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Project GLADEast Whittier School District
Tropical Rainforests (4th)Idea Pages
I. Unit Themes Geographical Locations of Rainforests All organisms need energy and matter to live and grow Living organisms depend on one another and on their environment for survival Natural resources, people and products Conservation
II. Focus /Motivation Big Book Observation Charts Inquiry chart Awards
III. Closure Process charts Conference portfolios
IV. Vocabulary
Map: Europe, Africa, Asia, North America, South America, Antarctica, Australia, Pacific Ocean, Altantic Ocean, Indian Ocean, Arctic Ocean, Equator, tropic of Capricorn, Tropic of Cancer, climate zone, Biomes, (Rainforests can be found in parts of Brazil, Venezuela, the Amazon Basin, Zaire, Indonesia, the Neotropics in Brazil, Cherrapunki in India, Colombia, French Guinea, Ecuador, Peru, Bolivia, Southeast Asia, Suriname, Douala in Cameroon, Costa Rica, New Guinea, the Philippines, Kenya, Borneo, Madagascar, Trinidad, Thailand, Australia, and Belize.)
General : emergent layer, canopy, understory, forest floor, strata, environment, humidity, rainfall, camouflage, conservation, destruction, mineral resources, soil erosion, deforestation, threatened, endangered, extinct, shaman, species, indigenous
Energy connection: sunlight, photosynthesis, oxygen, carbon dioxide, energy, chlorophyll, nutrients, transpiration, water vapor, producers, algae, bacteria, carnivore, herbivore, omnivore, scavenger, decomposers, bacteria, earthworm, fungi, termites, recycle
Plants: life cycle, germinates, sprouts, seedling, spore, seeds, adaptations, thin smooth bark, lianas, drip tips, buttresses, prop and stilt roots, epiphytes, bromeliads, mangroves, nepenthesForest Floor: buttress, stilts, palms, tree seedlings, herbaceous plants, decomposers, saplings, jaguars, tigers, anteaters, gorillas, elephants, soil, nutrients
Understory: Lianas, vines, dark, saplings, banana tree, insectivorous plants, camouflage, tree frogs, lemurs, tree snakes, boa constrictor, beetles, ants
Canopy: dense platform, vegetation, epiphyte, foliage, emergents, Kapok tree, howler monkeys, fruit bats, birds, macaw, toucan, drip tips, sunlight, sky-raft
Emergent: Open sunlight, sky raft
Hardwood trees: teak, mahogany, ebony,balsa
Products: tea, coffee, cocoa, rubber, medicine, fruits, vegetables, spices, nuts, wood, oil
V. Resources A. Worksheets & Extended Activities & Pictorial Input pictures
Carson Dellosa Publ, How are Rainforests Threatened? Edupress, EP120, Rainforest Activity book Frank Schaffer Publications, Plants & Animals (A Rainforest Play) Instructional Fair, Inc. Grand Rapids, MI, Rainforest Instructional Fair, Inc. Grand Rapids, MI, The Rainforest Newbridge Educational Publishing, LLC, New York, Rain Forest Mini Unit Teacher Created Materials, Rain Forest- Extended Thematic Unit
B. Nonfiction Baker, Lucy, Life in the Rainforests, Scholastic Inc. Encarta Online Deluxe, Rain Forest Gibbons, Gail, Nature’s Green Umbrella, Mulberry Books Lewington, Anna, Antonio’s Rainforest, Carolrhoda Books, Inc. Taylor, Barbara, In the Rainforest, Barron’s Educational Series
C. Fiction Baker, Keith, Who is the Beast?, Voyager Books Cherry, Lynne, The Great Kapok Tree: A Tale of The Amazon
Rainforest, Harcourt Cherry, Lynne, The Shaman’s Apprentice, Voyager Books Collard, Sneed, The Forest in the Clouds, Charlesbridge Ryder, Joanne, Jaguar in the Rainforest, Morrow Junior Books Willow, Diane, At Home in the Rainforest, Charlesbridge
D. Video Scholastic, The Magic School Bus in the Rainforest
E. Internet http://mbgnet.mobot.org/ http://library.thinkquest.org
IV. California State Standards
4 th grade Life Sciences
2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:
a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.
