Learning Unit

ELA Standard 1: Language for Information and Understanding
 -As listeners and readers, students will collect data, facts, and ideas and use knowledge generated
  from oral and written texts.
ELA Standard 2: Language for Literacy Response and Expression
-As listeners and readers students will relate texts to their own lives and develop an understanding of social and historical dimensions.
ELA Standard 3: Language for Critical Analysis and Evaluation
 -As listeners and readers students will analyze experiences, ideas, information and issues
  presented by others.
ELA Standard 4: Language for Social Interaction
 -Students will listen, speak, read, and write for social interaction.
SS  Standard 3:  Geography
SS  Standard 5 (4):  Civics, Citizenship and Government
 
 

Students are introduced to the continent of South America as part of our yearlong theme of “Reading Around the World”.  The teacher uses a map and overhead projector to instruct as students label individual maps of South America.  It is explained to the students that we will be concentrating on the theme of rainforests for this continent.  At that time make a chart of “What Do We Know?”  and  “What Do We Want to Know?". Class chart is then posted for later reference.
 
 

Estimated time for this learning experience: 30 minutes

Content knowledge covered:
 - rainforests are located on 5 continents
- rainforests are located primarily between the Tropic of Cancer and the Tropic of  Capricorn in area known as the tropics

Connection to standards:
- SS standard 3
- ELA standard 1

Resources:  overhead projector, worksheet –Where Are the Rain Forests? (from   Schooldays –Apr./May/ June 1992), transparency

Procedure:
 After handing out worksheet of the world we read the title, information and directions together.  Using a transparency as a model we color the areas indicating locations of the rainforests.  Students copy model.  Once areas are colored students study map and answer the related questions.

Assessment: Orally review of concepts and completed work placed in theme folders for later reference.

Estimated time for this learning experience: 30 minutes

Content knowledge covered:
 -water falls to earth and evaporates to return to the sky
 -cycle is continuous
 -land formations, plants, etc. important part of cycle
 -rainforest is an important link

Connection to standards:
 -SS standard 3
 -ELA standard 1

Resources:  story book ---Magic School Bus and the WaterWorks, chart paper

Procedure: Brainstorm with students what they think the water cycle looks like and the uses of water. Read and discuss the story.  Have students orally explain water cycle and draw diagram on class chart paper.  Talk about the importance and uses of water.  Explain the connection between water cycle and rainforests.  Class chart is posted for reference.

Assessment:  Oral participation in construction of diagram as well as question and answer time.
 
 

Estimated time for this learning experience: 1 1/2 hours

Content knowledge covered:
 -The layers of the rainforest include the emergent layer, canopy, understory and  forest floor.
 -The emergent layer includes the tallest trees.
 -The canopy is the main top layer.
 -The understory is made up of shrubs, ferns and small trees.
 -The forest floor is made up of fungi, mosses, and decaying leaves.

Connection to standards:
 SS standard 3
 ELA standard 1

Resources: story—At Home in the Rain Forest by Diane Willow (Charlesbridge Publishing, 1991),  song sheet---Layers in the Forest by Debby DePauw, worksheet –Layers of the Rain Forest ( Schooldays, April/May/June, 1992)

Procedure:  Read and discuss story.  Show visual of rainforest in back of book.  Discuss layers and content of each.  Sing song to review layers of the rainforest.  Hand out worksheets and allow students to construct a 3D model of a rainforest and its layers.

Assessment:  visual---accurate construction of layers (worksheet)
 
 

Procedure:  Experience 4a---( ½ hour) Explain that the class is going to talk about animals living in the rainforest.  Brainstorm and create class chart of animals that might be found there.  Introduce the words “endangered” and extinct” and define.  Read and discuss story—Rain Forest Babies by Kathy Darling.  Following reading compare animals listed with animals from brainstorming list.  Add to list as necessary.   Explain that the list will grow as they investigate further.

Experience 4b –(45min.) Gather students around prepared bulletin board with chart close by. Explain that they will be placing animals of the rainforest in the correct layer and that each animal is labeled with the layer name on the back.  Hand out animal pictures.  As individual student comes up have them name the animal and the layer as they choose placement.  Ask if animal is listed on chart or needs to be added. Continue until all animals are placed.  Conclude with discussion reinforcing the words endangered and extinct by asking how students can find out more about these animals.  List ways on class chart.  Explain that students will be learning more about individual animals.

Experience 4c – Library research on assigned animal.  (90 minutes)  Prior to students doing research the classroom teacher provides the librarian with a list of animals in the South American rainforest.  The librarian then identifies the animals that are listed in the Amazing Animals of the World Encyclopedia set and locates the volume and page number for each animal.  The animals that still need referencing are then locates in the Wildlife of the World Encyclopedia set.  All animals are also located on the Internet and the appropriate sites bookmarked in the file called Rain Forest.  Students go to the library to find the information on the animal assigned to them.  They are provided with the volume and page number for their animal in one of the encyclopedia sets.  Instruction is given to the students to explain that all the animals are listed in an index which tell the volume and page number for information.  The students then locate the correct volume and page number for their animal.  Students are then shown how to make a photocopy of their article, which they can then do as they find their information. The Librarian or Library Aide assists them in this task.  Group instruction on how to use the Internet is then given using the Light Scan Projector to show the computer desktop on a large screen.  Students are shown how to open Bookmarks, click on Edit bookmarks, and then scroll down the list under Rain Forest File to find their animal.  Students are instructed to click to go to the appropriate website.  At the website students print a copy of their information and a picture of their animal.  All information is placed in a theme folder for future reference.

