Project GLAD



Project GLAD

East Whittier School District

Tropical Rainforests (4th)

Idea Pages

I. Unit Themes

• Geographical Locations of Rainforests

• All organisms need energy and matter to live and grow

• Living organisms depend on one another and on their environment for survival

• Natural resources, people and products

• Conservation

II. Focus /Motivation

• Big Book

• Observation Charts

• Inquiry chart

• Awards

III. Closure

• Process charts

• Conference portfolios

IV. Vocabulary

Map: Europe, Africa, Asia, North America, South America, Antarctica, Australia, Pacific Ocean, Altantic Ocean, Indian Ocean, Arctic Ocean, Equator, tropic of Capricorn, Tropic of Cancer, climate zone, Biomes, (Rainforests can be found in parts of Brazil, Venezuela, the Amazon Basin, Zaire, Indonesia, the Neotropics in Brazil, Cherrapunki in India, Colombia, French Guinea, Ecuador, Peru, Bolivia, Southeast Asia, Suriname, Douala in Cameroon, Costa Rica, New Guinea, the Philippines, Kenya, Borneo, Madagascar, Trinidad, Thailand, Australia, and Belize.)

General : emergent layer, canopy, understory, forest floor, strata, environment, humidity, rainfall, camouflage, conservation, destruction, mineral resources, soil erosion, deforestation, threatened, endangered, extinct, shaman, species, indigenous

Energy connection: sunlight, photosynthesis, oxygen, carbon dioxide, energy, chlorophyll, nutrients, transpiration, water vapor, producers, algae, bacteria, carnivore, herbivore, omnivore, scavenger, decomposers, bacteria, earthworm, fungi, termites, recycle

Plants: life cycle, germinates, sprouts, seedling, spore, seeds, adaptations, thin smooth bark, lianas, drip tips, buttresses, prop and stilt roots, epiphytes, bromeliads, mangroves, nepenthes

Forest Floor: buttress, stilts, palms, tree seedlings, herbaceous plants, decomposers, saplings, jaguars, tigers, anteaters, gorillas, elephants, soil, nutrients

Understory: Lianas, vines, dark, saplings, banana tree, insectivorous plants, camouflage, tree frogs, lemurs, tree snakes, boa constrictor, beetles, ants

Canopy: dense platform, vegetation, epiphyte, foliage, emergents, Kapok tree, howler monkeys, fruit bats, birds, macaw, toucan, drip tips, sunlight, sky-raft

Emergent: Open sunlight, sky raft

Hardwood trees: teak, mahogany, ebony,balsa

Products: tea, coffee, cocoa, rubber, medicine, fruits, vegetables, spices, nuts, wood, oil

V. Resources

A. Worksheets & Extended Activities & Pictorial Input pictures

• Carson Dellosa Publ, How are Rainforests Threatened?

• Edupress, EP120, Rainforest Activity book

• Frank Schaffer Publications, Plants & Animals (A Rainforest Play)

• Instructional Fair, Inc. Grand Rapids, MI, Rainforest

• Instructional Fair, Inc. Grand Rapids, MI, The Rainforest

• Newbridge Educational Publishing, LLC, New York, Rain Forest Mini Unit

• Teacher Created Materials, Rain Forest- Extended Thematic Unit

B. Nonfiction

• Baker, Lucy, Life in the Rainforests, Scholastic Inc.

• Encarta Online Deluxe, Rain Forest

• Gibbons, Gail, Nature’s Green Umbrella, Mulberry Books

• Lewington, Anna, Antonio’s Rainforest, Carolrhoda Books, Inc.

• Taylor, Barbara, In the Rainforest, Barron’s Educational Series

C. Fiction

• Baker, Keith, Who is the Beast?, Voyager Books

• Cherry, Lynne, The Great Kapok Tree: A Tale of The Amazon Rainforest, Harcourt

• Cherry, Lynne, The Shaman’s Apprentice, Voyager Books

• Collard, Sneed, The Forest in the Clouds, Charlesbridge

• Ryder, Joanne, Jaguar in the Rainforest, Morrow Junior Books

• Willow, Diane, At Home in the Rainforest, Charlesbridge

D. Video

• Scholastic, The Magic School Bus in the Rainforest

E. Internet

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IV. California State Standards

4th grade Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

a. Students know plants are the primary source of matter and energy entering most food chains.

b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

c. Students know decomposers, including many fungi, insects, and microorganisms,

recycle matter from dead plants and animals.

