Project GLAD



Project GLAD

Fullerton School District

Adapted from East Whittier School District

The Tropical Rainforest (6)

Idea Pages

I. Unit Themes

• Organisms in ecosystems exchange energy and nutrients among themselves

and with the environment. (5a-d)

• Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (5e, 6a-c)

• Cross-cultural Sensitivity Theme: Conservation is a worldwide problem. All cultures need to look at how they will protect environments and wildlife.

II. Focus /Motivation

• Big Book

• Observation Charts

• Inquiry chart

• Super Scientist Awards

• Cognitive Content Dictionary

• Realia

• Read Alouds

• Poetry

III. Closure

• Process charts

• Conference portfolios

• Personal Exploration: Choice of political/social action

• Team Action Plans

• Student-made big books

• Evaluate week

IV. Concepts/Life Science and Resources

• Energy entering ecosystems as sunlight is transferred into chemical energy. (5a)

• Energy is transferred through food webs. (5a and b)

• Organisms can be categorized by the functions they serve and the ecological roles they play. (5c and d)

• An ecosystems support of living things depends on the available resources and abiotic factors. (5e)

• The usefulness of energy sources is determined by the conversion process and its consequences. (6a)

• Natural energy and material resources can be classified as renewable or nonrenewable, and can be used to make common objects. (6b and c)

IDEA PAGES 2

V. Vocabulary

Maps: Cardinal directions, compass rose, equator, latitude, longitude, prime meridian, Tropic of Capricorn, Tropic of Cancer, Europe, Africa, Asia, North America, South America, Antarctica, Australia, Atlantic, Pacific, Arctic, Indian Ocean.

General : emergent layer, canopy, understory, forest floor, strata, environment, camouflage, conservation, destruction, mineral resources, soil erosion, deforestation, endangered, extinction, equator, epiphyte, shaman, species, indigenous, photosynthesis, oxygen, carbon dioxide, transpiration

Forest Floor: buttresses, stilt roots, palms, tree seedlings, herbaceous plants, decomposers, saplings, jaguars, tigers, anteaters, gorillas, decay

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

Canopy/Emergent Layer: dense platform, vegetation, foliage, emergent, Kapok tree, howler monkeys, fruit bats, birds, macaw, toucan, drip tips, sunlight, sky-raft

Natural resources: Renewable, nonrenewable, products, recycling, conservation, energy resource,

Minerals: element, atom, compound, crystal, silicate mineral (silicon, oxygen), nonsilicate mineral, crystal

Hardwood trees: teak, mahogany, ebony, balsa

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

Ecology: biotic, abiotic, population, community, ecosystem, producers, photosynthesis, consumers, carnivore, herbivore, omnivore, scavenger, decomposers, bacteria, fungi, insects, habitat, niche, predator, prey, competition, symbiosis, parasite, epiphyte, host, mutualism, commensalism, adaptations, pollen, pollinator, global warming, carbon dioxide

VI. 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

IDEA PAGES 3

B. Nonfiction

• Baker, Lucy, Life in the Rainforests

• Cobb, Vicki, This Place Is Wet

• Cunningham, Antonia, Rainforest Wildlife

• Dorros, Arthur, Rainforest Secrets

• Dunphy, Madeleine, Here is the Tropical Rainforest

• Encarta Online Deluxe, Rain Forest

• George, Jean Craighead, One Day in the Tropical Rainforest

• Gibbons, Gail, Nature’s Green Umbrella

• Gore, Al, An Inconvenient Truth

• Grupper, Jonathan, Destination Rainforest

• Jenike, David & Mark, Awalk Through A Rainforest: Life in the Ituri Forest of Zaire

• Keister, Douglas, Fernando’s Gift

• Lewington, Anna, Antonio’s Rainforest

• Nicholson, Sue, Rainforest Explorer

• Oppenheim, Joanne, Floratorium

• Stille, Darlene R., The Greenhouse Effect

• Taylor, Barbara, Rainforest

• Yolen, Jane, Welcome to the Greenhouse

C. Fiction

• Baker, Keith, Who is the Beast?

• Catterwell, Thelma, Aldita and the Forest

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

• Cherry, Lynne, The Shaman’s Apprentice

• Collard, Sneed, The Forest in the Clouds

• Jordan, Martin & Tanis, Angel Falls: A South American Journey

• Ryder, Joanne, Jaguar in the Rainforest

• Willow, Diane, At Home in the Rainforest

D. Internet sites

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IDEA PAGES 4

VII. California State Standards

6th grade Ecology (Life Science)

5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

d. Students know different kinds of organisms may play similar ecological roles in similar biomes.

e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.

6th Grade Resources

6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.

b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

c. Students know the natural origin of the materials used to make common objects.

6th Grade Language Arts

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

IDEA PAGES 5

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

1.2 Identify and interpret figurative language and words with multiple meanings.

1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. 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, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.

Structural Features of Informational Materials

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

2.2 Analyze text that uses the compare-and-contrast organizational pattern.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

Expository Critique

2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.

2.7 Make reasonable assertions about a text through accurate, supporting citations.

2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

IDEA PAGES 6

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. 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 Identify the forms of fiction and describe the major characteristics of each form.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

3.3 Analyze the influence of setting on the problem and its resolution.

3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).

3.6 Identify and analyze features of themes conveyed through characters, actions, and images.

3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.

Literary Criticism

3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

1.2 Create multiple-paragraph expository compositions:

a. Engage the interest of the reader and state a clear purpose.

b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.

c. Conclude with a detailed summary linked to the purpose of the composition.

IDEA PAGES 7

1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Research and Technology

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Evaluation and Revision

1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

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

2.1 Write narratives:

a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

b. Include sensory details and concrete language to develop plot and character.

c. Use a range of narrative devices (e.g., dialogue, suspense).

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a. State the thesis or purpose.

b. Explain the situation.

c. Follow an organizational pattern appropriate to the type of composition.

d. Offer persuasive evidence to validate arguments and conclusions as needed.

2.3 Write research reports:

a. Pose relevant questions with a scope narrow enough to be thoroughly covered.

b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

c. Include a bibliography.