3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
a. Students know ecosystems can be characterized by their living and nonliving components. b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. d. Students know that most microorganisms do not cause disease and that many are beneficial.
4 th Grade Language Arts
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Word Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). 1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).
3.0 Literary Response and Analysis Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.
Writing
1.0 Writing Strategies Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:a. Provide an introductory paragraph.b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.c. Include supporting paragraphs with simple facts, details, and explanations.d. Conclude with a paragraph that summarizes the points.e. Use correct indention.
1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
Research and Technology 1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1 Write narratives:a. Relate ideas, observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature:a. Demonstrate an understanding of the literary work.b. Support judgments through references to both the text and prior knowledge.
2.3 Write information reports:
a. Frame a central question about an issue or situation.b. Include facts and details for focus.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure 1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.
Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.
Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.
Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.
Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and Speaking
1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:
2.1 Make narrative presentations:a. Relate ideas, observations, or recollections about an event or experience.b. Provide a context that enables the listener to imagine the circumstances of the event or experience.c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations: a. Frame a key question.b. Include facts and details that help listeners to focus.c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.
Project GLADEast Whittier School District
Tropical Rainforests (4th)Planning Pages
I. Focus /Motivation Big Book (Layers, Animals, People, Products, Conservation) Observation Charts (each of the 4 layers, people, products) Inquiry chart (What do we know about the rainforest?) Picture File Cards (Sort for layers & Exploration report) Awards (Jeopardy bookmarks, golden pen award, enchanted rainforest pages, super ecologist award badges, seed notebooks, flip chant books)
II. Input Cognitive Content dictionary : see: Vocabulary and Concept Development Pictorial Input of locations and types of Rainforests on world map Pictorial input of four layers, (include: producers, consumers, scavengers, decomposers) (plants need animals for pollination, animals need plants for food and shelter.) Graphic organizer of four layers,( include both living and nonliving components) Pictorial Input of the Jaguar Graphic organizer of food chain, (energy enters through sunlight, to plants through
photosynthesis, plants as primary source of matter and energy in food chain. Matter passes through the organisms and environment)
Narrative Input of The Great Kapok Tree Read alouds (Antonio’s Rainforest, Jaguar in the Rainforest, The Forest in the Clouds, Natures Green Umbrella, The Shaman’s Apprentice) Video – The Magic School Bus in the Rainforest Graphic organizer- causes and solutions of deforestation Expert Groups (Macaw, Poison Arrow Frog, Howler Monkey, Anaconda)
III. Guided Oral Practice Poetry, chants, highlighting T-graph for social skills (Perseverance) Picture file cards (sort for layers) Farmer in the Dell (Noun: creatures) Process Grid (Animals:Jaguar,Macaw,Poison Arrow Frog,Howler Monkey,Anaconda)
(Categories: Classification, description, habitat, prey/food, threats, interesting facts) IV. Reading / Writing Activities
A. Whole Class Shared Reading Poetry based on Here, There frame Found poetry (From: Antonio’s Rainforest) 4th grade Cooperative Strip paragraph on Jaguars
2.3 Write information reports:a. Frame a central question about an issue or situation.b. Include facts and details for focus.
Narrative Graphic organizer (The Great Kapok Tree) Narrative Story Map (The Great Kapok Tree)
+ List sensory details and dialogue that developed the plot Readers’ Theater (A Rainforest Play) Multi-paragraph class cooperative strip report on the rainforest.
One paragraph per day. (Intro paragraph, layers & plants, animals, natural resources/products, deforestation, closing/solutions to save forests.)
1.2 Create multiple-paragraph compositions:a. Provide an introductory paragraph.b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.c. Include supporting paragraphs with simple facts, details, and explanations.d. Conclude with a paragraph that summarizes the points.e. Use correct indention.
