Who
in Lexington, Kentucky needs a rainforest?
2.3 Analyze systems and the ways their components work together or effect each other
·
identify
the components of a system and then communicate functions of a system
·
analyze
how the properties and the components of a system affect their function within
the system
·
recognize
things that work together
2.14
Democratic Principals and apply to real life situations
·
make
informed decisions about community concerns
·
determine
rights and responsibilities in real life situations
·
recognize
and demonstrate respect for different viewpoints (Secondary Demonstrator)
2.19 Students recognize and understand the relationship between people and geography and apply their knowledge to real life situations
·
examine
the interaction between people and their environment and predict trends
·
compare
regions to identify unifying characteristics
·
use
geographic sources of information and data for a purpose
2
What do we get from the rainforest that we need and want?
3
How will the future of the rainforest impact our lives in Lexington?
4
What is my responsibility to the rainforest in the next millennium?
|
·
resources ·
geographic
location ·
products ·
insects ·
characteristics ·
diversity ·
life
sequence ·
behavior ·
needs
(air, water, food and space) ·
interactions |
·
Brazil ·
location ·
geography ·
culture ·
resources ·
industry
and products ·
regions ·
economy ·
movement ·
animals ·
plants |
·
commonalties
(plants, animals and resources) ·
differences
(plants, animals and resources) ·
weather ·
loosing
rainforest and why are they being destroyed ·
economic
factors in destroying the rainforest ·
responsibility
to the preservation of the rainforest |
|
understand analyze predict questioning assess conclude |
compare contrast write read interpret graph |
describe explain report brainstorm organize |
label recognize locate classify
summarize |
Each student will create an electronic magazine about the rainforest using HyperStudio. An electronic magazine will be created and published on the web. The contents of this magazine will come from the students’ individual magazines.
The
students can purchase a writeable CD and an STLP activity will be to burn a
copy of the student’s magazine. The
STLP group will buy the CDs and charge a slightly higher price to burn them.
Any profit from this project will be donated to rainforest
preservation.
|
Scoring
Guide |
3 |
2 |
1 |
Score |
|
Identify
the layers of a rainforest |
Name
the four layers |
Name
three layers |
Name
two layers |
|
|
Describe
the layers of a rainforest |
Describe
four layers of the rainforest |
Describe
three layers of the rainforest |
Describe two layers of the rainforest |
|
|
Locate
the layers of the rainforest |
Locate
all four layers |
Locate
all three layers |
Locate
all two layers |
|
|
Demonstrate
and analyze an understanding of the interaction between components and
functions of a system |
Give
three examples of how layers interact with each other. |
Give
two examples of how layers interact with each other. |
Give
one example of how layers interact with each other |
|
|
Research
a concern |
Uses
3 sources of information |
Uses
2 sources of information |
Uses
1 source of information |
|
|
Apply
information to support an informed decision |
Offers
a solution with at least 3 supporting details from research |
Offers
a solution with 2 supporting details from research |
Offers
a solution with 1 supporting details from research |
|
|
Compare
regions (rainforest/Lexington) |
Identifies
at least 6 unifying characteristics |
Identifies
at least 3 unifying characteristics |
Identifies
at least 1 unifying characteristics |
|
|
Makes
prediction about the future of the rainforest |
Makes
a valid prediction and supports their prediction |
Makes
a valid prediction |
Attempts
to make a prediction |
|
|
Scoring
Guide |
3 |
2 |
1 |
Score |
|
Identify
the layers of a rainforest |
Name
the four layers |
Name
three layers |
Name
two layers |
|
|
Describe
the layers of a rainforest |
Describe
four layers of the rainforest |
Describe
three layers of the rainforest |
Describe
two layers of the rainforest |
|
|
Locate
the layers of the rainforest |
Locate
all four layers |
Locate
all three layers |
Locate
all two layers |
|
|
Demonstrate
and analyze an understanding of the interaction between components and
functions of a system |
Illustrate
and explain two examples of how layers interact with each other. |
Illustrate
and explain one example of how layers interact with each other. |
Illustrate
at least one example of how layers interact with each other. |
|
|
Identify
animal life of the rainforest |
Identify
6 animals |
Identify
4 animals |
Identify
2 animals |
|
|
Identify
resources/products of the rainforest |
Identify
6 resources/products |
Identify
4 resources/products |
Identify
2 resources/products |
|
|
Research
a concern |
Uses
3 sources of information |
Uses
2 sources of information |
Uses
1 source of information |
|
|
Apply
information to support an informed decision |
Offers
a solution with at least 3 supporting details from research |
Offers
a solution with 2 supporting details from research |