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

a. Students know ecosystems can be characterized by their living and nonliving components.

b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.

d. Students know that most microorganisms do not cause disease and that many are beneficial.

4th Grade Language Arts

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Word Recognition

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

1.5 Use a thesaurus to determine related words and concepts.

1.6 Distinguish and interpret words with multiple meanings.

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.6 Distinguish between cause and effect and between fact and opinion in expository text.

2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).

3.0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.

3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing

1.0 Writing Strategies

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research and Technology

1.5 Quote or paraphrase information sources, citing them appropriately.

1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Evaluation and Revision

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Relate ideas, observations, or recollections of an event or experience.

b. Provide a context to enable the reader to imagine the world of the event or experience.

c. Use concrete sensory details.

d. Provide insight into why the selected event or experience is memorable.

2.2 Write responses to literature:

a. Demonstrate an understanding of the literary work.

b. Support judgments through references to both the text and prior knowledge.

2.3 Write information reports:

a. Frame a central question about an issue or situation.

b. Include facts and details for focus.

c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Use simple and compound sentences in writing and speaking.

1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.

Grammar

1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation

1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization

1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking

1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.

1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication

1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.

1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).

1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication

1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:

2.1 Make narrative presentations:

a. Relate ideas, observations, or recollections about an event or experience.

b. Provide a context that enables the listener to imagine the circumstances of the event or experience.

c. Provide insight into why the selected event or experience is memorable.

2.2 Make informational presentations:

a. Frame a key question.

b. Include facts and details that help listeners to focus.

c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).

2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

Project GLAD

East Whittier School District

Tropical Rainforests (4th)

Planning Pages

I. Focus /Motivation

• Big Book (Layers, Animals, People, Products, Conservation)

• Observation Charts (each of the 4 layers, people, products)

• Inquiry chart (What do we know about the rainforest?)

• Picture File Cards (Sort for layers & Exploration report)

• Awards (Jeopardy bookmarks, golden pen award, enchanted rainforest pages,

super ecologist award badges, seed notebooks, flip chant books)

II. Input

• Cognitive Content dictionary : see: Vocabulary and Concept Development

• Pictorial Input of locations and types of Rainforests on world map

• Pictorial input of four layers, (include: producers, consumers, scavengers, decomposers)

(plants need animals for pollination, animals need plants for food and shelter.)

• Graphic organizer of four layers,( include both living and nonliving components)

• Pictorial Input of the Jaguar

• Graphic organizer of food chain, (energy enters through sunlight, to plants through photosynthesis, plants as primary source of matter and energy in food chain. Matter passes through the organisms and environment)

• Narrative Input of The Great Kapok Tree

• Read alouds (Antonio’s Rainforest, Jaguar in the Rainforest, The Forest in the

Clouds, Natures Green Umbrella, The Shaman’s Apprentice)

• Video – The Magic School Bus in the Rainforest

• Graphic organizer- causes and solutions of deforestation

• Expert Groups (Macaw, Poison Arrow Frog, Howler Monkey, Anaconda)

III. Guided Oral Practice

• Poetry, chants, highlighting

• T-graph for social skills (Perseverance)

• Picture file cards (sort for layers)

• Farmer in the Dell (Noun: creatures)

• Process Grid (Animals:Jaguar,Macaw,Poison Arrow Frog,Howler Monkey,Anaconda)

(Categories: Classification, description, habitat, prey/food, threats, interesting facts)

IV. Reading / Writing Activities

A. Whole Class

• Shared Reading

• Poetry based on Here, There frame

• Found poetry (From: Antonio’s Rainforest)

• 4th grade Cooperative Strip paragraph on Jaguars

2.3 Write information reports:

a. Frame a central question about an issue or situation.

b. Include facts and details for focus.

• Narrative Graphic organizer (The Great Kapok Tree)

• Narrative Story Map (The Great Kapok Tree)

+ List sensory details and dialogue that developed the plot

• Readers’ Theater (A Rainforest Play)

• Multi-paragraph class cooperative strip report on the rainforest.