B. Cooperative Partner focused reading 4th grade: Cooperative Strip Paragraphs on another process grid animal Flip chants (from Here, There poem) Strip books (Rainforests are: tall as a Kapok Tree, tiny as an ant, valuable as
oxygen, etc.) (Use simile, metaphor, hyperbole, or personification.) Ear-to-ear reading Mind mapping (products) Team writers workshop: Narrative graphic organizer Narrative Story Map Narrative
2.1 Write narratives:a. Relate ideas, observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.
C. Individual Interactive Journals Expository Paragraph on rainforest animal Narrative graphic organizer, story map, story Patterned paragraph Listen & Sketch Learning logs Letter to parents (What I learned this week) Writer’s Workshop
V. Extended Activities Food web game Taste products from the rainforest Role playing: people of the rainforest and deforestation Take a tour of the rainforest on the internet Home/school connection (rainforest products) Jeopardy : rainforest facts
VI. Assessment/Evaluation Learning logs Essay test Individual projects (Animal paragraph with visual of animal in its layer of the rainforest.)
Project GLADEast Whittier School District
Tropical Rainforests (4th)
Daily Schedule
Day 1: Focus & Motivation
Cognitive Content dictionary : understory
3 rules, scouts, Awards
Big Book (Layers, Animals, People, Products, Conservation)
Inquiry chart (What do we know about the rainforest?)
InputWorld Map Pictorial Input of locations and types of Rainforests
Guided Oral PracticeChant
Focus & MotivationObservation Charts (each of the 4 layers, people, products)
InputPictorial input of four layers(include: producers, consumers, scavengers, decomposers)
(plants need animals for pollination, animals need plants for food and shelter.)
Reading & WritingLearning Log
Guided Oral PracticeT-graph for social skills (Respect)Team Points
Picture File Cards Sort for layers Exploration report
Chant
Reading & WritingWriter’s Workshop
Mini-lesson Plan, share, write Authors’s chair
ClosureHome /School connection
Tropical Rainforests (4th)
Day 2: Focus & Motivation
Home/School Connection : Partner shareCognitive Content dictionary : decomposers3 rules, scouts, Awards
InputReview World map Pictorial Input of locations and types of Rainforests on
Guided Oral PracticeChant
InputReview Pictorial input of four layers using a graphic organizerGraphic organizer of food chain
Reading & WritingLearning logs
Team Tasks Color Key World Map Rainforest Pictorial Rainforest Graphic organizer Food Chain Team Exploration report
Teacher: ELD group frame
Guided Oral PracticeChant
Reading & WritingTransparency Story
Input Pictorial Input of the Jaguar
Reading & Writing
Interactive Journals
Read Aloud : Antonio’s Rainforest
ClosureHome /School connection
Tropical Rainforests (4th)
Day 3: Focus & Motivation
Home/School Connection Cognitive Content dictionary 3 rules, scouts, Awards
Guided Oral PracticeSentence Patterning Chart
InputReview Food Chain graphic organizer
Review Jaguar Pictorial
Guided Oral PracticeChant
Process Grid Game: Jaguar
Reading & WritingTeam Tasks Review T-graph, teams pick, bonus points
Jaguar Sentence Patterning Chart
Teacher: 2 Expert groups
InputNarrative Input : The Great Kapok Tree
Guided Oral PracticeChant
Reading & WritingWriter’s Workshop
Mini-lesson Plan, share, write Authors’s chair
Guided Oral PracticeProcess Grid Game: 2 new animals
Reading & WritingRead Aloud : The Shaman’s Apprentice
ClosureHome /School connection
Tropical Rainforests (4th)
Day 4: Focus & Motivation
Home/School Connection
Cognitive Content dictionary
Scouts and Awards
Reading & WritingCooperative Strip Paragraph : Jaguar
Chant
Team Tasks Team evaluations Team evaluation Process grid Cognitive Content Dictionary Team here, there chant
Teacher: high reading group – clunkers & links average reading group – reciprocal teaching
Listen & Sketch
InputReview Narrative Input : The Great Kapok Tree
Narrative Story Map
Reading & WritingSentence Patterning Chart
Pokemon trading game
Rainforest Products : Experience & Mind Map
Guided Oral PracticeChant
ClosureHome /School connection
Tropical Rainforests (4th)
Day 5: Focus & Motivation
Home/School Connection : Partner share
Cognitive Content dictionary : Teams vote on words
Scouts and Awards
InputRole playing: people of the rainforest and deforestationGraphic organizer- causes and solutions of deforestation
Guided Oral PracticeChant
Reading & WritingTeam Coop-strip paragraph
Team Tasks Team presentations Team coop strip paragraph Mind map: rainforest products Graphic organizer of deforestation Narrative Story map
Teacher: low reading group – student generated text
Guided Oral Practice Team presentations
Reading & Writing Found Poetry: Antonio’s Rainforest
Narrative Graphic organizer
Ear to Ear Reading
Revisit Inquiry Chart
What helped you learn?
