RAINFOREST

RAINFOREST

Second Grade
Science, Social Studies, and Language Arts

Harrison Elementary
Lu Ann Hawkins, Cecelia DeSimone, Rita Dobson, and Artie Atkins

Overview: A rainforest is a unique environment that supports various types of organisms. Changes in this environment affect these native organisms as well as the world.

Organizer

Why save the rainforest?

Essential Questions:

1. What is a rainforest?

2. What is an organism?

3. What is the difference between the different layers of the rainforest?

4. How do changes in the rainforest affect organisms within the forest as well as humans?

5. How can we (humans) help protect the rainforest?

Goals/Academic Expectations:

2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

· Identify and communicate common attributes of items in a group.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.

· Analyze how the properties of the components of a system affect their function within the system.

· Identify the components of a system.

2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

· Examine the interaction between people and their environment and predict trends.

· Recognize that everything has a location.

Secondary Expectations:

1.1 Students use multiple reference tools to find the information they need to meet specific demands, explore interests, or solve specific problems.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

2.22 Students create works of art and make presentations to convey a point of view.

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

· Write for a variety of purposes.

6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Culminating Performance:

Students will work in small groups 3-4 in constructing a "persuasive Power Point" project. These projects will include:

1. Identify and describe the organism chosen/given.

2. Description of each organism’s habitat within the rainforest.

3. Whether or not the organism is considered endangered or threatened.

4. Predict what may happen to the organisms and us if continued destruction of the rainforest occurs.

Scoring Guide

GOOD	BETTER	BEST
Identify the organism as well as describe 1 characteristic (diet, movement, adaptations, and body coverings) of the organism.	Identify the organism as well as describe 2-3 characteristics (diet, movement, adaptations, and body coverings) of the organism.	Identify the organism as well as describe 4 characteristics (diet, movement, adaptations, and body coverings) of the organism.
Names the habitat but does not include description.	Describes the habitat with some inaccuracies.	Accurately describe the habitat.
Only states whether the organism is endangered or threatened.	States whether organism is endangered or threatened, but may have some inaccuracies in the describing why.	Accurately states if organism is endangered or threatened and accurately states why.
Makes a prediction on affects on either the organism or us if the rainforest is destroyed.	Makes a realistic prediction in either the organism or us if the rainforest is destroyed.	Makes a realistic prediction of what will happen to the organisms and us if the rainforest is destroyed.

Content Knowledge:

1. Definition of:

Organism
Rainforest
Environment
Endangered
Threatened
Product
Strata

2. Organism characteristics

3. Habitat characteristics

4. Survival Adaptations of Organisms

5. Difference between endangered and threatened organisms

6. Composition of a food chain.

7. Difference between Herbivore, Carnivore, and Omnivore

8. Interactions that influence the rainforest.

9. Geographic Location

Skills/Abilities:

Identify

Predict

Research

Collect, organize, and display data with various research tools including technology-based programs.

Draw conclusions

Explain and describe

Classifying

Reporting

Locate

Brainstorm

Cooperate

Read

Write

Oral Presentation

Use of Internet, word processors, digital cameras, scanners, and Microsoft PowerPoint

Instructional/Assessment Activities:

Field trip to Cincinnati Zoo to visit rainforest exhibit.
KWHL = Discussion on "why we are learning about the rainforest" (possible use of Inspiration software). Overview will include introduction of vocabulary words listed in "content knowledge".
Location activities using both Internet maps and globes to find rainforests around the world.
Construction of rainforest terrarium (to be collaborated with Science teacher).
Germination of radish seeds (to be collaborated with Science teacher)
Internet research on the different layers of the forest including a written report on their findings.
Whole class activity to construct the layers of the rainforest within the classroom (details of this activity optional).
Small group creation of tri-fold brochure concentrating on one layer of the forest. Created with aid of computer (Word, Publisher, etc.). Focus on animals and plants of the layers.
"Why save the rainforest" research on the Internet and CD Rom software with follow-up construction of posters highlighting these reasons.
Portfolio persuasive piece on saving the rainforest including predictions (possible graphics) of potential future problems. These letters will be sent to agencies, organizations, politicians, etc.
Art integrated activities (e.g. diorama).
Possible guest speaker form UK showing different insects of the rainforest.

Time Frame:

Week 1: Introduction, field trip, KWHL, locating activities, start creation of terrarium.

Week 2: Researching activity with report, construction of the forest within the classroom, layer research and brochure, radish seed germination.

Week 3: "Why save the rainforest" research and poster building, portfolio/letter writing, diorama, guest speaker.

Week 4: Culminating activity.

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