One paragraph per day.

(Intro paragraph, layers & plants, animals, natural resources/products,

deforestation, closing/solutions to save forests.)

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

B. Cooperative

• Partner focused reading

• 4th grade: Cooperative Strip Paragraphs on another process grid animal

• Flip chants (from Here, There poem)

• Strip books (Rainforests are: tall as a Kapok Tree, tiny as an ant, valuable as oxygen, etc.) (Use simile, metaphor, hyperbole, or personification.)

• Ear-to-ear reading

• Mind mapping (products)

• Team writers workshop: Narrative graphic organizer

• Narrative Story Map

• Narrative

2.1 Write narratives:

a. Relate ideas, observations, or recollections of an event or experience.

b. Provide a context to enable the reader to imagine the world of the event or experience.

c. Use concrete sensory details.

d. Provide insight into why the selected event or experience is memorable.

C. Individual

• Interactive Journals

• Expository Paragraph on rainforest animal

• Narrative graphic organizer, story map, story

• Patterned paragraph

• Listen & Sketch

• Learning logs

• Letter to parents (What I learned this week)

• Writer’s Workshop

V. Extended Activities

• Food web game

• Taste products from the rainforest

• Role playing: people of the rainforest and deforestation

• Take a tour of the rainforest on the internet

• Home/school connection (rainforest products)

• Jeopardy : rainforest facts

VI. Assessment/Evaluation

• Learning logs

• Essay test

• Individual projects

(Animal paragraph with visual of animal in its layer of the rainforest.)

Project GLAD

East Whittier School District

Tropical Rainforests (4th)

Daily Schedule

Day 1:

Focus & Motivation

Cognitive Content dictionary : understory

3 rules, scouts, Awards

Big Book (Layers, Animals, People, Products, Conservation)

Inquiry chart (What do we know about the rainforest?)

Input

World Map Pictorial Input of locations and types of Rainforests

Guided Oral Practice

Chant

Focus & Motivation

Observation Charts (each of the 4 layers, people, products)

Input

Pictorial input of four layers(include: producers, consumers, scavengers, decomposers)

(plants need animals for pollination, animals need plants for food and shelter.)

Reading & Writing

Learning Log

Guided Oral Practice

T-graph for social skills (Respect)

Team Points

Picture File Cards

➢ Sort for layers

➢ Exploration report

Chant

Reading & Writing

Writer’s Workshop

➢ Mini-lesson

➢ Plan, share, write

➢ Authors’s chair

Closure

Home /School connection

Tropical Rainforests (4th)

Day 2:

Focus & Motivation

Home/School Connection : Partner share

Cognitive Content dictionary : decomposers

3 rules, scouts, Awards

Input

Review World map Pictorial Input of locations and types of Rainforests on

Guided Oral Practice

Chant

Input

Review Pictorial input of four layers using a graphic organizer

Graphic organizer of food chain

Reading & Writing

Learning logs

Team Tasks

➢ Color Key

➢ World Map

➢ Rainforest Pictorial

➢ Rainforest Graphic organizer

➢ Food Chain

➢ Team Exploration report

Teacher: ELD group frame

Guided Oral Practice

Chant

Reading & Writing

Transparency Story

Input

Pictorial Input of the Jaguar

Reading & Writing

Interactive Journals

Read Aloud : Antonio’s Rainforest

Closure

Home /School connection

Tropical Rainforests (4th)

Day 3:

Focus & Motivation

Home/School Connection

Cognitive Content dictionary

3 rules, scouts, Awards

Guided Oral Practice

Sentence Patterning Chart

Input

Review Food Chain graphic organizer

Review Jaguar Pictorial

Guided Oral Practice

Chant

Process Grid Game: Jaguar

Reading & Writing

Team Tasks Review T-graph, teams pick, bonus points

➢ Jaguar

➢ Sentence Patterning Chart

Teacher: 2 Expert groups

Input

Narrative Input : The Great Kapok Tree

Guided Oral Practice

Chant

Reading & Writing

Writer’s Workshop

➢ Mini-lesson

➢ Plan, share, write

➢ Authors’s chair

Guided Oral Practice

Process Grid Game: 2 new animals

Reading & Writing

Read Aloud : The Shaman’s Apprentice

Closure

Home /School connection

Tropical Rainforests (4th)