Letter Home
Focused Reading
ClosureFinal Chants
Project GLADEast Whittier School District
Tropical Rainforests (4)
Trainers’ Schedule
Day 1: (World map, Rainforest Layers)
8:15-8:25 Cognitive Content dictionary : understory(Rug)8:25-8:30 3 rules, scouts, Awards 8:30-8:35 Big Book (Layers, Animals, People, Products, Conservation)8:35-8:55 Inquiry chart (What do we know about the rainforest?)
8:55-9:20 World Map Pictorial Input of locations and types of Rainforests
9:20-9:25 Chant
9:25-9:40 Observation Charts (each of the 4 layers, people, products)
9:40-10:15 Pictorial input of four layers(include: producers, consumers, scavengers, decomposers) (plants need animals for pollination, animals need plants for food and shelter.)
10:15-10:25 Learning Log
10:25-10:40 Recess
10:40-10:55 T-graph for social skills (Respect)Team Points
10:55- 11:20 Picture File Cards: Sort for layersExploration report
11:20-11:25 Chant
11:25-12:10 Writer’s Workshop - Genres
12:10- 12:15 Home /School connection
*** 12:15 Teacher’s Leave ***12:32 Lunch
Day 2: (Animals of the Rainforest)
8:15-8:25 Home/School Connection : Partner share
8:25-8:35 Cognitive Content dictionary : decomposers(Rug)8:35-8:40 3 rules, scouts, Awards
8:40-8:55 Review World map Pictorial Input of locations and types of Rainforests on
8:55-9:05 Chant
9:05-9:20 Review Pictorial input of four layers using a graphic organizer
9:20-9:40 Graphic organizer of food chain
9:40-9:55 Learning logs
9:55-10:00 Review T-graph
10:00-10:25 Team Tasks Color Key World Map Rainforest Pictorial Rainforest Graphic organizer Food Chain Team Exploration report
Teacher: ELD group frame (K)
10:25- 10:40 Recess
10:40-11:00 Transparency Story: Cowry Thieves
11:00- 11:25 Pictorial Input of the Jaguar
11:25 – 11:35 Chants / songs
11:35-11:50 Interactive Journals
11:50- 12:10 Read Aloud : Antonio’s Rainforest
12:10-12:15 Home /School connection
*** 12:15 Teacher’s Leave ***
12:32 Lunch
Day 3: (Animals of the Rainforest)
8:15-8:25 Home/School Connection : Partner share
8:25-8:40 Cognitive Content dictionary : vote on team words(Rug)8:40-8:45 3 rules, scouts, Awards
8:45-9:10 Sentence Patterning Chart
9:10-9:20 Review Food Chain graphic organizer
9:20-9:25 Chant
9:25 – 9:35 Review Jaguar Pictorial
9:35-9:50 Process Grid Game: Jaguar
9:50-10:25 Team Tasks Review T-graph, teams pick, students can also give bonus po Jaguar Sentence Patterning Chart
Teacher: 2 Expert groups K or A
10:25- 10:40 Recess
10:40-11:00 Narrative Input : The Great Kapok Tree
11:00-11:35 Writer’s Workshop
11:35 – 12:00 Process Grid Game: 2 new animals
12:00 – 12:05 Chant
12:05-12:15 Read Aloud : The Shaman’s Apprentice
*** 12:15 Teacher’s Leave ***
Home /School connection
12:32 Lunch
Day 4: Rainforest Products
8:15-8:25 Home/School Connection : Partner share
8:25-8:35 Cognitive Content dictionary : Teams vote on words(Rug)
8:35-8:40 Scouts and Awards
8:40-9:20 Cooperative Strip Paragraph : Jaguar
9:20-9:25 Here, There Chant