2.4 Write responses to literature:

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

b. Organize the interpretation around several clear ideas, premises, or images.

c. Develop and justify the interpretation through sustained use of examples and textual evidence.

IDEA PAGES 8

2.5 Write persuasive compositions:

a. State a clear position on a proposition or proposal.

b. Support the position with organized and relevant evidence.

c. Anticipate and address reader concerns and counterarguments.

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, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

Grammar

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

Punctuation

1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.

Capitalization

1.4 Use correct capitalization.

Spelling

1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).

Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

IDEA PAGES 9

Comprehension

1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

1.2 Identify the tone, mood, and emotion conveyed in the oral communication.

1.3 Restate and execute multiple-step oral instructions and directions.

Organization and Delivery of Oral Communication

1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.

1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

Analysis and Evaluation of Oral and Media Communications

1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.

1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). 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 six outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

a. Establish a context, plot, and point of view.

b. Include sensory details and concrete language to develop the plot and character.

c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).

2.2 Deliver informative presentations:

a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

2.3 Deliver oral responses to literature:

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

b. Organize the selected interpretation around several clear ideas, premises, or images.

c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

IDEA PAGES 10

2.4 Deliver persuasive presentations:

a. Provide a clear statement of the position.

b. Include relevant evidence.

c. Offer a logical sequence of information.

d. Engage the listener and foster acceptance of the proposition or proposal.

2.5 Deliver presentations on problems and solutions:

a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.

b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

ELD Standards 6-8

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Read Aloud

EI Read aloud with appropriate pacing, intonation, and expression one’s own writing of narrative and expository text.

EI/I Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

I Read grade-appropriate narrative and expository text aloud with appropriate pacing, intonation, and expression.

EA Read aloud with appropriate pacing, intonation, and expression increasingly complex narrative and expository texts.

Vocabulary and Concept Development

Use Analogies and Metaphors

I Recognize simple idioms, analogies, figures of speech, and metaphors in literature and texts in content areas.

EA Recognize idioms, analogies, and metaphors used in literature and texts in content areas.

A Use common idioms and some analogies and metaphors.

Use Social and Academic Vocabulary

EI Use knowledge of literature and content areas to understand unknown words.

I Use decoding skills and knowledge of both academic and social vocabulary to read independently.

EA Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.

A Apply knowledge of academic and social vocabulary to achieve independent reading.

IDEA PAGES 11

Decode New Words

B Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple sentence responses.

EI Read aloud simple paragraphs and passages independently.

I Use knowledge of English morphemes, phonics, and syntax to decode texts.

EA Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words.

Recognize Words with Multiple Meanings

I Recognize that some words have multiple meanings.

EA Recognize that some words have multiple meanings and apply this knowledge to read literature and texts in content areas.

A Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas.

Reading 2.0 Comprehension

Interpret Text Features

B Point out text features, such as title, table of contents, and chapter headings.

B Recognize categories of common informational materials.

B Use pictures, lists, charts, and tables found in informational materials, newspapers, and magazines to identify the factual components of compare-and-contrast patterns.

EI Orally identify the factual components of simple informational materials by using key words and phrases.

EI Identify and orally explain categories of familiar informational materials by using simple sentences.

I Identify and use detailed sentences to explain orally the differences among some categories of informational materials.

EA Identify and explain the differences between various categories of informational materials.

A Identify and analyze the differences between various categories of informational materials.

Explain Main Idea

B Orally identify, using key words or phrases, the main ideas and some details of familiar texts.

EI Read text and orally identify the main ideas and details of informational materials, literary text, and text in content areas by using simple sentences.

I Read text and use detailed sentences to explain orally the main ideas and details of informational text, literary text, and text in content areas.

EA/A Identify and explain the main ideas and critical ideas of informational materials, literary texts, and texts in content areas.

IDEA PAGES 12

Respond to Comprehension Questions

B Read simple text and orally respond to factual comprehension questions by using key words or phrases.

EI Read and orally respond to simple literary texts and texts in content areas by using simple sentences to answer factual comprehension questions.

I Read literature and respond orally to it by answering in detailed sentences factual comprehension questions.

Follow Directions

B Understand and follow simple and multiple-step oral directions for classroom or work-related activities.

EI Identify and follow some multiple-step for using simple mechanical devices and filling out basic forms.

I Understand and orally explain most multiple-step directions for using a simple mechanical device and filling out simple applications.

Analyze Informational Materials

B Orally identify examples of fact and opinion and cause and effect in simple texts.

EI Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences.

I Understand and orally identify the features and elements of common consumer and informational materials.

EA/A Analyze a variety of rhetorical styles found in consumer and informational materials.

Reading 3.0 Literary Response and Analysis

Describe the Characteristics of Literary Texts

B Recite simple poems.

B Create pictures, lists, and charts to orally identify the characteristics of three different forms of literature: fiction, nonfiction, and poetry.

EI/I Distinguish orally the characteristics of different forms of fiction and poetry by using simple sentences.

EA Describe orally the major characteristics of several forms of poetry by using detailed sentences.

EA Describe the major characteristics of several forms of fiction and poetry: short story, essay, novel, ballad, lyric, epic.

Analyze Characters

B Identify orally different characters and settings in simple literary texts by using words or phrases.

B Role-play a character from a familiar piece of literature by using words and phrases.

EI Describe orally in simple sentences a character in a brief literary text by identifying the thoughts and actions of the character.

I Use detailed sentences to describe the main characters in a literary text by identifying thoughts and actions of the characters.

IDEA PAGES 13

EA Describe the motivation and reactions of characters in one or more literary texts.

A Compare and contrast the motivation and reactions of characters across a variety of literary texts.

Analyze Literary Texts

B Create pictures, lists, charts, and tables to identify the sequence of events in simple literary texts.

EI Read literary texts and orally identify the main events of the plot by using simple sentences.

I Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.

EA Read a literary selection and orally explain the literary elements of plot, setting, and characters by using detailed sentences.

A Analyze the elements of a plot, including its development and the way conflicts are addressed and resolved.

A Analyze the setting and its influence on the meaning and conflict in a literary text.

Analyze Themes

B Respond orally in one or two words to factual comprehension questions about simple literary texts.

EI Respond orally to factual comprehension questions about brief literary texts by answering in simple sentences.