Day 4:

Focus & Motivation

Home/School Connection

Cognitive Content dictionary

Scouts and Awards

Reading & Writing

Cooperative Strip Paragraph : Jaguar

Chant

Team Tasks Team evaluations

➢ Team evaluation

➢ Process grid

➢ Cognitive Content Dictionary

➢ Team here, there chant

Teacher: high reading group – clunkers & links

average reading group – reciprocal teaching

Listen & Sketch

Input

Review Narrative Input : The Great Kapok Tree

Narrative Story Map

Reading & Writing

Sentence Patterning Chart

Pokemon trading game

Rainforest Products : Experience & Mind Map

Guided Oral Practice

Chant

Closure

Home /School connection

Tropical Rainforests (4th)

Day 5:

Focus & Motivation

Home/School Connection : Partner share

Cognitive Content dictionary : Teams vote on words

Scouts and Awards

Input

Role playing: people of the rainforest and deforestation

Graphic organizer- causes and solutions of deforestation

Guided Oral Practice

Chant

Reading & Writing

Team Coop-strip paragraph

Team Tasks Team presentations

➢ Team coop strip paragraph

➢ Mind map: rainforest products

➢ Graphic organizer of deforestation

➢ Narrative Story map

Teacher: low reading group – student generated text

Guided Oral Practice

Team presentations

Reading & Writing

Found Poetry: Antonio’s Rainforest

Narrative Graphic organizer

Ear to Ear Reading

Revisit Inquiry Chart

What helped you learn?

Letter Home

Focused Reading

Closure

Final Chants

Project GLAD

East Whittier School District

Tropical Rainforests (4)

Trainers’ Schedule

Day 1: (World map, Rainforest Layers)

8:15-8:25 Cognitive Content dictionary : understory

(Rug)

8:25-8:30 3 rules, scouts, Awards

8:30-8:35 Big Book (Layers, Animals, People, Products, Conservation)

8:35-8:55 Inquiry chart (What do we know about the rainforest?)

8:55-9:20 World Map Pictorial Input of locations and types of Rainforests

9:20-9:25 Chant

9:25-9:40 Observation Charts (each of the 4 layers, people, products)

9:40-10:15 Pictorial input of four layers(include: producers, consumers, scavengers, decomposers)

(plants need animals for pollination, animals need plants for food and shelter.)

10:15-10:25 Learning Log

10:25-10:40 Recess

10:40-10:55 T-graph for social skills (Respect)

Team Points

10:55- 11:20 Picture File Cards: Sort for layers

Exploration report

11:20-11:25 Chant

11:25-12:10 Writer’s Workshop - Genres

12:10- 12:15 Home /School connection

*** 12:15 Teacher’s Leave ***

12:32 Lunch

Day 2: (Animals of the Rainforest)

8:15-8:25 Home/School Connection : Partner share

8:25-8:35 Cognitive Content dictionary : decomposers

(Rug)

8:35-8:40 3 rules, scouts, Awards

8:40-8:55 Review World map Pictorial Input of locations and types of Rainforests on

8:55-9:05 Chant

9:05-9:20 Review Pictorial input of four layers using a graphic organizer

9:20-9:40 Graphic organizer of food chain

9:40-9:55 Learning logs

9:55-10:00 Review T-graph

10:00-10:25 Team Tasks

➢ Color Key

➢ World Map

➢ Rainforest Pictorial

➢ Rainforest Graphic organizer

➢ Food Chain

➢ Team Exploration report

Teacher: ELD group frame (K)

10:25- 10:40 Recess

10:40-11:00 Transparency Story: Cowry Thieves

11:00- 11:25 Pictorial Input of the Jaguar

11:25 – 11:35 Chants / songs

11:35-11:50 Interactive Journals

11:50- 12:10 Read Aloud : Antonio’s Rainforest

12:10-12:15 Home /School connection

*** 12:15 Teacher’s Leave ***

12:32 Lunch

Day 3: (Animals of the Rainforest)