9:25-10:00 Team Tasks Team evaluations Team evaluation Process grid Cognitive Content Dictionary Team here, there chant
Teachers: high reading group – Clunkers & Links (A) Average reading – Reciprocal teaching (K)
10:00-10:05 Team Points
10:05 - 10:25 Listen & Sketch
10:25- 10:40 Recess
10:40-10:55 Review Narrative Input : The Great Kapok Tree
10:55-11:15 Narrative Story Map
11:15 – 11:25 Sentence Patterning Chartsing, change verbs
11:25 – 11:50 Pokemon trading game
11:50 – 12:25 Mind map: Rainforest Products Taste, feel, & see some products
*** 12:15 Teacher’s Leave ***
12:25 – 12:30 Chant
12:30-12:32 Home /School connection
12:32 Lunch
Day 5: Deforestation8:15-8:25 Home/School Connection : Partner share
8:25-8:35 Cognitive Content dictionary : Teams vote on words(Rug)
8:35-8:40 Scouts and Awards
8:40-8:55 Role playing: people of the rainforest and deforestation
8:55 -9:10 Graphic organizer- causes and solutions of deforestation
9:10 – 9:15 Chant
9:15 – 9:25 Team Coop-strip paragraph
9:25-10:05 Team Tasks Team presentations Team coop strip paragraph Mind map: rainforest products Graphic organizer of deforestation Narrative Story map
Teacher: low reading group – (A)10:05-10:10 Team Points
10:10 – 10:25 Team presentations
10:25- 10:40 Recess
10:40-11:00 Found Poetry: Antonio’s Rainforest
11:00 – 11:20 Narrative Graphic organizer – (whole class creates one)
11:20 – 11:30 Ear to Ear Reading
11:30 – 11:45 Revisit Inquiry Chart
11:45 – 11:55 What helped you learn?
11:55 – 12:10 Letter Home
12:10 – 12:20 Focused Reading (Read the walls)
12:20 – 12:32 Final Chants (with teachers)12:32 Lunch
Rainforest Narrative Graphic Planner
Setting: ________________________________________
Information about this rainforest
Special features Animals Products
Main character:___________________
Nationality:___________________
Age:
_________________
Job:
_________________________
Personality:
___________________________
Problem: Solution:
Cause and Effect Situation: ________________________________________________________________________
Animal Classification description Habitat Threats/Enemies Food/Prey Interesting facts
Jaguar
Macaw
Poison Arrow frog
Anaconda
Leafcutter Ant
Project GLADHome / School Connection (1)
Tropical Rainforests
Get permission from your parent or caregiver to go into your backyard or some other quiet outside place away from people. Spend 15 minutes sitting quietly in that outside place, noticing the sounds, sights ,and the odors that surround you in nature.
Afterwards, draw and write about as many of the plants and animals you noticed in nature. Tell about the odors you smelled or sounds you heard.
Parent’s Signature: ____________________ Student Signature____________________
Project GLADHome / School Connection (2)
Tropical Rainforests
City Animal Search(20-30 minutes)
Ask an adult to accompany you on a walk around your neighborhood during daylight hours. Do not go alone. Look for city animals such as birds, rodents, insects, or mammals. Do not touch any of the animals!
