Bolivia Rain Forest

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					                                       Bolivia/Rain Forest
                          Gaila Freeland de Chambi, Library Media Specialist
                                  Maria Inarra, Second Grade Teacher
                                  Tracy Gamarra, Computer Teacher
                                     American Cooperative School
                                             La Paz, Bolivia

Grade Level 2 Unit Overview:
Bolivia offers a wide range of geographical wonders plus a rich history. The students will study
Bolivia and the rain forest where many exotic plants and animals live. They will ask questions and
find answers, use library resources and the internet. The students will write poems, a newspaper,
and a final report. They will also do a reader’s theater production of The Great Kapok Tree and an
oral presentation to parents.

Time frame:
Six weeks spent in the classroom; daily-general information during social studies/science; six 30
minute blocks-to find information on the web (computer lab and the library); six 40 minute blocks
plus extra time to research with the classroom teacher.

Content Area Standards:
McRel Standards and Benchmarks <>

Science, Grades KG1-Grade 2, Life Sciences:
     Standard 5. Understands the structure and function of cells and organisms.
     SCKG1-2.5.1 Knows the basic needs of plants and animals (e.g., air, water, nutrients, light or
        food, shelter)
     SCKG1-2.5.2 Knows that plants and animals have features that help them live in different

Science, Grades KG1-Grade 2, Life Sciences:
Standard 6. Understands relationships among organisms and their physical environment
SCKG1-2.6.1 Knows that plants and animals need certain resources for energy and growth (e.g.,
food, water, light, air)

Science, Grades KG1-Grade 2, Nature of Science:
Standard 13. Understands the scientific enterprise.
SCKG1-2.13.1 Knows that in science it is helpful to work with a team and share findings with others

Science, Grades KG1-Grade 2, Life Sciences:
     Standard 4. Understands the principles of heredity and related concepts.
            o SCKG1-2.4.1 Knows that plants and animals closely resemble their parents
            o SCKG1-2.4.2 Knows that differences exist among individuals of the same kind of
               plant or animal

Science, Grades KG1-Grade 2, Life Sciences:
     Standard 5. Understands the structure and function of cells and organisms
          o SCKG1-2.5.1 Knows the basic needs of plants and animals (e.g., air, water, nutrients,
             light or food, shelter)
          o SCKG1-2.5.2 Knows that plants and animals have features that help them live in
             different environments

Science, Grades KG1-Grade 2, Life Sciences:
     Standard 6. Understands relationships among organisms and their physical environment
            o SCKG1-2.6.1 Knows that plants and animals need certain resources for energy and
               growth (e.g., food, water, light, air)
            o SCKG1-2.6.2 Knows that living things are found almost everywhere in the world and
               that distinct environments support the life of different types of plants and animals

Science, Grades KG1-Grade 2, Life Sciences:
     Standard 7. Understands biological evolution and the diversity of life.
            o SCKG1-2.7.1 Knows that some kinds of organisms that once lived on Earth have
               completely disappeared (e.g., dinosaurs, trilobites, mammoths, giant tree ferns,
               horsetail trees)
            o SCKG1-2.7.2 Knows that there are similarities and differences in the appearance and
               behavior of plants and animals

Information Power Information Literacy Standards and Indicators:
 1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4, 4. 1, 4.2, 5.2, 5.3, 6.2, 7.1, 9.1, 9.2,

Library Media Specialist Will:
     Introduce the research process
     Model the process of research
     Compile resources for student research
     Show where resources are in the library
     Lead questioning concerning:
           o What are the four layers of the rainforest?
           o Why does the forest floor not get sunshine?
           o Where does most of the rain come from?
           o What are some of the animals and plants that live in each of the four layers of the
           o Why do you think the rainforest is being destroyed?
           o What are the biggest problems caused by deforestation?
           o What can you do to help the rainforest?
     Assist students in locating information
     Provide students with assistance in the research process
     Teach students how to cite sources
     Show movies about the rainforest
     Read various types of poems about ecology and the rainforest
     Assist in the student’s writing of those kinds of poems
     Coordinate bringing in of snacks that come from the rainforest (chocolate, banana,
        pineapple, sweet potato, coffee and punch, etc.) for the oral presentations to the parents