I Read text and use detailed sentences to respond orally to factual comprehension questions about three forms of brief prose (short story, essay, novel).

I Apply knowledge of language to analyze and derive meaning from literary texts and comprehend them.

EA Compare and contrast a similar theme across several genres by using detailed sentences.

EA Describe orally and in writing a simple theme or topic by using detailed sentences.

EA Describe the author’s point of view in literary text by using detailed sentences.

A Analyze recurring themes across literary works (good and evil, loyalty and betrayal).

A Compare and contrast a similar theme or topic across genres and explain how the genre shapes the themes or topics.

Identify Point of View

EI Read a selection and orally identify the speaker or narrator.

EI Identify the difference in points of view between the first person and third person by using simple sentences.

Writing 1.0 Writing Strategies & 2.0 Writing Applications

Use Various Elements of Discourse

B Create simple sentences or phrases with some assistance.

EI Use common verbs, nouns, and high-frequency modifiers in writing simple sentences.

EI Write an increasing number of words and simple sentences appropriate for language arts and other content areas.

I Use more complex vocabulary and sentences for language arts and other content areas.

IDEA PAGES 14

EA/A Use appropriate language variations and genres in writing for language arts and other content areas.

A Produce writing by using various elements of discourse (purpose, speaker, audience, form) in narrative, expository, persuasive, informational, and/or descriptive writing.

Write Expository and Persuasive Compositions

B Write simple compositions, such as descriptions and comparison and contrast, that have a main idea and some detail.

EI Write expository compositions, such as descriptions, comparison and contrast, and problem and solution, that include a main idea and some details in simple sentences.

I Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and facts.

I Write brief expository compositions (description, comparison, and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.

EA Develop a clear thesis and support it by using analogies, quotations, and facts appropriately.

EA/A Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counterargument.

A Develop a clear thesis and use various rhetorical devices (analogies, quotations, facts, statistics, and comparison) to support it.

Write Narratives and Biographies

B Use the writing process to write brief narratives and stories with a few standard grammatical forms.

B Write a brief narrative by using a few simple sentences that include the setting and some details.

EI Proceed through the writing process to write short paragraphs that contain supporting details about a given topic. There may be some inconsistent use of standard grammatical forms.

I Narrate a sequence of events and communicate their significance to the audience.

I Use complex sentences in writing brief fictional biographies and short stories that include a sequence of events and supporting details.

EA Write in different genres (short stories and narratives), including coherent plot development, characterization, and setting.

EA Write detailed fictional biographies or autobiographies.

A Write documents (fictional biographies, autobiographies, short stories, narratives) that include coherent plot development, characterization, setting, and a variety of literary strategies (dialogue, suspense).

Write Responses to Literature

EI Write simple sentences of brief responses to selected literature to show factual understanding of the text.

I Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

EA Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text.

A Write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts of the text.

IDEA PAGES 15

Write Research Reports

I Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.

EA Write an essay or report that balances information, has original ideas, and gives credit to sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and subject matter.

A Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.

Use the Writing Process

B Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts, and tables.

EI Collect information from various sources and take notes on a given topic.

I Use basic strategies of note-taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed.)

EA Use strategies of note-taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays with consistent use of standard grammatical forms.

A Use strategies of note-taking, outlining, and summarizing to structure drafts of clear, coherent and focused essays by using standard grammatical forms.

Writing Conventions 1.0 Written and Oral English Language Conventions

Use Correct Grammar

B Identify basic vocabulary, mechanics, and sentence structures in a piece of writing.

EI Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms.

I Create a paragraph with varied sentence types.

EA Create coherent paragraphs through effective transitions.

A Create coherent paragraphs through effective transitions and parallel constructions.

Edit Writing

B Edit one’s own work and correct the punctuation.

EI Edit writing for basic conventions (punctuation, capitalization, and spelling).

I Edit and correct basic grammatical structures and usage of the conventions of writing.

EA Edit writing for grammatical structures and the mechanics of writing.

A Edit writing for the mechanics to approximate standard grammatical forms.

Use Correct Mechanics, Spelling, and Grammar

B Revise one’s writing for proper use of final punctuation, capitalization, and correct spelling.

EI Revise writing, with teacher assistance, to clarify meaning and improve the mechanics and organization.

I Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling.

EA Revise writing for appropriate word choice, organization, consistent point of view, and transitions, with some variation in grammatical forms and spelling.

IDEA PAGES 16

A Revise writing for appropriate word choice and organization, consistent point of view, and transitions, using approximate standard grammatical forms and spelling.

Listening and Speaking 1.0 Strategies

Follow Directions

EI Restate and execute multiple-step oral directions.

Listen Attentively

B Demonstrate comprehension of oral presentations and instructions through nonverbal responses (gestures, pointing, drawing).

EI Listen attentively to short stories and information and identify important concepts by using verbal and nonverbal responses.

I Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

EA Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.

A Listen attentively to stories and information on topics; identify the main points and supporting details.

Speak to be Understood

B Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (single words or phrases).

EI Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (plurals, simple past tense, pronouns such as he or she).

I Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (third-person singular, male and female pronouns).

EA Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make some random errors.

A Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

Retell Stories and Summarize Main Idea

EI Restate in simple sentences the main idea of oral presentations in subject matter content.

I Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content.

EA Retell stories in greater detail by including the characters, setting, and plot.

Ask and Answer Questions

B Ask and answer questions by using simple sentences or phrases.

EI Ask and answer questions by using phrases or simple sentences.

I Respond to messages by asking simple questions or by briefly restating the message.

EA Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.

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Listening and Speaking 2.0 Applications

Deliver Oral Presentations

EI Prepare and deliver short oral presentations.

I Prepare and deliver short presentations on ideas, premises, or images obtained from various common sources.

EA Prepare and deliver presentations that use various sources.

A Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transition, and appropriate conclusion.