Take your pencil and your City animal search paper and something to write on. Make a check mark on the paper next to the item you found.
Parent’s Signature: ____________________ Student Signature____________________
Project GLADHome / School Connection (3)
Tropical Rainforests
Retell the narrative story The Great Kapok Tree to someone at home. What did that person think about the story?
Parent’s Signature: ____________________ Student Signature____________________
Project GLADHome / School Connection (4)
Tropical Rainforests
Which of the following products are in your home?Circle those which you find.
Parent’s Signature: ____________________ Student Signature_____________________
Project GLADConexion entre escuela y hogar (1)
Bosques Tropicales
Obtenga permission de un adulto para ir afuera a un lugar donde hay naturaleza, pero no hay gente. Pasa 15 minutos sentado quieto en ese lugar. Escucha a los sonidos, mira tu alrededor, huele la naturaleza alrededor de ti.
Despues, dibuja y escribe de las plantas y animals que viste en la naturaleza. Incluye los sonidos y olores que habia.
Firma de un padre: ____________________ Firma del alumno_____________________
Project GLADConexion entre escuela y hogar (2)
Bosques Tropicales
En Busca de Animales(20-30 minutos)
Pide que un adulto te acompane en caminar alrededor de tu vecindario cuando todavia hay luz. No vayas solo. Busca animales de la ciudad, como pajaros, insectos, mamiferos. No toques los animales!
Lleva contigo un lapiz y el papel de la lista de animales. Marque los animales que encuentras.
Firma de un padre: ____________________ Firma del alumno_____________________
Project GLADConexion entre escuela y hogar (3)
Bosques Tropicales
Cuenta el cuento de The Great Kapok Tree a alguien de tu casa. Que penso esa persona del cuento?
Firma de un padre: ____________________ Firma del alumno_____________________
Project GLADConexion entre Escuela y Hogar (4)
Bosques Tropicales
Cual de los productos en esta lista puedes encontrar en tu casa?Haz un circulo alrededor de los que encuetras.
Firma de un padre: ____________________ Firma del alumno_____________________
Europe Africa Asia Antarctica
North America
South America Australia
Pacific Ocean
Altantic Ocean Indian Ocean
Arctic Ocean Equator
Tropic of Capricorn Tropic of Cancer
climate zone biomes Brazil Venezuela Amazon Basin Zaire Indonesia
Belize Neotropics in Brazil Cherrapunki in India Colombia Bolivia
French Guinea Peru Southeast Asia
Ecuador Suriname Douala in Cameroon
Costa Rica Kenya
New Guinea Borneo The Philippines Madagascar Trinidad Thailand
Australia
emergent layer canopy understory forest floor strata environment humidity
rainfall
camouflage resourcesconservation destruction mineral soil erosion nutrients deforestation extinct
threatened endangered species indigenous
sunlight chlorophyll
photosynthesis oxygen energy
carbon dioxide
transpiration water vapor producers algae bacteria carnivore herbivore
omnivore scavenger decomposers bacteria
earthworm fungi
termites recycle
life cycle germinates sprouts seedling spore seeds adaptations
thin smooth bark
lianas drip tips
buttresses epiphytes
prop and stilt roots bromeliads mangroves nepenthes palms buttress stilts
saplings seedlings decomposersherbaceous plants jaguars tigers anteaters
gorillas elephants soil nutrientsLianas vines dark banana tree camouflage insectivorous plants tree frogs
lemurs tree snakes beetles
boa constrictor leafcutter ants
dense platform vegetation epiphyte foliage emergents
Kapok tree fruit bats
howler monkeys macaw toucan sunlight sky-raft
Open sunlight
sky raft
Producers : Use carbon dioxide and the energy in sunlight to make food through photosynthesis.