Offers
a solution with 1 supporting details from research |
|
|
Compare
regions (rainforest/Lexington) |
Identifies
at least 4 unifying characteristics |
Identifies
at least 2 unifying characteristics |
Identifies
at least 1 unifying characteristics |
|
|
Makes
prediction about the future of the rainforest |
Makes
a valid prediction and supports their prediction |
Makes
a valid prediction |
Attempts
to make a prediction |
|
Total Score |
|
|
|
|
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Send
out letter before beginning. |
|
|
|
|
|
|
Week 1 January 10 |
KWL Chart
Objective: Establish what
they know and what they want to learn. |
Where
in the World? Objective:
Locate and label tropical rainforests on a world map. |
What
is it-Glossary? Objective:
Define a rainforest |
Get
Specific Objective:
Locate and label South American rainforests with an emphasis on Brazil |
JOURNALS
Daily
Detective
Objective:
Learn facts about Brazil
Open
Response
Objective:
Reflect what they have learned and demonstrate their understanding. Glossary Objective:
Build vocabulary and reflect on learning. |
|
Week 2 January 17 HyperStudio
Intro-computer lab Order Candy Bars |
MLK-Holiday |
Rainforest
Bulletin Board Objective:
Develop an understanding of the components of each layer of the
rainforest. |
Layers
of Life Objective:
Students will develop and understanding of life in different
layers of the rainforest. |
Layers
of the Rainforest
Objective:
Give students experiences with names and facts about the layers. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary Enrichment: Computer
Activity–Creek |
|
Week 3 January 24 |
Research
a Rainforest Animal or Plant: Objective:
Children will research an animal/plant of the rainforest.
Inclusionary Activity: Flip Books |
Research
a Rainforest Animal or Plant Cont. |
Research
a Rainforest Animal or Plant Cont. |
Research
a Rainforest Animal or Plant Cont. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary Layers
of Learning Objective: Know and be able to illustrate the rainforest layers. Assessing
|
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
|
|
|
|
|
|
|
Week 4 January 31 |
Newman’s Own Organic Chocolate Bars
Objective:
Give students the responsibility for preservation of the
rainforest. |
“When the Rivers Go Home”
Map
A Objective: Students will understand rainfall and flooding |
“When the Rivers Go Home” Cont. Map B-Objective: Understand
that rainfall can include snowfall.
Map C-Objective:
Place animals of the rainforest in different regions
|
HS-Homemade Rain
Objective: |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 5 February 7 |
Smells
of the Rainforest: Objective:
Students will relate how sense of smell is important to animals
of the rainforest |
The
Air We Breathe Objective:
Students will understand how the greenhouse effect keeps the
earth warm. |
“The Great Kapok Tree”
Where Can We Begin?
Objective:
Dialogue Summary:
Write and record dialogue plants and animals might say to each other. |
Where Can We Begin? Cont.
|
JOURNALS
Cont. Daily
Detective Open Response
Glossary Made
in the Rainforest Objective:
Raise awareness of products that come from the rainforest. |
|
Week 6 February 14 |
Chocolate
Activity Objective:
Graphing Summary:
Create candy box. Preservation of the rainforest. |
Rainforest
in an Aquarium Objective:
Develop an understanding of the components of each layer of the
rainforest. |
How to…
Objective:
Transactive Writing Summary:
Write recipes or instructions to a science experiment. |
Tree
with Buttress Roots: Objective:
Students will make predictions about the effect of sunlight on
plants. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 7 February 21 |
President’s Day - Holiday
|
Rainforest
Products Objective:
Students will understand resources that come from rainforest
plants. |
Rainforest
Products Cont. |
Orchid Objective:
Students will learn about plants that do not need soil to grow. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
|
|
|
|
|
|
|
Week 8 February 28 |
Chewing Pleasures
Objective:
Students will demonstrate understanding of data collection. |
Wrapping
it Up Objective:
Students will demonstrate their understanding of advertising and
packaging of products. |
Don’t
Get Bugged Objective:
What effect plants and worms have on the rainforest. |
Where the Force Meets the Sea Objective:
Students will demonstrate an understanding of the endangerment of
the rainforest. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 9 March 6 |
Where
the Force Meets the Sea Cont. |
Rainforest Rhapsody
Objective:
Raise children’s awareness of the preservation of the
rainforest |
“The Great Kapok Tree”
Objective:
Students will learn coordinate graphing Map
A-Objective:
Recognize a map of South America and be able to locate Brazil,
other countries where there are rainforests. |
“The Great Kapok Tree”
Map
B-Objective:
Locate the Amazon Rainforest Map C-Objective: |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 10 March 13 |
Big KWL Chart
What Makes a Bug an Insect? Objective:
Make a ? book |
Insect Data Sheet
Objective:
Decide what insect they will research. |
Insect Data Sheet Cont.