Project GLAD

Fullerton School District

Adapted from East Whittier School District

The Tropical Rainforest (6)

Planning Pages

I. Focus /Motivation

• Big Book

• Observation Charts

• Inquiry chart

• Super Scientist Awards

• Cognitive Content Dictionary

• Realia

• Read Alouds

• Poetry

II. Input

• Graphic Organizer: Rainforests on the world map & minerals/natural resource

• Pictorial input of four layers

▪ include producers, consumers, scavengers, decomposers

▪ examples of symbiosis: mutualism: capuchin monkeys & flowers, bacteria & termites

commensalism: moths & sloths, flower mites & hummingbirds

parasitism: fungus & insects, parasitic flies & leaf cutter ants

( Students know populations of organisms can be categorized by the functions they serve in an ecosystem.)

( Students know different kinds of organisms may play similar ecological roles in similar biomes)

• Graphic organizer of energy transfer through the food chain

(Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.)

(Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.)

• Graphic Organizer: Biotic and abiotic factors

(Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.)

• Narrative Input: Efe Pygmies

(Students know the number and types of organisms an ecosystem can support depends on the resources available.)

• Comparative Input: Importance and Destruction of the Rainforest

(Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.)

• 10/2 Lecture with primary language support

• Read Aloud: expository and narrative texts

• Expert Groups: Natural resources of rainforests:

o medicine

o lumber

o rubber

o petroleum

PLANNING PAGES 2

III. Guided Oral Practice

• Poetry, chants, highlighting

• T-graph for social skills – team points

• Personal Interaction

• Picture file cards

• Exploration Reports

• Process Charts

• Primary Language Groups

• Sentence Patterning Chart (Noun: organisms)

• Process Grid: Natural Resources of Rainforests

- minerals

- medicine

- lumber

- rubber

- petroleum

IV. Reading / Writing Activities

A. Whole Class

• Shared Reading

• Cognitive Content Dictionary

• Poetry based on Here, There frame

• Found poetry

• Focused Reading/Walk the Walls

• DRTA

• Poetry Frame

• Narrative Story Map

+ List sensory details and dialogue that developed the plot

• Cooperative paragraph – expository paragraph

B. Small Groups – anything modeled by teacher

• Partner focused reading with Cognitive Content Dictionary

• Cognitive Content Dictionary

• Cooperative expository composition

• Team oral presentation of team composition

• 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

• Narrative Story Map

• Team Tasks

• Expert Groups

PLANNING PAGES 3

• Flexible Groups

-ELD Group Frame

-Clunkers and Links – At or Above

-Skills

-Struggling and Emergent

• Team Action Plans

C. Individual

• Interactive Journals

• Persuasive composition

• Listen & Sketch

• Memory Bank

• Individual Tasks – anything practiced in teams

• Learning Logs

• Focused Reading

• Personal Exploration: political and social action

• Letter to parents

• Add to the walls

D. Writer’s Workshop

• Mini-lesson

• Write

• Conference

• Author’s Chair

• Publishing

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

• Art Lesson

• Science explorations

VI. Closure/Assessment/Evaluation

• Essay test

• Student-made tests

• Process charts

• Process Inquiry Charts

• Team Feud Game

• Personal Exploration: political and social action

Project GLAD

Fullerton School District

Adapted from East Whittier School District

The Tropical Rainforest (6)

Sample Daily Lesson Plan

Day 1:

Focus and Motivation

• Cognitive Content Dictionary – signal word

• 3 Standards, Super Scientist Awards

• Observation Charts

• Inquiry Chart

• Big Book

• Portfolios

• Chants and Poetry

Input

• World Map Input – rain forest locations & minerals/natural resources

-Learning Log/ELD Review

-10/2 lecture with primary language

• Pictorial Input – Four Layers

-Learning Log/ELD Review

-10/2 lecture with primary language

Guided Oral Practice

• Chants and Poetry

• T-Graph for social skills – responsibility

• Team Points

• Picture File Cards

• Exploration Report

Input

• Graphic Organizer: Biotic and Abiotic Factors

-Learning Log

-ELD Review

-10/2 lecture with primary language

Reading and Writing

• Writer’s Workshop

-Mini-lesson

-Plan, share, write

-Author’s Chair

Closure

• Interactive Journal Writing

• Process charts

• Home/School Connection

Sample Daily Lesson Plan

Day 2:

Focus and Motivation

• Cognitive Content Dictionary – signal word

• Process Home/School Connection

• Review Input Charts with Word Cards

• Poetry: highlight, sketch, add pictures

• Read Aloud

Input

• Add to Four Layers Pictorial Input: Symbiosis

• Graphic Organizer of Food Web

-Learning Log/ELD Review

-10/2 lecture with primary language

• Narrative Input – Efe Pygmies

-Learning Log/ELD Review

-10/2 lecture with primary language

Guided Oral Practice

• Chants and Poetry: highlight, sketch, add picture file cards

Reading and Writing

• T-Graph Processing

• Expert Groups

• Team Tasks

• Writer’s Workshop

-Mini-lesson

-Write

-Author’s Chair

Closure

• Interactive Journal Writing

• Add to charts

• Home/School Connection

Sample Daily Lesson Plan

Day 3:

Focus and Motivation

• Cognitive Content Dictionary – signal word

• Process Home/School Connection

• Narrative – review with word cards and conversation bubbles

• Review input with word cards

Guided Oral Practice

• Flexible Groups – Experts

• T-Graph processing

• Team Tasks

• Sentence Patterning Chart

-read, trade

-flip chant

• Mind Map: Minerals

• Process Grid – Heads Together

Reading and Writing

• Cooperative Strip Paragraph

-respond

-revise

-edit

• Writer’s Workshop

-Mini-lesson

-Author’s Chair

Closure

• Team sharing – process cooperation

• Poetry and chanting

• Interactive Journal Writing

• Home/School Connection

Sample Daily Lesson Plan

Day 4:

Focus and Motivation

• Cognitive Content Dictionary – Self-selected vocabulary

• Review Narrative with Story Map

• Poetry

• Read Aloud

Input

• Comparative Input: Issues of Conservation/Causes of Rainforest Destruction

-Learning Log

-ELD Review

-10/2 lecture with primary language

Guided Oral Practice

• Chants and Poetry

• Personal Interaction

Reading and Writing

• Flexible Reading Group – Team Tasks

-ELD Group Frame

-Clunkers and Links – At or above grade level

• Team Tasks

-Oral evaluation

• Found Poetry

Closure

• Poetry and chanting

• Interactive Journal Writing

• Home/School Connection

Sample Daily Lesson Plan

Day 5:

Focus and Motivation

• Partner share Home/School Connection

• Cognitive Content Dictionary – Self-selected vocabulary – signal word

• Read Aloud

• Chants and Poetry

• Strip book

Guided Oral Practice

• Flexible Group Reading

-Cooperative Strip Paragraph (struggling/emergent readers)

• Team Tasks

-Team Evaluation, team presentation

• Team Action Plan

Reading and Writing

• Ear-to-Ear Reading

• Listen and Sketch

• Focused Reading with Cognitive Content Dictionary

• DRTA

Closure

Big book – Teams

-watercolors

-write

• Process Inquiry Chart

• Interactive Journal Writing

• Evaluate week/Letter home

This

Ecologist

studies tropical

rainforests.