Consumers : Eat producers or other consumers to obtain energy
Herbivores Omnivores Carnivores Eat only plants Eat plants and animals Eat only animals
ScavengersEat the bodies of dead animals
Decomposers : (Natures Recyclers) Obtain energy by breaking down the remains of dead organisms. Produce simpler materials which can be used by other living things.
SunlightSource of Energy
This
Ecologiststudies tropical
rainforests.
This
Ecologiststudies tropical
rainforests.
The Energy Connection(Tune: She’ll Be Coming Around the Mountain)
Plants, bacteria, and algae are PRODUCERS three.They use photosynthesis you see.They absorb the energy from the sun,and use carbon dioxide before they’re done,converting it to food for living things.
CONSUMERS eat producers for energy.Herbivores eat only plants or trees.Carnivores eat meat,And omnivores eat both things,But scavengers find dead animals to eat.
Symbiosis
Is this symbiosis? Yes Ma’amIs this symbiosis? Yes Ma’am
How do you know? Species interactHow do you know? They live together
Give me some examples: Mutualism & parasitismGive me some examples: Commensalism
Is this mutualism? Yes Ma’amIs this mutualism? Yes Ma’am
How do you know? Both organisms benefitHow do you know? They help each other
Give me some examples: Capuchin monkeys & flowersGive me some examples: Bacteria & termites
Is this commensalism? Yes Ma’amIs this commensalism? Yes Ma’am
How do you know? One organism benefitsHow do you know? The other is unaffected
Give me some examples: Moths & slothsGive me some examples: Flower mites & hummingbirds
Is this parasitism? Yes Ma’amIs this parasitism? Yes Ma’am
How do you know? The parasite benefitsHow do you know? The host is harmed! OUCH!
Give me some examples: Fungus & insectsGive me some examples: Fly & leaf cutter ant
By: Karen Hernandez
DECOMPOSERS recycle energy from dead things,Their job is more important than you think,Earthworms, fungi, and bacteriadecompose materials in every area,So that producers can use them once again.
By: Karen Hernandez
Save the Rainforests!(Tune: Row, Row, Row Your Boat)
Save, save, save the plants,The foliage that can cure,
Indigenous experts and shamans there,Have the key for sure.
Save, save, save the rainforests,With plants and trees because
leaves absorbing Greenhouse gases controls the climate for us.
Save, save, save the homes,From tropical deforestation.
Plants and animals become extinct,Without our CONSERVATION!
Corina Mota
Respect RapIf I respect you and you respect me,
we can work together cooperatively.
Respect means to listen,
to care,
to compromise.
Learning to look through others eyes.
Show others they’re important,
because it’s true.
Try it and see what respect can do!
Karen Hernandez
Rainforests of the WorldRainforests here, rainforests there,Valuable rainforests everywhere.
Rainforests on the coast,Rainforests in river basins,Rainforests in Africa,Rainforests in South America,
Green rainforests growing,Humid rainforests dripping,Layered rainforests protecting,And dense rainforests absorbing.
Rainforests here, rainforests there,Valuable rainforests everywhere!Rainforests! Rainforests! Rainforests!
Karen Hernandez
I’ve Been Strolling in the RainforestI’ve Been Strolling in the Rainforest(I’ve Been Working on the Railroad)
I’ve been strolling on the forest floor, all among the trees.I’ve been strolling on the forest floor,
herbaceous plants up past my knees.
Jaguars, anteaters, and gorillas,amphibians, reptiles galore,
Worm and insect decomposers,on the shady forest floor.
//People don’t you know// Our rainforests need to grow. 2x
I’ve been gazing into the understory,saplings growing toward the light.
I’ve been gazing into the understory,it’s such a breathtaking sight.
Tree frogs, boa constrictors, anacondas,camouflaged so we can’t see,
Climbing and hanging on the long vines,through the dark understory.
//People don’t you know// Our rainforests need to grow. 2x
Karen Hernandez
High in the CanopyHigh in the Canopy(Tune: Rock a Bye Baby)
High in the canopy near the tree top,
animal antics never do stop.
