Rain Forest Enrichment Unit

8/2/2019 Rain Forest Enrichment Unit

http://slidepdf.com/reader/full/rain-forest-enrichment-unit 1/4

Title of Unit: Rainforest Grade Level: First

Curriculum Area: Writing/Research Length of Unit: 5 Days

Stage 1 - Desired Result

GPS Content Standards:

ELA1W1 The student begins to understand the principles of writing. The student

k. begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather

information to write about a topic.

21st Century Standards:

Standard: 3 - Share knowledge and participate ethically and productively as members of our

democratic society. Skills Indicator:

3.1.4: Use technology and other information tools to organize and display knowledge and understanding in

ways that others can view, use, and assess.

Dispositions Indicator:

3.2.3: Demonstrate teamwork by working productively with others.

Responsibilities Indicator:3.3.2: Respect the differing interests and experiences of others, and seek a variety of viewpoints.

Self Assessment Strategies Indicator:

3.4.2: Assess the quality and effectiveness of the learning product.

Understanding(s): Students will understand that …• research is the process of gathering information

on a topic

• some resources may not contain accurate

information

Essential Question (s):• What resources can I use to find

information about a topic?

• What are credible sources?

• What strategies can I use to help me findcredible sources?

Knowledge: Students will know that …

• encyclopedias, periodicals, and the Internet are

reference tools used to gather information

Skills: Students will be able to …

• gather information about the rainforest

using encyclopedias, the Internet, and

other reference materials

1The Rainforest

A First Grade Reading Enrichment Unit



Stage 2 – Assessment Evidence

Performance Task: Students will work in small groups. Throughout the unit, students will work with their

group members to gather information about the rainforest such as facts, pictures, links to websites, andvideos from credible sources. They will compile their information and create a Glogster (online, interactive

poster). Students will present their projects to the class.

Stage 3 – Learning PlanWeek 1 What the teacher does… What the student does…

Day 1• Play a CD with animal sounds from the

rainforest

• Conduct a book talk using the book,

“Slowly, Slowly, Slowly,” Said the Sloth, to

spark student interest in learning about therainforest and the interesting animals thatlive there.

• illustrate what they imagine

they hear

Day 2 • Read Chapter 4, “Rainforest Creatures,”

from Magic Tree House: Rainforest, by

Will and Mary Pope Osborne

• Discuss some of the animals that live in therainforest.

• Discuss the guidelines for creating the glog

(on-line, interactive poster)

• Assign group members

• will begin creating their

rainforest glog.

• will add at least two facts that

they learned to the glog

Day 3 • Read Chapter 2, “Layers of a TropicalRainforest,” from Magic Tree House:

Rainforest, by Will and Mary Pope Osborne

• Discuss the different layers of the rainforest(forest floor, understory, emergent, and

canopy)

• Identify animals that live in the differentlayers of the rainforest

• continue to work with their group members on creating

their glog

• will need to add at least twofacts that they learned to the

glog

Day 4 • Read Chapter 7, “Saving the Rain Forest,”

from Magic Tree House: Rain Forest, byWill and Mary Pope Osborne

• Discuss how the rainforest are being

destroyed by deforestation

• continue to work with their

group members on creatingtheir glog

• will need to add at least two

facts that they learned to theglog

Day 5 • Read Chapter 6, “Gifts of the Rainforest,”from Magic Tree House Research Guide:

Rainforest, by Will and Mary Pope Osborne

• Discuss some of the things we use every day

• students will share and havefun exploring the different

glogs

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that come from the rainforest

Modifications:

EIP Students:

• teacher assistance in selecting and reading referencematerials

• small group instruction in research

Challenge:

• create a diorama (story box) of the rainforest. It must be

based on factual information

Balanced Assessments: Check all that apply.

Selected Response Constructed Response Performance Assessment

Informal Assessment

Rainforest Reading Enrichment

Self-Assessment Rubric

Group Members/Job: ____________________________

____________________________ ____________________________

____________________________

Participation

I treated my group

members with respect.

I was responsible and did

the job assigned to me.

My group worked well

together.

I like working in groups.

I like working in Glogster.

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Rainforest Reading Enrichment Glogster

Grading Rubric

Group Members: ____________________________

____________________________

____________________________

____________________________

Comments:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Standard/Element 1 2 3Glog includes appropriate

number of facts

Includes less than six facts Includes six facts Includes more than sixfacts

Glog includes appropriate

number of pictures

Includes less than three

pictures

Includes three pictures Includes more than

three pictures


number of videos

Includes less than twovideos

Includes two videos Includes more thantwo videos


number of links to

websites

Includes less than three

links to websites

Includes three links to

websites

Includes more than

three links to websites

Glog is well organized and

easy to follow

Glog is difficult to follow

and links do not work

properly

Glog is easy to follow and

some links work properly

Glog is easy to follow

and all links work

properly

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Documents

Rain Forest Enrichment Unit