This

Ecologist

studies tropical

rainforests.

Big Book Text

I Just Thought You Might Like to Know…

Adapted from East Whittier School District

By Fullerton School District

Cover

I just thought you might like to know there are four scientific layers in the rainforest.

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.

Page 1

I just thought you might like to know in the rainforests 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

hunt for prey.

Page 2

I just thought you might like to know resourceful indigenous people survive in the rainforest.

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.

Page 3

I just thought you might like to know 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 shoes.

We also get many medicines from the rainforest.

Page 4

I just thought you might like to know 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 world’s 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 complex environments that we need today.

We must work together cooperatively

to ensure their survival!

Page 5

[pic]

Mineral Information for World Map

South America: Gold Mining

• Most mining in the Amazon today is centered around gold deposits

• Found in river channels and on the floodplains where rivers once ran

• Mining regulations are not enforced

• Consequences:

- river banks and floodplain forests are blasted away

- mercury is used for amalgamation – some of this mercury ends up in rivers, which is toxic for ecosystems/food chains

- cyanide (highly toxic compound) is used to separate gold from sediment and rock; spills occur, especially hazardous when waste-holding pools overflow and break as in Guyana in 1995

Africa: Diamond Mining

• Central African Republic: Dzanga-Sanga Rainforest

- Some of the most productive diamond mines in the world; this has

attracted waves of new migrants who require land for homes,

crops, etc.

- Mining activities have caused soil degradation

• Democratic Republic of the Congo

- Profits often used by various rebel groups to fund civil war

- Forced displacement of Congolese people living in mining areas

• Consequences:

- deforestation

- displaced indigenous groups

- soil degradation

Australia: Bauxite Mining

• Major locations of deposits are found in a wide belt around the equator

• Mainly extracted through open-pit mining

• The aluminum industry contends it is working to reforest land used for bauxite mining; it claims most of the land (80%) is reforested

• In contrast, countries like Jamaica consider bauxite mining to be one of the most significant reasons for deforestation

• The process of processing bauxite into aluminum releases environmentally damaging gases into the air

• Consequences:

- deforestation

- pollution

[pic]

[pic]

[pic]

Graphic

Organizer:

Food Sunlight

Webs Source of Energy

[pic]

Narrative Input: People of the Forest – The Efe Pygmies

Adapted from Ranger Rick’s Naturescope Series: Rainforests – Tropical Treasures

Permission granted for use by Susie Wren & Leanna Pionke

Deep in the African rainforest, Kebe and his sister Alita were traveling with their parents and several other families. They were looking for a spot in the forest to build a new camp.

Finally, in a clearing near a small stream, the group stopped to set up camp. There was so much to do! First, each family needed a new hut. Ima, Kebe and Alita’s mother, cut down young trees and used them to make the frame of the hut. She bent the trees and wove them into a dome-shaped frame. Then she covered the frame with large leaves. The completed huts formed a circle in the clearing, with all the doorways facing the center.

People of the forest, living in harmony with the Earth,

The way they have for centuries, valuing the forest’s essential worth.

Kebe and Alita’s father, Alukulu, worked with the other men. They were checking their bowstrings to make sure they were tight and strong for the next day’s hunt. Alukulu had told Kebe he could join them on the hunt. Kebe could hardly wait for his first hunt – he was so excited!

At sunrise the next morning, Kebe was the first one ready. The other boys and men gathered their bows and arrows, and they all set off into the forest. Kebe knew they would probably find some small antelopes called duikers. The Pygmies hunted other small animals too, but these small deer-like creatures were their primary source of meat.

After they had been walking for a while, Alukulu and several of the other men moved ahead, forming a half-circle, quietly waiting. Kebe and the others spread out and began to march through the forest toward the waiting men, beating the brush and shouting. The noise frightened animals toward the hunters, who shot them with their bows and arrows. Alukulu’s arrow shot a duiker on the first try. Kebe was proud of his father’s skill.

The hunters repeated this technique several other times in other areas of the forest. Then they cut all the meat up, wrapped it in leaves, and divided it among themselves.

People of the forest, living in harmony with the Earth,

The way they have for centuries, valuing the forest’s essential worth.

On their way back to camp, the hunters collected other food, such as tortoises, fruit, birds’ eggs, and even termites, snails, and small caterpillars. As they walked, Kebe noticed many bees flying in and out of a hive high in the trunk of a huge tree. He knew that soon the group would be able to collect a special treat: honey.

While the men were out hunting, the women had been very busy working at the camp. Although the men and boys hunted for meat and gathered some food, it was the women and girls who gathered most of the food, as well as the firewood they used for cooking. The girls and women also prepared the food, carried water from the stream, and cared for the small children.

Each day Ima, Alita, and the other women and children searched for nuts, berries, mushrooms, roots, and firewood. Alita had made her own basket to help collect what she had found in the forest.

Ima and Alita had gathered plenty of food for a good meal that night. When the hunters returned and Kebe brought their share of the duiker meat, Ima was pleased to add it to the cookpot.

People of the forest, living in harmony with the Earth,

The way they have for centuries, valuing the forest’s essential worth.

After the evening feast, the families gathered around the fires to chat. The men told the story of the hunt. Soon everyone began to sing and dance. Some people also played drums and other musical instruments. Many of the Pygmies danced late into the night, but Kebe and Alita were both exhausted from the day’s work. They soon fell asleep despite the noisy celebration.