Teacher Will:
Introduce Bolivia in the classroom:
     Provide information about Bolivia in general and the rain forest
     Check students’ notebooks:
           o Note taking and worksheets on the rain forest based on neatness, organization and
           o Assist with writing the report.
     Help students practice their oral presentation
     Organize the Reader’s Theater production and will practice in the library
     Introduce rain forest unit with "NewBridge" Rain Forest Book and picture/information
     Have students do a KWL chart in their notebook.

Identify Similarities & Differences (e.g., Venn diagrams, metaphors, analogies):
    Read Tropical Rain Forests
    Have students make a model of the rain forest layers.
    Begin note taking in science notebook under the heading "Interesting things I've learned
        about the rain forest.”
    Begin list of vocabulary words on a word wall.
    Handout packet on the layers of the forest
    Students read and take notes on each layer and on what animals and plants are found there.
    Students research different rain forest animals and take notes on characteristics to make a
        rain forest animal information book.
    Readers Theater - The Great Kapok Tree

After reading Rain Forest Secrets and focusing on problems in the rain forest:
Write and displaying rain forest "did you know" facts around the school to raise awareness of the
rain forest situation.
Learn and compare the characteristics of:
     Mammals
     Insects
     Reptiles
     Birds
     Students invent a new breed that has been "discovered" in the Rain Forest and must write a
        description of that breed including layer of rain forest in which it can be found, enemies,
        food it eats, habits etc. New breed will be displayed in an artistic way and presented to class
     Students make a mural of the rain forest to display during the unit using animal and plants for
        each layer of the rain forest
     Students identify areas on the map of the world where rain forests are located (near equator)
        and color and label a map for science notebook.

Technology Teacher Will:
    Teach the students what websites are appropriate to find information about the rainforest.
      Have the students write a letter to a newspaper explaining why the rain forest is
          o What is the problem
          o Who is hurt by the problem
          o What are some of the causes
          o What I can do to help solve the problem
      Assist the students in keyboarding their poems to put in the newspaper.

Newbridge - "The Rain Forest" Big Book with multiple student copies and picture information cards
and Teacher's Guide
Animal in their Habitats - Rain Forest Animals - multiple student copies
Animal Camouflage - Hiding in a Rain Forest - multiple student copies
Rain Forests by Helen Cowcher - multiple copies
Rain forest Secrets by Arthur Dorros - multiple copies

Library Books:
This Place is High by Vicki Cobb
This Place is Wet by Vicki Cob
Bolivia-Enchantment of the World. 2nd series by Children’s Press
Love and Roast Chicken: a Trickster Tale from the Andes Mountains by Barbara Knutson
The Rain Forest Grew All Around by Susan Mitchell and Connie Mclennan
Nature’s Green Umbrella by Gail Gibbons
The Shaman’s Apprentice by Lynn Cherry
The Great Kapok Tree: a Tale of the Amazon Rain Forest by Lynn Cherry
The Remarkable Rainforest: An Active Learning Book for Kids by Toni Albert
Tropical Rain Forest by Donald Silver
Over in the Jungle: A Rainforest Rhyme (Sharing Nature with Children Book) by Dawn Publications
Rainforest Colors by Susan Canizares
Rain Rain Rain Forests by Brenda Guiberson
Fernando’s Gift/El Regalo de Fernando by Douglas Keister
The Umbrella by Jan Brett
Welcome to the Green House by Jane Yolen
What's in the Rain Forest by Suzanne Ross
A New True Book - Tropical Rain Forests
A Rain Forest Tree by Lorien Kite
Journey of the Red-Eyed Tree Frog by Martin and Tanis Jordan
A Walk in the Rainforest by Kristin Joy Pratt
Resource Workbook: A Unit About Tropical Rainforest
In the Rainforest a thematic unit for young learners
Rain Forest- workbook with experiments, games, art, and writing activities


