with the learning isability in the same grou" as the visually im"aire stuent so

his ai can also watch over the other stuent. $hile reaing the boo%s to the class, havethe chil with visual im"airment sit in the front. !lso, "rovie han gestures when

"ossible. #ay things when @ write them on the boar. -ave the visually im"aire chil

create his "ostcar igitally with the hel" of an ai. $al% aroun an "rovie hel" whereneee.

Assessment:

Each grou" "rouces a chart of where their items originate. Each grou" writes a story of

the journey one item must ma%e to get to their homes an some of the e5"eriences they

might have along the way. #tuents will be able to use ieas learne from the rain forestunit to write a "ost car to our senator. They will be able to tell their senator how an

why we can save the rain forest.


i


14/15

Janel Bentley



15/15

Janel Bentley

use coloring materials that are "rovie by the teacher to ma%e their brochure neat

an visually a""ealing.

. The ne5t ay, have each stuent share their brochure with a stuent from firstgrae.

Accommodations:

-ave a wor wall with various rainforest wors that might be inclue in some of their

brochures that they can loo% at as a guie to s"elling. (et the chil with visualim"airment create his brochure igitally. The teacher an ai are always o"en for

uestions an res"onsible for %ee"ing stuents on tas%. 9ight even nee to e5tent the

time "erio for everyone to com"lete or have some stuents finish it at home an bring it

bac%.

Assessment:

Each stuent will create a visually a""ealing brochure about the rainforest with at leasttwenty characteristics of the rain forest. #ome to"ics that nee to be inclue are liste

above in the instructional strategies. They will also share their brochure an eucation afirst graer.

Documents

contribution_rain_forest.doc