8:15-8:25 Home/School Connection : Partner share

8:25-8:40 Cognitive Content dictionary : vote on team words

(Rug)

8:40-8:45 3 rules, scouts, Awards

8:45-9:10 Sentence Patterning Chart

9:10-9:20 Review Food Chain graphic organizer

9:20-9:25 Chant

9:25 – 9:35 Review Jaguar Pictorial

9:35-9:50 Process Grid Game: Jaguar

9:50-10:25 Team Tasks Review T-graph, teams pick, students can also give bonus po

➢ Jaguar

➢ Sentence Patterning Chart

Teacher: 2 Expert groups K or A

10:25- 10:40 Recess

10:40-11:00 Narrative Input : The Great Kapok Tree

11:00-11:35 Writer’s Workshop

11:35 – 12:00 Process Grid Game: 2 new animals

12:00 – 12:05 Chant

12:05-12:15 Read Aloud : The Shaman’s Apprentice

*** 12:15 Teacher’s Leave ***

Home /School connection

12:32 Lunch

Day 4: Rainforest Products

8:15-8:25 Home/School Connection : Partner share

8:25-8:35 Cognitive Content dictionary : Teams vote on words

(Rug)

8:35-8:40 Scouts and Awards

8:40-9:20 Cooperative Strip Paragraph : Jaguar

9:20-9:25 Here, There Chant

9:25-10:00 Team Tasks Team evaluations

➢ Team evaluation

➢ Process grid

➢ Cognitive Content Dictionary

➢ Team here, there chant

Teachers: high reading group – Clunkers & Links (A)

Average reading – Reciprocal teaching (K)

10:00-10:05 Team Points

10:05 - 10:25 Listen & Sketch

10:25- 10:40 Recess

10:40-10:55 Review Narrative Input : The Great Kapok Tree

10:55-11:15 Narrative Story Map

11:15 – 11:25 Sentence Patterning Chart

sing, change verbs

11:25 – 11:50 Pokemon trading game

11:50 – 12:25 Mind map: Rainforest Products

Taste, feel, & see some products

*** 12:15 Teacher’s Leave ***

12:25 – 12:30 Chant

12:30-12:32 Home /School connection

12:32 Lunch

Day 5: Deforestation

8:15-8:25 Home/School Connection : Partner share

8:25-8:35 Cognitive Content dictionary : Teams vote on words

(Rug)

8:35-8:40 Scouts and Awards

8:40-8:55 Role playing: people of the rainforest and deforestation

8:55 -9:10 Graphic organizer- causes and solutions of deforestation

9:10 – 9:15 Chant

9:15 – 9:25 Team Coop-strip paragraph

9:25-10:05 Team Tasks Team presentations

➢ Team coop strip paragraph

➢ Mind map: rainforest products

➢ Graphic organizer of deforestation

➢ Narrative Story map

Teacher: low reading group – (A)

10:05-10:10 Team Points

10:10 – 10:25 Team presentations

10:25- 10:40 Recess

10:40-11:00 Found Poetry: Antonio’s Rainforest

11:00 – 11:20 Narrative Graphic organizer – (whole class creates one)

11:20 – 11:30 Ear to Ear Reading

11:30 – 11:45 Revisit Inquiry Chart

11:45 – 11:55 What helped you learn?

11:55 – 12:10 Letter Home

12:10 – 12:20 Focused Reading (Read the walls)

12:20 – 12:32 Final Chants (with teachers)

12:32 Lunch

Rainforest Narrative Graphic Planner

Setting: ________________________________________

Information about this rainforest

Special features Animals Products

Main character:___________________ Nationality:___________________

Age: _________________

Job: _________________________

Personality: ___________________________

Problem: Solution:

Cause and Effect Situation: ________________________________________________________________________

|Animal |Classification |description |Habitat |Threats/Enemies |Food/Prey |Interesting facts |

| | | | | | | |

|Jaguar | | | | | | |

| | | | | | | |

|Macaw | | | | | | |

|Poison Arrow frog | | | | | | |

| | | | | | | |

|Anaconda | | | | | | |

| | | | | | | |

|Leafcutter Ant | | | | | | |

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Project GLAD

Home / School Connection (1)

Tropical Rainforests

Get permission from your parent or caregiver to go into your backyard or some other quiet outside place away from people. Spend 15 minutes sitting quietly in that outside place, noticing the sounds, sights ,and the odors that surround you in nature.