Long grasping tails, and wings that can fly,
keep all these creatures high near the sky.
Up in the canopy, hanging in trees,
plants in the branches sway in the breeze.
Most of the animals find shelter there,
the prey of the predators had better beware!
Karen Hernandez
Creatures in the Rainforest
Creatures here, creatures there,
Rainforest creatures everywhere!
Green creatures hanging lazily,
Feathered creatures flying freely,
Camouflaged creatures hiding quietly,
And tiny creatures scurrying quickly.
Creatures above the trees,
Creatures on the forest floor,
Creatures in a pond,
And creatures through the canopy.
Creatures here, creatures there,
Rainforest creatures everywhere!
Creatures! Creatures! Creatures!
By: Karen Hernandez
Animal Antics(When the Saints Go Marching In)
Insects:When the termites begin to crawl,
Oh, when the roaches begin to dash,Oh, I’ll see them nibbling and digging,
When the decomposers swarm.
Birds:When the conures come soaring in,
Oh, when the jays come fluttering in,Oh, I’ll see them eating and singing,
When the birds come flying in.
Mammals:Oh, when the monkeys begin to swing,
When the jaguars begin to hunt,Oh, I’ll see them dancing and feasting,
When the mammals hang around.
Reptiles:Oh, when the snakes begin to slither,
When the iguanas begin to cling,Oh, I’ll see them hanging and staring,When the reptiles come slinking in.
Karen Hernandez& Corina Mota
Patterned Paragraph
Sentence One: Topic Sentence
________________________________________________________________________
________________________________________________________________________
Sentence Two: Start with two adjectives
_____________and_____________,_________________________________________ adjective adjective ________________________________________________________________________
Sentence Three: Start with a verb
______________ ________________________________________________________ Verb________________________________________________________________________
Sentence Four: Start with a prepositional phrase
Prepositional Phrase (remember to cage in preppy with a comma)
________________________________________________________________________
Sentence Five: Closing sentence
________________________________________________________________________
________________________________________________________________________
Tropical RainforestsWritten By: Room 15 students
Laurel Elementary School
In the tropical Rainforest…
I just thought you might like to know.
There are four Scientific layers.
The sun shines fully upon the tops of the trees of the
emergent layer
Lianas wrap around trees in the canopy layer, where most of the
animals live.
There is very little sunlight in the understory
where vines hang down from the many trees.
Swamps, lakes and rivers are on the
forest floor, where herbaceous plants
grow.
Dwell many unique animals
Among the trees, the howler monkey
screeches loudly in the morning.
The gray-haired sloth goes to sleep every day.
Numerous macaws fly quickly among the trees
in the canopy layer.
Brightly colored tree frogs
warn other animals that they are poisonous.
Anteaters walk on their knuckles.
Through the forest floor, the dangerous anaconda
hunts for prey.
Resourceful indigenous people survive.
They use the natural resources around them to build homes, eat, cure illnesses,
and buy what they need from others.
They have a deep and sensitive understanding of the rainforest’s plants and animals.
They dwell peacefully with nature,
refusing to harm it.vegetation grows which is valuable to our world
The leaves absorb carbon dioxide and give us oxygen.
They also absorb greenhouse gases.
Numerous foods are harvested: bananas, kiwis, mangos, nuts,
cocoa beans, chocolate, and spices.
Rubber is harvested from treesto make tires
and the soles of our shoes.
These are some of the medicines which come from the rainforest: curare, ipecac, quinine, weedee bark and rosy periwinkle.
Deforestation causes many problems!
Rainforests are mostly in poor developing countries, which need to make money from timber, mineral resources, or cash-crops.
More than halfof our worlds’ rainforests
have been cleared, causing soil erosion, floods, droughts,
extinction of species of animals, and disturbance of forest people.
Rainforests have taken thousands of years to turn into the complex environments
that they are today.
We must work together cooperatively
to ensure their survival!