rain_forest_unit

Document Sample
rain_forest_unit Powered By Docstoc
					Date: 06/08/2007                                                 Grade: 3

Teacher Name: Bonnie Young                                       Subject: Science

Topic – Rain Forest

Content - People and other living things depend upon the rain forest for many things.

 Estimated Time – Three Weeks with 45 minutes a day per lesson

Goals: Aims/Outcomes
 1. Understanding the importance of the rain forest
 2. Applying the importance of the rain forest to real outcomes
 3. Using technology to gather, interpret, and display information about rain forests
 4. Explaining how information can be published and presented in different formats
     (e.g., PowerPoint, Word Processor Document, Microsoft Publisher)
 5. Understanding that technology assists in gathering, organizing, and evaluating
     information from a variety of sources to answer essential questions about tropical
     rain forests

Essential Questions:
  1. Why is the Rainforest so important?
  2. How does the Rainforest affect humans?
  3. Why should the Rainforest be protected?
  4. Where are Rainforests located?

Objectives:
 1. Students will demonstrate knowledge of the importance of rain forests.
 2. Students will describe various real-life situations in which rain forests are
     important.
 3. Students will develop strategies for researching rain forests using a variety of
     technological tools.
 4. Students will design a display for sharing information about rain forests.

Materials and Aids:
 Harcourt Science Books – 3rd grade level, magazines and books with facts about the
 rain forests, art materials, KWL chart, projector, computers, access to the internet,
 Read and Write Gold digital Text Program, PowerPoint, Microsoft Publisher,
 vocabulary list, multiple choice and fill-in-the-blank test created in word, open
 response question, Readers Theatre Plays, Encyclomedia Program with Magic School
 Bus video over the rain forest.

Procedures/Methods:
A. Introduction -
Day 1
Review how observations are made and how scientists use models.
Begin a K WL chart to find out what the students know, what they want to know, and
what they have learned.

Present the lesson with a PowerPoint describing what a rain forest is and the layers of
the rainforest.

Discuss how the rain forests are important to humans and the interdependence of living
things in the rain forests.
                                       Connections:
                                 Academic Expectations
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen
                              Core Content for Assessment
SC-EP-3.4.1
Students will explain the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water and food; plants need air, water,
nutrients and light. Organisms can survive only in environments in which their needs can be met.
                        Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of ways
DOK 2
Make observations and connections to the real world

B. Development
Day 2
Introduce vocabulary words. See last page for words.

Set a purpose by asking, “What is a rain forest and what the layers of the rain forest?

Read aloud and discuss the section in the science book and trade books about the rain
forest.

 Discuss the rain forest and the layers of the rain forest.

 Discuss why rain forests are important to livings things and people.

 Add to the KWL chart.

                                      Connections:
                                Academic Expectations
1.2 Students make sense of the variety of materials they read
1.4 Students make sense of the various messages to which they listen
 DOK 2 - Use context cues to identify the meaning of unfamiliar words.

C. Practice-
Day 3
Have the students make a three-column chart for the words in the vocabulary list. In
 the first column, have the students place or write the word, in the second column,
have the students place or write the definition, and in the third column, have the students
write or draw a picture of how they will remember what the word means.

Use a word drill to see who can quickly find the vocabulary word in the book and
read the meaning.

  Have students use the vocabulary list to write a story, fill in the blanks, or make a
 drawing of the layers of the rain forest. Students who write a story could type it on the
computer in a Word document or use the Easy Writer keyboards.
                                        Connections:
                                  Academic Expectations
AE.1.13 Students make sense of ideas and communicate with the visual arts
                      Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of ways.
DOK 2 Constructing and organizing information

 Day 4
Provide students with pictures from animal cards, magazines, books or the Internet of
animals that live in the rain forest. Have the students chose an animal and answer
questions about that animal using the WebQuest site provided. Have them find out what
foods the animals eat, where the animal lives, and when it comes out to eat, etc.
(http://www.mmooney49.1hwy.com/rain.html)
                                       Connections:
                                   Academic Expectations
1.16 Students use computers and other kinds of technology to collect, organize, and
communicate information and ideas.
                                Core Content for Assessment
SC-EP-3.4.1
Students will explain the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water and food; plants need air, water,
nutrients and light. Organisms can survive only in environments in which their needs can be met.
                       Program of Studies – Technology—Primary
T-P-RIPSI-U-1
Students will understand that technology assists in gathering, organizing and evaluating
information from a variety of sources to answer an essential question.
DOK 3 Identify research questions and design investigations for a purpose.