Afterwards, draw and write about as many of the plants and animals you noticed in nature. Tell about the odors you smelled or sounds you heard.

Parent’s Signature: ____________________ Student Signature____________________

Project GLAD

Home / School Connection (2)

Tropical Rainforests

City Animal Search

(20-30 minutes)

Ask an adult to accompany you on a walk around your neighborhood during daylight hours. Do not go alone. Look for city animals such as birds, rodents, insects, or mammals. Do not touch any of the animals!

Take your pencil and your City animal search paper and something to write on. Make a check mark on the paper next to the item you found.

Parent’s Signature: ____________________ Student Signature____________________

Project GLAD

Home / School Connection (3)

Tropical Rainforests

Retell the narrative story The Great Kapok Tree to someone at home.

What did that person think about the story?

Parent’s Signature: ____________________ Student Signature____________________

Project GLAD

Home / School Connection (4)

Tropical Rainforests

Which of the following products are in your home?

Circle those which you find.

Parent’s Signature: ____________________ Student Signature_____________________

Project GLAD

Conexion entre escuela y hogar (1)

Bosques Tropicales

Obtenga permission de un adulto para ir afuera a un lugar donde hay naturaleza, pero no hay gente. Pasa 15 minutos sentado quieto en ese lugar. Escucha a los sonidos, mira tu alrededor, huele la naturaleza alrededor de ti.

Despues, dibuja y escribe de las plantas y animals que viste en la naturaleza. Incluye los sonidos y olores que habia.

Firma de un padre: ____________________ Firma del alumno_____________________

Project GLAD

Conexion entre escuela y hogar (2)

Bosques Tropicales

En Busca de Animales

(20-30 minutos)

Pide que un adulto te acompane en caminar alrededor de tu vecindario cuando todavia

hay luz. No vayas solo. Busca animales de la ciudad, como pajaros, insectos, mamiferos.

No toques los animales!

Lleva contigo un lapiz y el papel de la lista de animales. Marque los animales que encuentras.

Firma de un padre: ____________________ Firma del alumno_____________________

Project GLAD

Conexion entre escuela y hogar (3)

Bosques Tropicales

Cuenta el cuento de The Great Kapok Tree a alguien de tu casa.

Que penso esa persona del cuento?

Firma de un padre: ____________________ Firma del alumno_____________________

Project GLAD

Conexion entre Escuela y Hogar (4)

Bosques Tropicales

Cual de los productos en esta lista puedes encontrar en tu casa?

Haz un circulo alrededor de los que encuetras.

Firma de un padre: ____________________ Firma del alumno_____________________

Europe Africa Asia Antarctica

North America

South America Australia

Pacific Ocean

Altantic Ocean Indian Ocean

Arctic Ocean Equator

Tropic of Capricorn Tropic of Cancer

climate zone biomes Brazil Venezuela Amazon Basin Zaire Indonesia Belize Neotropics in Brazil Cherrapunki in India Colombia Bolivia

French Guinea Peru Southeast Asia

Ecuador Suriname Douala in Cameroon

Costa Rica Kenya

New Guinea Borneo The Philippines Madagascar Trinidad Thailand Australia

emergent layer canopy understory forest floor strata environment humidity rainfall

camouflage resources

conservation destruction mineral soil erosion nutrients deforestation extinct threatened endangered species indigenous

sunlight chlorophyll

photosynthesis oxygen energy

carbon dioxide

transpiration water vapor producers algae bacteria carnivore herbivore omnivore scavenger decomposers bacteria

earthworm fungi

termites recycle

life cycle germinates sprouts seedling spore seeds adaptations

thin smooth bark

lianas drip tips

buttresses epiphytes

prop and stilt roots bromeliads mangroves nepenthes palms buttress stilts

saplings seedlings decomposers

herbaceous plants jaguars tigers anteaters

gorillas elephants

soil nutrients

Lianas vines dark banana tree camouflage insectivorous plants tree frogs lemurs tree snakes beetles

boa constrictor leafcutter ants

dense platform vegetation epiphyte foliage emergents

Kapok tree fruit bats

howler monkeys macaw toucan sunlight sky-raft

Open sunlight

sky raft

Sunlight

Source of Energy

This

Ecologist

studies tropical

rainforests.