Many days later, Alukulu decided it was the right time to collect honey from the beehive he had seen during the hunt. He led Kebe and some of the men to the tree. Kebe could climb trees like an expert, so he was chosen to raid the hive. Alukulu handed him a big knife and a leaf basket filled with burning bits of wood.

Kebe climbed high into the tree until he finally reached the hive. The smoke from the burning wood calmed the bees. He began to hit the tree with his knife. Finally Kebe broke into the hive. He reached in and pulled out some of the honeycomb. Some of the bees stung him, but it was worth it – the honey tasted so good! Kebe threw down pieces of honeycomb, and the men caught them in huge leaves they held up. The men ate their fill, then took the extra back to camp for the rest to enjoy.

People of the forest, living in harmony with the Earth,

The way they have for centuries, valuing the forest’s essential worth.

While the men and boys were collecting honey, the women and girls had been busy gathering food near the camp. Alita decided to look for something special. She knew that opi fruit ripened at the same time of the year that the men collected honey. And there was absolutely nothing better than opi fruit dipped in honey!

While Ima was collecting some mushrooms, Alita wandered off to one of the tall, straight opi trees where lots of dark fruit had fallen to the ground. She filled her basket with the olive-like fruit, then quickly ran back to show her proud mother. Alita told the other families where the tree was so they could collect more opi fruit. It was a great treat!

As the days passed, the Pygmy group found less and less to eat near their camp. That meant it was time for the nomadic group to move on. Once again, Kebe and Alita’s family walked off with the others to find a new place in the forest to camp. Kebe and Alita didn’t have much to carry with them. They knew that the forest would provide whatever they needed.

People of the forest, living in harmony with the Earth,

The way they have for centuries, valuing the forest’s essential worth.

[pic]

Tropical Rainforest

Poetry Booklet

Name: _____________________

I’m An Ecologist

I’m an ecologist and I’m here to say

I study the world’s forests everyday!

Sometimes I write a paper, sometimes I read a book,

But often I go and take a look.

Biomes, diversity,

Ecosystems too,

Doing the interdependence bugaloo!

Living things need each other,

And habitats too.

And if we destroy too many now

It’s bad for me and you!

Biomes, diversity,

Ecosystems too,

Doing the interdependence bugaloo!

-Marcia Brechtel

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Is this the Rainforest? Yes, Ma’am!

Is this the rainforest? Yes, Ma’am.

Is this the rainforest? Yes, Ma’am.

Well, how do you know? It’s hot and humid.

Well, how do you know? It rains a lot!

Where can you find one? Near the equator.

Give me some examples. Africa and Asia.

Give me some examples. South America and Australia.

Is this the forest floor? Yes, Ma’am.

Is this the forest floor? Yes, Ma’am.

And how do you know? Bigger animals.

And how do you know? It’s open and dark.

Tell me where it is. It’s at the bottom.

What will you find there? Buttresses and stilt roots.

What will you find there? Mosses and ferns.

Is this the understory? Yes, Ma’am.

Is this the understory? Yes, Ma’am.

Well, how do you know? It’s 15 feet high.

Well, how do you know? It has the most insects.

Tell me where it is. It’s under the canopy.

What will you find there? Flame-shaped tree crowns.

What will you find there? Great big leaves.

Is this the canopy? Yes, Ma’am.

Is this the canopy? Yes, Ma’am.

And how do you know? Home to most animals.

And how do you know? Drip tips on the leaves.

Tell me where it is. 100 feet up.

What will you find there? Spider monkeys.

What will you find there? Toucans and sloths.

Is this the emergent layer? Yes, Ma’am.

Is this the emergent layer? Yes, Ma’am.

Well, how do you know? It’s the tallest layer.

Well, how do you know? Lots of sun and wind.

Tell me where it is. 250 feet high.

What will you find there? Morpho butterflies.

What will you find there? Thick, waxy leaves.

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By Room 15 Woodcrest School

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!

Give me some examples. Fungus & insects.

Give me some examples. Fly & leaf-cutter ant.

By: Karen Hernandez

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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.

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

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Rainforest Cadence

We just know what we’ve been told

Rainforests are more important than gold.

An ecosystem beyond compare

Half of the world’s living things live there.

Sound off – Ecosystem!

Sound off – Diversity!

Sound off – 1, 2, 3, 4 – Unique!

Producers transfer energy

Travels through food webs – that’s the key!

Interdependence is all around

From the high canopy to the dark, wet ground.

Sound off – Energy!

Sound off – Transferring!

Sound off – 1, 2, 3, 4 – Food webs!

Biotic factors do depend

On the abiotic in the end.

Water, soil, and sunlight too,

Gases and climate to name a few.

Sound off – Abiotic!

Sound off – Non-living!

Sound off – 1, 2, 3, 4 – Factors!

Rainforests provide for you and me,

Oxygen, food, and medicinal trees.

Our lives we must now adjust,

Conservation is a must.

Sound off – Recycle!

Sound off – Reuse!

Sound off – 1, 2, 3, 4 – Conserve!

Leanna Pionke & Susie Wren

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Rainforests of the World

Rainforests here, rainforests there,

Valuable rainforests everywhere!

Green rainforests growing,

Humid rainforests dripping,

Layered rainforests protecting,

And dense rainforests absorbing!

Rainforests on the coast,

Rainforests in river basins,

Rainforests in Africa,

And rainforests in South America!

Rainforests here, rainforests there,

Valuable rainforests everywhere!

Rainforests! Rainforests! Rainforests!

Karen Hernandez

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Organisms Here, Organisms There!

Organisms here, organisms there,

Rainforest organisms everywhere!

Green organisms hanging lazily,

Feathered organisms flying freely,

Camouflaged organisms hiding quietly,

And tiny organisms scurrying quickly.

Organisms above the trees,

Organisms on the forest floor,

Organisms in a pond,

And organisms through the canopy.

Organisms here, organisms there,

Rainforest organisms everywhere!

Organisms! Organisms! Organisms!

By: Karen Hernandez

Adapted by Susan McCoy

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I Know A Food Web

I know a complex food web,

A complex, balanced food web,

A complex, balanced food web,

Transferring energy.