|
Create
an Insect: Objective:
Apply prior knowledge about insects to create their own model. Summary:
Create a model of an insect using a variety of materials |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 11 March 20 |
Catching
the Rain Objective:
Students will measure rainfall |
Jaguars, Caimans and Gorillas
Objective:
Learn how animals protect themselves from other animals in the jungle. |
Green
Tree Frog |
Green
Tree Frog Cont. |
JOURNALS
Cont. Daily
Detective Open Response
Glossary |
|
Week 12 March 27 |
Order
Objective:
Organize animals on the food chain according to their particular
function or role. |
Piece
of the Pie Objective:
Children will understand biodiversity vs. biomass |
Brazilian
Bingo Objective:
Reinforce knowledge of vocabulary |
Watch
Fern Gully Summary:
Fun! |
FCPS
Professional Development Day |
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
|
|
|
|
|
|
Week 13 April 10 |
Ins-Persuasive
Letter Objective:
Students will write persuasive letter |
Persuasive
Letter Cont. |
Persuasive
Letter Cont. |
Persuasive
Letter Cont. |
Persuasive
Letter Cont. |
|
Week 14 April 17 |
Make
an Advertisement/Plan a Poster Objective:
Create an advertisement expressing a need to preserve the rainforest. |
Make
an Advertisement/Plan a Poster Cont. |
Present
Electronic Magazines |
Voices
of the Rainforest Skit Objective:
Students will provide information through drama. |
Voices
of the Rainforest Skit Cont. |
|
Week 15 April 24 |
Voices
of the Rainforest Skit Cont. |
Voices
of the Rainforest Skit Cont. |
Voices
of the Rainforest Skit Cont. |
Voices
of the Rainforest Skit Cont. |
Rainforest
Jeopardy Objective:
Review vocabulary and concepts learned through out unit. |
|
|
|
|
|
|
|
|
Inclusion Activities |
Create
a Flip Book Objective:
Students will show an understanding of the rainforest |
Sloth
Math Objective:
Counting to 18 |
Ant Hill
Objective:
Do ant math, cut and paste activities. |
Toucans Objective:
Name the parts of birds |
|
Week One
Objective:
Establish what they know and what they want to learn.
Summary: Whole class activity to brainstorm what students think they know about the rainforest. Chart responses to “Who Needs a Rainforest?”
Where
in the World?
Objective: Locate and label tropical rainforests on a world map.
Summary: Use web resources, atlases, and videos to discover the geographic location of tropical rainforests.
What
is it-Glossary?
Objective: Define a rainforest.
Summary: Read Rainforest, by Helen Cowcher
and then use a dictionary to define a rainforest. Begin glossary using the rainforest as a first entry.
Get
Specific
Objective: Locate and label South American rainforests with an emphasis on Brazil
Summary: Use web resources, atlases, and videos to discover the geographic location of tropical rainforests.
Objective:
Learn facts about Brazil
Summary:
On daily basis students will be given a clue, the students will have to
research the answer.
Objective:
Reflect what they have learned and demonstrate their understanding.
Summary:
Incorporate writing, science, and social studies activities and express
what they have learned.
Glossary
Objective: Build vocabulary and reflect on learning.
Summary: Create a paper and pencil glossary for each student.
Vocabulary:
Tropical Rainforest
MLK
Holiday
Rainforest
Bulletin Board
Objective: Develop an understanding of the components of each layer of the rainforest.
Summary: The four layers of the rainforest will be labeled and as the unit progresses students will add components to layers on the bulletin board.
Layers
of Life
Objective:
Students will develop and understanding of life in different layers of
the rainforest.
Summary:
Cut out the animals and place them in the correct layer of the
rainforest.
Layers
of the Rainforest
Objective:
Give students experiences with names and facts about the layers.
Summary:
Cut apart the layers, read the information and color the page.
“Secrets
of the Rainforest”
Research
a Rainforest Animal or Plant:
Objective:
Children will research an animal/plant of the rainforest.
Summary:
The children will research a rainforest animal/plant, write a report and
construct or draw the animal and put it on the rainforest bulletin board.
Inclusionary Activity: Flip Books
Layers
of Learning
Objective:
Know and be able to illustrate the rainforest layers.
Summary:
Create a booklet illustrating and labeling the layers of the rainforest.