Experience 4d – Preparation of rainforest animal report ( time limits set at teacher discretion).  With assistance of volunteers students read gathered data and begin note taking.  Students are given colored pencils and shown how to color code information from data sheet to report form.  For example if students are identifying the layer of the rainforest in which their animal lives the information is underlined on data sheets and is also marked in same color on recording sheet.  Once the notes are completed and checked by the teacher students then make a rough draft.  When editing of rough draft is completed then the students make a final copy and draw an illustration of their animal.  Finally the report and illustration are mounted on construction paper for display.

Experience 4e – Preparation of oral presentation about assigned rainforest animal for videotaping-- Students prepare visual displays and oral presentation with help of parents in the home environment using the information contained in their written reports.  In the school environment students receive instruction in oral presentation.  Techniques such as speaking loudly and clearly, looking into camera, standing up straight, smiling, and organizing thoughts and materials are explained, demonstrated and practiced.  Students are also instructed in creative ways to present a project.  Brainstorming and class charting provides a list for students to choose from.  Students are also instructed in the manners of a good audience.  Presentations are then made.  Peer evaluation of each student then follows through discussion.  The discussion is always positive---the question is –What did ______do well?  Peers then respond.   The student presenter is then asked –What do you think you could improve on the next time?  All materials are then gathered and displayed for celebration.

Assessment: Discussions, completion of written and oral projects, writing and speaking rubrics
 
 

Estimated time for this learning experience: (30 min.)

Content knowledge covered:
 -Rain forests have more kinds of tree and plants than any other place in the world
 -More than half of the world’s animals make their homes in the rain forest
 -It is important for our environment to conserve and preserve the rainforests

Connection to standards:
 -ELA 1
 -ELA 3
 -SS 3

Resources: Story—The Shaman’s Apprentice by Lynne Cherry and Mark J. Plotkin
         Worksheet---“Rain Forest Products”  (Schooldays, Apr./May/ June, 1992)

Procedure: Show the book and discuss what is happening on the cover.  Ask for definition of Shaman and define with students.  Explain that this story is about some of the plants of the rainforest and their uses.  Read and discuss the story.  Following the discussion of the story show students the list of rainforest product from worksheet.  Read through the list provided.  Explain that they will be taking the worksheet home and investigating with their parents which of the products are found in their homes.  When lists are returned then a comparison is done and recorded on master chart paper.

Assessment: Completion of worksheet and comparison of results through discussion and display on chart.

Estimated time for this learning experience: 1 ½  hours.

Content knowledge covered:
 -The rainforest is being destroyed at an alarming rate
 -What happens tomorrow depends on what we do today

Connection to standard:
 -ELA 1
 -ELA 2
 -ELA 3
 -SS 3
 -SS 5

Resources: Story—The Great Kapok Tree by Lynne Cherry
         Work sheet –The Great Kapok Tree (teacher made)

Procedure: Refer back to the story –The Shaman’s Apprentice and tell students that this story includes more information about the rainforest home of animal and plants.  Read the story and discuss.  Hand out worksheet.  Students label the branches of the tree with the names of the animal mentioned.  On lines provided students list reasons why the rainforest is important.

Assessment: Discussion and listing of ideas on provided worksheet
 
 

Estimated time for this learning experience: 1 hour
Content knowledge covered:
 - concepts covered in the declarative section of this unit

Connection to standard:
 -ELA 3
 -SS 3
 -SS 5

Resources: All of the charts and graphics created during the unit and content of theme folder, paper for writing

Procedure: Explain to students that they are going to write a paragraph (story) about why the rain forest is important.  Tell them they may use all of the information available from the charts they have created, from the bulletin board and from their theme folders.  Remind them about the mechanics of writing.  Set a time limit for completion.  At teacher discretion may wish to have some students work as partners.

Assessment: Evaluate completed paragraph ( story) for use of provided data and content
 
 

Some activities will require modification to allow for the varying skill development of students.  Allowing students to work with a partner or in a small group for many of these experiences will assist those who are less able to work independently.
 
 

The estimated time is built into each of the Learning Experiences.
 
 

Books
Amazing Animals of the World, Grolier Educational Corp., c1995.24 volumes.
Cherry, Lynne, The Great Kapok Tree, Harcourt Brace & Co., 1990.
Cherry, Lynne, The Shaman's Apprentice, Harcourt Brace & Co., 1998.
Cole, Joanna, The Magic School Bus at the Waterworks, Scholastic Inc., 1986.
Darling, Kathy, Rain Forest Babies, Scholastic Inc., 1996.
Ross, Kathy, Crafts for Kids Who Are Wild About Rainforests, Millbrook Press, 1997.
Wildlife of the World, Marshall Cavendish Corp., c1993. 13 volumes.
Willow, Diane, At Home in the Rainforest, Charlesbridge Publishing, 1991.
 

AV Equipment
Overhead projector, video recorder, TV, Internet computers, photocopier