Producers making food,

Consumers obtaining energy,

Decomposers recycling,

All relying on each other.

I know a complex food web,

A complex, balanced food web,

A complex, balanced food web,

In the rainforest ecosystem.

Adapted by Susie Wren

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I Know the Rainforest

I know the rainforest.

Rain gently falling,

A jaguar softly growls,

Howler monkeys call.

I know the rainforest.

The musty scent of the forest floor,

The aroma of fragrant orchids,

The smell of fresh rain.

I know the rainforest.

The blackness of the panther,

The rainbow of the macaws,

The infinite shades of green.

I know the rainforest.

“There’s so much life here.”

“I see a sloth in the canopy!”

“Listen to the storm.”

I know the rainforest.

Adapted from David Greenberg by Susie Wren

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I Know the Rainforest

By_________________

I know the rainforest.

_____________________________________

_____________________________________ (the sounds)

_____________________________________

I know the rainforest.

_____________________________________

_____________________________________ (the smells)

_____________________________________

I know the rainforest.

_____________________________________

_____________________________________ (the sights)

_____________________________________

I know the rainforest.

_____________________________________

_____________________________________ (quotes)

_____________________________________

I know the rainforest.

Project GLAD

Home / School Connection (1)

Tropical Rainforests

City Animal Search

(20-30 minutes)

Walk around your neighborhood during daylight hours. Look for city animals such as birds, rodents, insects, or mammals. Sketch and write about these animals.

Parent’s Signature: ____________________

Student Signature____________________

Project GLAD

Home / School Connection (2)

Tropical Rainforests

Retell the narrative story The Efe Pygmies to someone at home.

Sketch your favorite part.

What did that person think about the story?

Parent’s Signature: ____________________

Student Signature____________________

Project GLAD

Home / School Connection (3)

Tropical Rainforests

Which of the following rainforest products are in your home?

Check the ones you find.

Fruits and Vegetables Spices and Flavors

___ avocado ___ allspice

___ banana ___ black pepper

___ grapefruit ___ cayenne (red pepper)

___ lemon ___ chili pepper

___ lime ___ chocolate or cocoa

___ mango ___ cinnamon

___ guava ___ cloves

___ orange ___ ginger

___ papaya ___ nutmeg

___ pineapple ___ paprika

___ tangerine ___ vanilla

Other Food Products Oils

___ cashew nuts ___ camphor (insect repellant/medicine)

___ coconut ___ coconut oil (snack foods/lotions/soap)

___ coffee ___ palm oil (snack foods/baked goods)

___ cola ___ rosewood (perfume)

___ macadamia nuts ___ sandalwood (soap/candles/perfume)

Gums and Resins Woods

___ chicle (chewing gum) ___ balsa wood

___ copal (varnish/printing ink) ___ mahogany

___ rubber (balloons/erasers/balls, rubber bands/ ___ rosewood

rubber cement/gloves/shoes/hoses/tires) ___ sandalwood

Parent’s Signature: ____________________

Student Signature_____________________

Project GLAD

Home / School Connection (4)

Tropical Rainforests

Using what you learned during this unit, sketch and write an action plan with your family to help conserve resources at home.

Parent’s Signature: ____________________

Student Signature_____________________

Project GLAD

Conección entre la escuela y el hogar (1)

Bosques Tropicales

En Busca de Animales

(20-30 minutos)

Camina alrededor de tu vecindario cuando todavía haya luz. Busca animales de la ciudad, como pájaros, insectos, y mamíferos. Dibuja y escribe sobre estos animales.

Firma del padre: ____________________

Firma del alumno: _____________________

Project GLAD

Conección entre la escuela y el hogar (2)

Bosques Tropicales

Cuentale el cuento de The Efe Pygmies a alguien de tu casa.

¿Que pensó esa persona del cuento?

Firma del padre: ____________________

Firma del alumno: _____________________

Project GLAD

Conección entre la Escuela y el Hogar (3)

Bosques Tropicales

¿Cuál de los productos en esta lista puedes encontrar en tu casa?

Marca los que hayas encontrado.

Frutas y Vegetales Especias

___ avocado/palta ___ allspice

___ banana/plátanos ___ pimienta negra

___ pomelo ___ cayenne (pimienta roja)

___ limón ___ pimienta de chili

___ lima ___ chocolate o cocoa

___ mango ___ canela

___ guava ___ clavos

___ naranja ___ jengibre

___ papaya ___ nuez moscada

___ ananá ___ paprika

___ mandarina ___ extractos de vainilla

Otras Comidas Aceite

___nuez ___ camphor (insecticida/medicamentos)

___ coco ___ aceite de coco (bocados/cremas/jabones)

___ café ___ aceite de palmera (bocados/panadería)

___ coca cola ___ rosewood (perfume)

___ nueces macademia ___ sándalo (jabones/velas/perfumes)

Pegamentos y Resina Madera

___ chicle (goma de mascar) ___ balsa

___ copal (tinta de barniz/imprenta) ___ caoba

___ goma (globos/gomas de borrar/pelotas, ___rosewood

elásticos/cemento de goma/guantes/zapatos ___sándalo

mangueras/llantas)

Firma del padre: ____________________

Firma del alumno: _____________________

Project GLAD

Conección entre la Escuela y el Hogar (4)

Bosques Tropicales

Usando lo que has aprendido en esta unidad, haz un plan de acción con tu familia para ayudar a consevar los recursos en casa.

Firma del padre: ____________________

Firma del alumno: _____________________

Rainforest Expert Group

Lumber

Logging is one of the most prominent and best-known forms of rainforest degradation and destruction. Despite improved logging techniques and greater international awareness and concern, logging of tropical rainforest continues. Much of this is being done illegally.

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Corruption is wide spread in many tropical timber-producing countries, making existing forestry laws nearly unenforceable. Corrupt officials are granting logging rights without regard to the environment or consideration of the local people.

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Selective logging is damaging rainforests as much as clear cutting construction. Selective logging is where one or two valuable tree species are being cut alone. The single cut tree can bring down dozens of the surrounding trees, which are connected to the target tree by vines and lianas. Also, the thinning of the canopy exposes the forest to increased sunlight and drying winds that can kill symbiotic soil organisms essential for decomposition. This also increases the forest’s vulnerability to fire.