This

Ecologist

studies tropical

rainforests.

The Energy Connection

(Tune: She’ll Be Coming Around the Mountain)

Plants, bacteria, and algae are PRODUCERS three.

They use photosynthesis you see.

They absorb the energy from the sun,

and use carbon dioxide before they’re done,

converting it to food for living things.

CONSUMERS eat producers for energy.

Herbivores eat only plants or trees.

Carnivores eat meat,

And omnivores eat both things,

But scavengers find dead animals to eat.

Symbiosis

Is this symbiosis? Yes Ma’am

Is this symbiosis? Yes Ma’am

How do you know? Species interact

How do you know? They live together

Give me some examples: Mutualism & parasitism

Give me some examples: Commensalism

Is this mutualism? Yes Ma’am

Is this mutualism? Yes Ma’am

How do you know? Both organisms benefit

How do you know? They help each other

Give me some examples: Capuchin monkeys & flowers

Give me some examples: Bacteria & termites

Is this commensalism? Yes Ma’am

Is this commensalism? Yes Ma’am

How do you know? One organism benefits

How do you know? The other is unaffected

Give me some examples: Moths & sloths

Give me some examples: Flower mites & hummingbirds

Is this parasitism? Yes Ma’am

Is this parasitism? Yes Ma’am

How do you know? The parasite benefits

How do you know? The host is harmed! OUCH!

Give me some examples: Fungus & insects

Give me some examples: Fly & leaf cutter ant

By: Karen Hernandez

DECOMPOSERS recycle energy from dead things,

Their job is more important than you think,

Earthworms, fungi, and bacteria

decompose materials in every area,

So that producers can use them once again.

By: Karen Hernandez

Save the Rainforests!

(Tune: Row, Row, Row Your Boat)

Save, save, save the plants,

The foliage that can cure,

Indigenous experts and shamans there,

Have the key for sure.

Save, save, save the rainforests,

With plants and trees because

leaves absorbing Greenhouse gases

controls the climate for us.

Save, save, save the homes,

From tropical deforestation.

Plants and animals become extinct,

Without our CONSERVATION!

Corina Mota

Respect Rap

If I respect you and you respect me,

we can work together cooperatively.

Respect means to listen,

to care,

to compromise.

Learning to look through others eyes.

Show others they’re important,

because it’s true.

Try it and see what respect can do!

Karen Hernandez

Rainforests of the World

Rainforests here, rainforests there,

Valuable rainforests everywhere.

Rainforests on the coast,

Rainforests in river basins,

Rainforests in Africa,

Rainforests in South America,

Green rainforests growing,

Humid rainforests dripping,

Layered rainforests protecting,

And dense rainforests absorbing.

Rainforests here, rainforests there,

Valuable rainforests everywhere!

Rainforests! Rainforests! Rainforests!

Karen Hernandez

I’ve Been Strolling in the Rainforest

(I’ve Been Working on the Railroad)

I’ve been strolling on the forest floor,

all among the trees.

I’ve been strolling on the forest floor,

herbaceous plants up past my knees.

Jaguars, anteaters, and gorillas,

amphibians, reptiles galore,

Worm and insect decomposers,

on the shady forest floor.

//People don’t you know//

Our rainforests need to grow. 2x

I’ve been gazing into the understory,

saplings growing toward the light.

I’ve been gazing into the understory,

it’s such a breathtaking sight.

Tree frogs, boa constrictors, anacondas,

camouflaged so we can’t see,

Climbing and hanging on the long vines,

through the dark understory.

//People don’t you know//

Our rainforests need to grow. 2x

Karen Hernandez

High in the Canopy

(Tune: Rock a Bye Baby)

High in the canopy near the tree top,

animal antics never do stop.

Long grasping tails, and wings that can fly,

keep all these creatures high near the sky.