Pictures from library files
Video--National Geographic: Really Wild Animals-Totally Tropical Rain Forest
Video-Magic School Bus In the Rain Forest

    Computers for Internet searches
    TV
    VHS player

Culminating Learning Product:
    Written report in book form
    Oral Presentation to parents
    Murals on walls depicting the rainforest
    Poems written about the rainforests
    New breed of animal invented and presented

Assessment Overview:
The teacher will use a checklist to assess whether students have completed all projects. The
librarian will assess if students have answered at least five of their own questions about their
rainforest animal or plant. The technology teacher will assess whether students finished their
written editorial and poems.

Name/Acrostic Poem Assignment:
A Name Poem or Acrostic Poem uses a name or word to begin each line in a poem.
For example:
Slow moving creature,
Lazy animal
Only has two or three toes,
Teeth are shaped like pegs,
Hangs upside down from tree branches.

How to start:
To begin choose a Rain Forest animal. Think of words that begin with each letter of your Rain
Forest word. These words can be used in descriptive sentences or phrases. You decide.

Practice writing your poem here:
What is your animal’s name? ______________________________________
Write some words that describe your animal. ___________________________________________________________

Draft of Poem





Cinquain Poem Assignment:
Cinquain poems have five lines and the following patterns:

Lines            Parts of Cinquain Poem               Word Cinquains
Line 1           Title                                1 word
Line 2           Description of the title      2 words
Line 3           Some action about the title          3 words
Line 4           Feeling about the title       4 words
Line 5           Synonym (similar word) for title     1 word

For Example:
Peg-shaped teeth
Slow, lazy, upside-down
Feels slimy to touch

How to Start:
What is your animal? _________________________

What does your animal look like? _____________________________________________________________

What can your animal do (what action)? _____________________________________________________________

How do you feel about your animal? _____________________________________________________________

What are some other words that have the same meaning as your animal (synonym)?


Diamonte Poem Assignment:
Describe an animal that lives in the rainforest by creating a slide show using a diamonte poem. The
diamonte poem is a seven-line poem that is shaped like a diamond.


                                              Stripes and Spots
                                     Climbing, Growling, and Hunting
                                 Beautiful, Smart, Non-poisonous, Emerald
                                 Constricting, Smelling, and Slithering
                                           Thick and Round

How to start:
To write one about an animal, follow the directions below:

                                             (Animal’s name)


                                (Two adjectives describing the animal)


                        (Three words ending in "ing" telling about the animal)


      (Four words, the first two describe the animal the last two describe an opposite animal)


                   (Three words ending in "ing" telling about an opposite animal)

                           (Two adjectives describing the opposite animal)


                                            (Opposite animal)

Haiku Poem Assignment:
Express your ideas about the tropical rain forest by creating a slide show with a Haiku poem. Haiku
has its origin in Japan and is always about nature. The lines do not rhyme, but are constructed on a
pattern of syllables. The first line has five syllables, the second line has seven syllables, and the third
line has five syllables:


Huge Orangutan
Their Homes are being destroyed
Gentle Forest ape

How to start:
Brainstorm words that are about the tropical Rain Forest animal from your animal research.
Choose the words that you like from this list. Count the syllables (parts) of the words. Put them
together in the form below.


Line 1 5 syllables

Line 2 7 syllables

Line 3   5 syllables

Pyramid Poem Assignment:
Illustrate a Rain Forest animal by creating a slide show with a pyramid poem. The pyramid poem is
a four-line poem. The first line is a noun. The second line consists of two adjectives that describe the
noun in the first line. The third line has three gerund, or “ing” verbs, which relate to the noun. The
last line is a question that is about the noun.


                                           Colorful, Large Beak
                                    Fruit Eating, Perching, Screeching
                             Why is the Toucan important to the Rain Forest?

How to start:
What is your animal? _________________________

What does your animal look like? _____________________________________________________________

How does your animal act?

What is a question you could ask about your animal?


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