Objective:
Give students the responsibility for preservation of the rainforest.
Summary:
Lead a fundraiser selling candy bars for a dollar.
52 cents goes to the class and 35 cents goes to by land in the rainforest
in the class’ name.
Map
A:
Objective:
Students will understand rainfall and flooding
Map
B
Objective:
Students will understand that rainfall can include snowfall.
Map
C
Objective:
Students will be able to place animals of the rainforest in different
regions
Summary:
Children will be given a map and they will be asked to follow directions.
Objective:
Summary:
Place a bowlful of ice over a kettle.
As the kettle heats up, water will condense on the bowl and it will rain.
Smells
of the Rainforest:
Objective:
Students will relate how sense of smell is important to animals of the
rainforest
Summary:
Canisters will be prepared that include different smells of the
rainforest. Students will need to
identify the smell in the canister.
The
Air We Breathe:
Objective:
Students will understand how the greenhouse effect keeps the earth warm.
Summary:
The students will use a plastic bag, two room thermometers and the
children will place the bag and one thermometer in a window, and one in another
place in the room. Children will
predict and compare the temperatures in the plastic bag.
Students will continue to monitor the temperature and later graph the
data.
Objective:
Dialogue
Summary:
Write and record dialogue plants and animals might say to each other.
Made
in the Rainforest
Objective:
Raise awareness of products that come from the rainforest.
Summary:
Children will look in their cupboards at home to see what foods,
household items etc. come from the rainforest.
Chocolate
Activity
Objective:
Graphing
Summary:
Create candy box. Preservation of the rainforest.
Rainforest
in an Aquarium
Objective: Develop an understanding of the components of each layer of the rainforest.
Summary: Students begin to replicate and label their own rainforest by creating the rainforest floor out of gravel, crumbled charcoal, and potting soil. Plant ferns, moss, etc. and mist the plants with water and cover.
Objective:
Transactive Writing
Summary:
Students will write recipes or instructions to a science experiment they
conducted on the rainforest.
Tree
with Buttress Roots:
Objective:
Students will make predictions about the effect of sunlight on plants.
Summary:
Take two plants and put one plant in a spot away from sunlight and one in the
sunlight. Students predict, draw
pictures of their observations and compare the two plants.
Rainforest
Products:
Objective:
Students will understand resources that come from rainforest plants.
Summary:
Students will use encyclopedia, books and web resources to research
useful products that come from rainforest plants.
Orchid
Objective:
Students will learn about plants that do not need soil to grow.
Summary:
Students soak beans overnight, line the inside of a glass with a paper
towel, stuff more paper towels to hold up paper towels.
They will add water everyday. Record
through drawings for 7 days and draw conclusions.
Objective:
Students will demonstrate understanding of data collection.
Summary:
Students will graph why we chew gum and create charts through Cruncher.
Wrapping
it Up
Objective:
Students will demonstrate their understanding of advertising and
packaging of products.
Summary:
Students will design their own gum wrapper.
Don’t
Get Bugged
Objective:
What effect plants and worms have on the rainforest.
Summary:
Fill a jar with soil, put worms and ants and place in a cool spot and
observe.
Objective:
Students will demonstrate an understanding of the endangerment of the
rainforest.
Summary:
Students will make posters to advertise the preservation of the
rainforest.
Week
9
Objective:
Raise children’s awareness of the preservation of the rainforest
Summary:
Students will learn about the rainforest to the tune “Oh Where Oh
Where.”
Objective:
Students will learn coordinate graphing
Summary:
Students will create a grid on the floor using masking tape and learn how
to place objects using a grid system.
Map
A-Objective: Recognize a map of South America and be able to locate
Brazil, other countries where there are rainforests.
Summary:
Map
B-Objective:
Locate the Amazon Rainforest on the maps.
Summary:
Students will be given a map and the children will then be given map
directions.
Map
C-Objective:
Summary:
Students will be given map and the directions
Week
10
What
Makes a Bug an Insect?
Objective:
Make a ? book
Objective:
Decide what insect they will research.
Create
an Insect:
Objective:
Apply prior knowledge about insects to create their own model.
Summary:
Students will create a model of an insect using a variety of materials.
Catching
the Rain
Objective:
Students will measure rainfall
Summary:
Students will measure, record and graph rainfall then they will compare
the amount of rainfall in our month with the rainforest.
Objective:
Students will learn how animals protect themselves from other animals in
the jungle.
Summary:
Choose animal, bird, reptile and search for their animal through
magazines and books and find out how they depict their lives in the jungle.
Objective:
Understand importance of camouflage.