Up in the canopy, hanging in trees,

plants in the branches sway in the breeze.

Most of the animals find shelter there,

the prey of the predators had better beware!

Karen Hernandez

Creatures in the Rainforest

Creatures here, creatures there,

Rainforest creatures everywhere!

Green creatures hanging lazily,

Feathered creatures flying freely,

Camouflaged creatures hiding quietly,

And tiny creatures scurrying quickly.

Creatures above the trees,

Creatures on the forest floor,

Creatures in a pond,

And creatures through the canopy.

Creatures here, creatures there,

Rainforest creatures everywhere!

Creatures! Creatures! Creatures!

By: Karen Hernandez

Animal Antics

(When the Saints Go Marching In)

Insects:

When the termites begin to crawl,

Oh, when the roaches begin to dash,

Oh, I’ll see them nibbling and digging,

When the decomposers swarm.

Birds:

When the conures come soaring in,

Oh, when the jays come fluttering in,

Oh, I’ll see them eating and singing,

When the birds come flying in.

Mammals:

Oh, when the monkeys begin to swing,

When the jaguars begin to hunt,

Oh, I’ll see them dancing and feasting,

When the mammals hang around.

Reptiles:

Oh, when the snakes begin to slither,

When the iguanas begin to cling,

Oh, I’ll see them hanging and staring,

When the reptiles come slinking in.

Karen Hernandez

& Corina Mota

Patterned Paragraph

Sentence One: Topic Sentence

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Sentence Two: Start with two adjectives

_____________and_____________,_________________________________________

adjective adjective

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Sentence Three: Start with a verb

______________ ________________________________________________________

Verb

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Sentence Four: Start with a prepositional phrase

Prepositional Phrase (remember to cage in preppy with a comma)

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Sentence Five: Closing sentence

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Tropical Rainforests

Written By: Room 15 students

Laurel Elementary School

In the tropical Rainforest…

I just thought you might like to know.

There are four

Scientific layers.

The sun shines fully

upon the tops of the trees of the

emergent layer

Lianas wrap

around trees in the

canopy layer,

where most of the

animals live.

There is very little

sunlight in the

understory

where vines hang down

from the many trees.

Swamps, lakes and rivers

are on the

forest floor,

where herbaceous plants

grow.

Dwell many unique animals

Among the trees,

the howler monkey

screeches loudly in the morning.

The gray-haired sloth

goes to sleep every day.

Numerous macaws

fly quickly among the trees

in the canopy layer.

Brightly colored

tree frogs

warn other animals

that they are poisonous.

Anteaters

walk on their knuckles.

Through the forest floor,

the dangerous

anaconda

hunts for prey.

Resourceful indigenous people survive.

They use the natural resources around them to build homes, eat, cure illnesses,

and buy what they need from others.

They have a deep and sensitive understanding of the rainforest’s

plants and animals.

They dwell peacefully

with nature,

refusing to harm it.

vegetation grows which is valuable to our world

The leaves

absorb carbon dioxide

and give us oxygen.

They also absorb

greenhouse gases.

Numerous foods are harvested:

bananas, kiwis, mangos, nuts,

cocoa beans, chocolate, and spices.

Rubber is harvested from trees

to make tires

and the soles of our shoes.

These are some of the medicines which come from the rainforest: curare, ipecac, quinine, weedee bark and rosy periwinkle.

Deforestation

causes many problems!

Rainforests are mostly in poor developing countries, which need to make money from timber, mineral resources, or cash-crops.

More than half

of our worlds’ rainforests

have been cleared,

causing soil erosion, floods, droughts,

extinction of species of animals,

and disturbance of forest people.

Rainforests have taken thousands of years

to turn into the complex environments

that they are today.

We must work together

cooperatively

to ensure their survival!

-----------------------

Producers : Use carbon dioxide and the energy in sunlight to make food through photosynthesis.

Decomposers : (Natures Recyclers) Obtain energy by breaking down the remains of dead organisms.

Produce simpler materials which can be used by other living things.

Consumers : Eat producers or other consumers to obtain energy

Herbivores Omnivores Carnivores

Eat only plants Eat plants and animals Eat only animals

Scavengers

Eat the bodies of dead animals

[pic]

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