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These tropical logging operations widely fail to safeguard timber stocks for future harvests and fail to protect logged-over forests from fire, biodiversity loss, over-hunting, and subsequent conversion for agriculture. Due to deforestation and little government involvement in replanting, this resource is becoming nonrenewable.

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Rainforest Expert Group

Medicines

The rainforest supports millions of plant, animal, and insect species, which are a virtual library of chemical invention. Experts say that just a four square mile area of rainforest may contain as many as 1,500 different types of flowering plants and 750 species of trees.

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About 120 prescription drugs sold worldwide today come directly from rainforest plants. According to the U.S. National Cancer Institute, more than two-thirds of all medicines found to have cancer-fighting properties come from the rainforest. That is about 3,000 cancer-fighting rainforest plants.

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The Madagascar periwinkle is now extinct in the wild due to deforestation, but is still being produced by scientists. This rainforest plant contains two drugs that have increased the survival rate in children with leukemia from 20 percent to 80 percent. There are many more examples of pharmaceuticals that come from rainforest plants: curare (muscle relaxant), diosgenin (birth control pills, asthma and arthritis treatment), quinine (malaria and pneumonia treatment), reserpine (sedative, tranquilizer), and strophantus (heart disease treatment).

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Experts estimate that we are losing 137 plant, animal, and insect species every day due to rainforest deforestation. This equates to 50,000 species a year disappearing along with possible cures to life threatening diseases. Because replanting of the rainforests is not occurring, this resource is considered nonrenewable.

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Rainforest Expert Group

Petroleum

Some of the world's most promising oil and gas deposits lie deep in tropical rainforests. While these fossil fuels can be taken in an environmentally-friendly way, governments and oil companies usually choose speed over consideration for the environment or the interests of local people most affected by production.

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One of the best known and extreme case studies of oil exploitation in the rainforest is in Ecuador, where the U.S. oil giant, Texaco (later Chevron-Texaco), seriously degraded an ecosystem over a generation. Before Texaco entered in 1967, the region was home to several indigenous groups including the Huaroni people. Some of these Huaroni were among the few remaining indigenous peoples on Earth living fully in their traditional ways.

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Oil spills (green groups allege Texaco dumped more than 20 billion gallons of toxic by-products into local waterways and spilled more than 17 million gallons of crude) and clearing for access roads, exploration, and production activities have damaged the surrounding rainforest and adversely affected the lives of local people.

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The simplest, most reliable solution would be to prohibit oil extraction in the tropical rainforest. However, this is unreasonable considering the number of tropical countries that rely on their oil reserves for developing their economies and the importance of oil in today’s fossil fuel economy. The basic steps should be to reduce pollution produced by extraction and to minimize the occurrences of spills of this nonrenewable resource.

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Rainforest Expert Group

Rubber

Rubber is one of the most important products to come out of the rainforest. Indigenous rainforest dwellers of South America have been using rubber for generations. It was not until 1839, when Charles Goodyear accidentally dropped rubber and sulfur on a hot stovetop, causing it to char like leather, yet remain plastic and elastic.

Through the process of vulcanization, a refined version of Goodyear’s process, the white sap from the bark of the hevea tree is transformed into an essential product for the industrial age.

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With the invention of the automobile in the late 19th century, the demand for rubber boomed. A small river town named Manaus in Brazil became the original heart of the rubber trade. Because the hevea trees were widely dispersed throughout the rainforest, the Manuas people resorted to brutality and slavery of the local indigenous people to meet their demands for rubber. The Indian population fell from 30,000 to 8,000 and halted the production of rubber in Brazil.

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Most of today’s rubber is produced in Southeast Asia. Rubber is needed for every tire, hose, seal, valve, and inch of wiring we use today. Fifty percent of every auto tire and 100 % of all aircraft tires are made of natural rubber. Eighty-five percent of this rubber is imported from Southeast Asia.

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Because the hevea tree is not native to this area, any introduction of fungal spores could wipe out the plantations, shutting down production of natural rubber for at least a decade. If this were to occur, our renewable resource would be wiped out.

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Process Grid: Natural Resources of the Rainforest

|Natural Resource | Examples/ |Impact on Rainforest | | Interesting | Why is this |

| |Utility | |Renewable? |Facts |important |

| | | | | |to me? |

|Minerals | | | | | |

|Medicine | | | | | |

|Lumber | | | | | |

|Rubber | | | | | |

|Petroleum | | | | | |

Found Poetry Text

Plants of the Rainforest

From top to bottom, the tropical rainforest is a world of lush green plants. More kinds of trees and plants grow here than any other part of the world. Hot, humid conditions support a diversity of plant life from shrubs, ferns, and colorful flowers to vines and giant towering trees. In this evergreen world, plants grow rapidly in an ideal climate.

Although there is an amazing variety of plant life in the rainforest, the soil is not very fertile. Most of the nutrients for the plants are stored in the plants themselves or in a thin layer of decaying plants near the surface of the soil. Roots are close to the surface and absorb nutrients quickly. Root systems do not go very deep into the ground. Special roots called buttresses and stilt roots give extra support. Epiphytes, such as bromeliads and orchids, use trees for support and get nutrients from dead leaves that fall from above. Lianas, woody vines that climb toward the sunlight, wind through the forest like a tangle of cobwebs. A complex system of layers, plants, ferns, shrubs, and trees each have their own special place in the rainforest.

Adapted from Copycat Magazine

Permission granted for use by Susie Wren & Leanna Pionke

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

Examples: rainforest trees, such as bread fruit tree, vanilla plant, and banana plant

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

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

Examples: mosquitoes, saprophytes, earthworms

Consumers: Eat producers or other consumers to obtain energy.

Herbivores Omnivores Carnivores

Eat only plants Eat plants and animals Eat only animals

Examples: spider monkeys, Examples: pygmy marmoset, Examples: jaguar,

fruit bat, ants, tapir ring-tailed coatimundi, poison-dart frog,

capuchin monkey praying mantis

Scavengers

Eat the bodies of dead animals

Examples: king vulture, piranhas

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