Summary:
Students gather natural objects and decorate hat.
The hat is placed outside and the students must judge how well their hat
blends in with the environment.
Objective:
Organize animals on the food chain according to their particular function
or role.
Summary:
Plot animals on a given food pyramid.
Piece
of the Pie
Objective:
Children will understand biodiversity vs. biomass
Summary:
Construct a pie graph to compare the rainforest land area to rainforest
its contribution of plant and animal species to the world.
Brazilian
Bingo
Objective:
Reinforce knowledge of vocabulary
Summary:
Students will plot rainforest vocabulary words on a bingo card and play
bingo.
Watch
Fern Gully
Summary:
Fun!
Persuasive
Letter
Objective:
Students will write persuasive letter
Summary:
As a first step: Read the “The Great Kapok Tree”
·
Write a
letter to another Glendover students to persuade them to become active in
preserving the rainforest.
·
How can
we begin…using collective information write a persuasive piece
Make
an Advertisement/Plan a Poster
Objective:
Children to create an advertisement expressing a need to preserve the
rainforest.
Summary:
Students will make a poster advertising the need for preservation of the
rainforest.
Voices
of the Rainforest Skit
Objective:
Students will provide information through drama.
Summary:
Students will be given a skit and they must adapt the skit to present
their understanding of saving our rainforest.
Rainforest
Jeopardy
Objective:
Review vocabulary and concepts learned through out unit.
Summary:
Students will play a jeopardy game.
Objective:
Students will read a genre of material about the rainforest.
Summary:
Students will read various materials on the rainforest and write summaries and
book reviews.
Create
a Flip Book
Objective:
Students will show an understanding of the rainforest
Resource:
Student will create a flipbook with repetitive vocabulary.
Sloth
Math
Objective:
Counting to 18
Summary:
Counting to 18
Objective:
Do ant math, cut and paste activities.
Summary:
Read “Ant Cities” by Arthur Dorros
Toucans
Objective:
Name the parts of birds
Summary:
Students will color toucan headbands.
Edmark:
Imagination Express: Destination
Rainforest
|
Threatened
|
|
|
|
|
Endangered |
|
|
|
|
Extinct |
|
|
|
|
Producers |
|
|
|
|
Biome |
|
|
|
|
Biodiversity |
|
|
|
|
Biomass |
|
|
|
|
Buttress |
|
|
|
|
Camouflage |
|
|
|
|
Canopy |
|
|
|
|
Carbon
dioxide |
|
|
|
|
Cash
crops |
|
|
|
|
Clearcutting |
|
|
|
|
Conservation |
|
|
|
|
Consumers |
|
|
|
|
Deforestation |
|
|
|
|
Development |
|
|
|
|
Decomposer |
|
|
|
|
Ecology |
|
|
|
|
Ecosystem |
|
|
|
|
Emergent |
|
|
|
|
Endangered |
|
|
|
|
Equator |
|
|
|
|
Extinction |
|
|
|
|
Erosion |
|
|
|
|
Food
chain |
|
|
|
|
Forest
floor |
|
|
|
|
Global |
|
|
|
|
Greenhouse
effect |
|
|
|
|
Habitat |
|
|
|
|
Humidity |
|
|
|
|
Indigenous |
|
|
|
|
Invertebrates |
|
|
|
|
Vertebrates |
|
|
|
|
Jungle |
|
|
|
|
Organic |
|
|
|
|
Cocoa
bean |
|
|
|
|
Mammal |
|
|
|
|
Reptile |
|
|
|
|
Amphibian |
|
|
|
|
Nocturnal |
|
|
|
|
Oxygen |
|
|
|
|
Moisture |
|
|
|
|
Precipitation |
|
|
|
|
Canopy |
|
|
|
|
Understory |
|
|
|
|
|
|
|
|
|
|
|
|
|
Rainforest Contract:
Name:
|
Magazine
entries that must be completed: |
|
|
title
page |
|
|
glossary |
|
|
table
of contents |
|
|
informational
(feature) articles |
|
|
persuasive
(editorial) articles |
|
|
how
to articles (Science experiments, recipes) |
|
|
maps |
|
|
graphs |
|
|
pictorial
layout |
|
|
survey/questionnaire |
|
|
advertisements |
|
|
story
reviews about the rainforest |
|
|
global
involvement |
|
|
web
resources |
|
|
Optional
Magazine entries |
Date Completed: |
|
human
interests |
|
|
compare
and contrast graphs |
|
|
fictional
story |
|
|
skits |
|
|
cartoons |
|
|
investigate
rainforest preservation groups |
|