Day 5
 To demonstrate the layers of the rain forest and how living things and people depend
on the rain forest, group students to prepare a large mural of each layer of the forest.
Let each group have a large piece of bulletin board paper to decorate with drawings
 of the layers and animals and vegetation that are at each layer. Use the Internet to let
 each group complete research on whatever layer they have. When project is
 completed hang drawings and pictures in the hallways.
                                       Connections:
                                Core Content for Assessment
RD-EP-2.0.7
Students will make inferences or draw conclusions based on what is read.
                     Program of Studies – Technology—Primary
T-P-RIPSI-U-1
Students will understand that technology assists in gathering, organizing and evaluating
information from a variety of sources to answer an essential question.
                              Academic Expectations
AE.1.13 Students make sense of ideas and communicate with the visual arts
DOK 2 Make inferences about what is read

Day 6
 Perform a play, Freddy Frog’s Dream, written by Bonnie Young, in Reader’s Theatre
style. Let the students take turns reading the parts until everyone has had a turn.
Another play to perform is With a Mighty Roar! Meet the Big Cats, written by Lisa
Blau.
                                       Connections:
                                  Academic Expectations
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.
1.11 Students write using appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different purposes.
                               Core Content for Assessment
RD-EP-2.0.7
Students will make inferences or draw conclusions based on what is read.
DOK 2 Make inferences based on what is read

Day 7-8
 Have students work in small groups to design and present a PowerPoint to explain what
was learned about the rain forest. This would be after researching several websites.
                                        Connections:
                                 Academic Expectations
1.16 Students use computers and other kinds of technology to collect, organize, and
communicate information and ideas.
2.6 Students understand how living and nonliving things change over time and the
factors that influence the changes.
                       Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of ways.
T-P-ICP-S-11
Students will investigate different technology devices and systems (e.g., computer
processor unit, monitor, keyboard, disk drive, printer, mouse, digital cameras, and
interactive white boards).
DOK 3 Construct a product through the use of technology

Day 9-11
Have each student design and present a brochure or article about the rain forest and the
animals that live there using Microsoft Publisher. Have students present brochures or
articles.
                                        Connections:
                                 Academic Expectations
1.16 Students use computers and other kinds of technology to collect, organize, and
communicate information and ideas.
                       Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of way
T-P-ICP-S-11
 Students will investigate different technology devices and systems (e.g., computer
processor unit, monitor, keyboard, disk drive, printer, mouse, digital cameras, and
interactive white boards).

 DOK 3 Creating, designing, and presenting a brochure or article after
investigating websites

   Day 12
 Teacher and students will bring in foods and products that would be found in the rain
forest. Have a taste testing of the foods brought in to class. Some examples to bring in
are bananas, pineapples, chocolate, gum, and wooden items.
                                       Connections:
                                  Academic Expectations
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen
DOK 2 Make observations and compare foods and products

D. Independent Practice
Use the Read and Write Gold Thesaurus to define vocabulary words.

Post vocabulary words on the classroom website at http://www.livingston.kyschools.us.
Have each student design and present a brochure about the rain forest and the animals
that live there using Microsoft Publisher.

E. Accommodations (Differentiated Instruction)-
 Have students use the Read and Write Gold digital text reader for scanned books,
reading of the vocabulary words, and finding the definitions of the words.

 Type the Open Response question over the unit in Word so that students who need a text
reader can use Read and Write Gold to read it to them.

Have students play a Jeopardy game PowerPoint
Use the gallery in the airliner of a picture of a rain forest and have students identify
each layer of the rain forest in a whole group discussion for review.

Check for Understanding to answer questions about the rain forest.
Have teacher and students interact, with a teacher created activity about the rainforest and
animals that live there, using the Smart Notebook software.
Have students present their PowerPoint to class.
                                         Connections:
                                  Academic Expectations
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen
                       Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of ways.
T-P-ICP-S-11
Students will investigate different technology devices and systems (e.g., computer
processor unit, monitor, keyboard, disk drive, printer, mouse, digital cameras, and
interactive white boards).

DOK 2 Make observations about what was heard and seen

  E. Closure
Day 13
Discuss what was learned.
Finish KWL chart.

 Watch the video The Magic School Bus over the Rain Forest. Then discuss the video
and have the students to either write or draw their favorite part of the video. Explain this
assignment before watching the video to keep the students focused on watching the film.

                                        Connections:
                                Academic Expectations
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen
                     Program of Studies – Technology--Primary
T-P-ICP-U-4
Students will understand that technology is used to communicate in a variety of ways.
DOK 2 Make observations about what was heard and seen

Evaluation:
 Day 14
 Respond to an Open Response Question:
 In the rain forest living things depend upon each other for food. Some animals eat
plants. Some animals eat other animals. Some animals eat both plants and animals. This
is called a food chain.
            a. If the rain forests continue to be destroyed, explain what will happen to the
               animals that live there.
            b. Draw and label a diagram of the layers of a rain forest.
            c. Describe in detail how rain forests relate to you and how you and other
               people might be affected by rain forest destruction.

    Use rubrics to score the Open Response Question, PowerPoint, article, and
  Brochure. Rubrics were taken from KDE website and http://rubistar4.teachers.
  Link to KDE is through http://www.livingston.kyschools.us
  Scroll to link on district home page.
                                      Connections:
                               Core Content for Assessment
SC-EP-3.4.1
Students will explain the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water and food; plants need air,
water, nutrients and light. Organisms can survive only in environments in which their needs
can be met.
DOK 3 Support ideas with details and examples

Enrichment:
Day 15
Show students a teacher created Photo Story of rainforest animals. Explain how to
create a Photo Story. Let students research the internet to collect pictures related to
the rainforest. Be sure to teach them how to copy and paste. When collecting
pictures have the students to make sure the picture size is 640 x 480, a tip from
Debbie Carter, KATE coordinator, from Murray State University. After students
have created each Photo Story show them to the class.
Note: Photo Story Software must be installed on computers. The website to view to
download software is http://www.microsoft.com . Look for downloads, then search
for Photo Story 3.

                                   Connections:
T-P-ICP-S-11 Students will investigate different technology devices and systems
(e.g., computer processor unit, monitor, keyboard, disk drive, printer, mouse, digital
cameras, and interactive white boards).
 DOK 3 Create, design, and present a Photo Story after investigating websites

                                           Websites

http://www.msu.edu/user/urquhart/tour/active.html

http://www.nationalgeographic.com/earthpulse/rainforest/index-flash-feature.html

http://www.kathimitchell.com/rainfor.html

http://www.mmooney49.1hwy.com/rain.html
http://www.livingston.k12.ky.us/grant/foodchainunit.html

http://www.teachers.ash.org.au/jmresources/rainforest/links.html#Games

http://www.fieldtrips.org

http://www.jcu.edu.au/school/tbiol/zoology/sundry/walk1.htm

http://www.web.archive.org/web/20050309180516/http:/www.etcmcn.org/sbennett/es/rai
nforest-graphics.htm

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate

http://www.microsoft.com


                     Vocabulary Words for The Rainforest Unit

                                       rainforest
                                        resource
                                      ecosystem
                                        animals
                                       emergent
                                         canopy
                                      understory
                                      forest floor
                                        resource
                                      ecosystem

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:15
posted:11/8/2011
language:English
pages:8