Project GLAD
Project GLAD
Lincoln County School District
Tropical Rainforests
Grade 2
IDEA PAGES
I. UNIT THEME-All living things are classified and interdependent:
• Living things share similarities that allow them to be classified
• All living things share certain needs and depend on each other
• Different ecosystems can be impacted by humans
• Cross-cultural:
-Views on ecological needs differ-logging, slash burn, cash cropping
-Biomes/ecosystems have common characteristics around the globe
II. FOCUS/MOTIVATION
• Observation Charts
• Inquiry Charts
• Realia
• Big Books
• Movie/Films
• Scout Awards
• Read Aloud
• Add to “Living Walls”
• CCD
III. CLOSURE/ASSESSMENT
• Process all charts and learning
• Sketch and Write: What did you learn about the rainforest?
• Individual Portfolio share
• Assessment of Learning Log
• Expository writing piece-to prompt
• Class Big Book-based on “The Important Thing About the Rainforest”
• Rainforest Celebration with parents and families
IV. CONCEPTS
• Scientists divide the tropical rainforests into layers.
• Living things adapt to life in the layers.
• Features of each layer influence diversity of life.
• Human interaction with living things in the rainforest impacts both rainforest
life and human experience.
Idea Pages
Pg. 2
OREGON STATE STANDARDS- GRADE 3
SCIENCE
Life science
CCG: Organisms:
Understand the characteristics, structure and functions of organisms.
• Recognize characteristics that are similar and different between organisms.
• Describe the basic needs of living things.
CCG: Heredity:
Understand the transmission of traits of living things.
• Describe how related plants and animals have similar characteristics.
CCG: Diversity/interdependence:
Understand the relationships among living things and between living things and their environments.
• Describe a habitat and the organisms that live there.
• Identify how some animals gather and store food, defend themselves and find shelter.
Scientific Inquiry
CCG: Forming the Question/Hypothesis
Formulate and express scientific questions or hypotheses to be investigated.
• Make observations. Based on these observations, ask questions or form hypotheses, which can be explored through simple investigations.
CCG: Designing the investigation
Design safe and ethical scientific investigations to address questions or hypothesis.
• Plan a simple investigation.
SOCIAL SCIENCE
Geography
CCG: Understand the spatial concepts of location, direction, scale, movement and region.
• View and draw a simple maps and pictures to locate, describe and show movement among places.
CCG: Use maps and other geographic tools and technologies to acquire, process and report information from a spatial perspective.
• Understand the purpose of maps, globes and other geographic tools.
Idea Pages
Pg. 3
CCG: Locate major physical and human (cultural) features of the Earth.
• Identify major physical features and describe how they are represented on maps, globes and other tools.
CCG: Compare and analyze physical (landforms, vegetation, wildlife, climate and natural hazards) and human (population, land use, language and religion) characteristics of places and regions.
• Identify physical characteristics of places and compare them.
READING
CCG: Decoding and Word Recognition:
Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
CCG: Listen to and Read Informational and Narrative Text:
Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.
CCG: Vocabulary:
Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.
CCG: Read to Perform a Task:
Find, understand, and use specific information in a variety of texts across the subject areas to perform a task
CCG: Informational Text: Demonstrate General Understanding:
Demonstrate general understanding of grade-level informational text across the subject areas
CCG: Informational Text: Develop an Interpretation:
Develop an interpretation of grade-level informational text across the subject areas.
CCG: Informational Text: Examine Content and Structure:
Examine content and structure of grade-level informational text across the subject areas.
WRITING
CCG: Planning, Evaluation, and Revision:
Pre-write, draft, revise, edit, and publish across the subject area
CCG: Writing:
Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.
Idea Pages
Pg. 4
CCG: Conventions: Spelling:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Conventions: Grammar:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Conventions: Punctuation:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Conventions: Capitalization:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Conventions: Capitalization:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Conventions: Handwriting:
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
CCG: Writing Modes:
Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
CCG: Writing Applications: Narrative Writing:
Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
CCG: Writing Applications: Expository Writing (K-3):
Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
CCG: Research Report Writing:
Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Idea Pages
Pg. 5
V. OREGON ENGLISH LANGUAGE PROFECIENCY STANDARDS
READING
Decoding and Word Recognition:
CCG: Analyze word, recognize words and learn to read grade level text fluently across the subject areas.
Listen to and read informational and narrative text
CCG: Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed.
Vocabulary
CCG: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.
Read to perform a task
CCG: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.
READING COMPREHENSION
Informational text: Demonstrate general understanding
CCG: Demonstrate general understanding of grade-level informational text across the subject areas.
Informational text: develop an interpretation
CCG: Develop an interpretation of grade-level informational text across the subject areas
Informational text: examine content and structure
CCG: Examine content and structure of grade-level informational text across the subject areas
LITERARY ANALYSIS
Listen to and read literary text
CCG: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity
WRITING
Writing strategies
CCG: Pre-write, draft, revise, edit, and publish across the subject areas
Idea Pages
Pg. 6
Focus and organization
CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs.
Writing conventions
CCG: Demonstrate knowledge of spelling, grammar, punctuation, and penmanship across the subject.
Writing modes
CCG : Write narrative, expository, and persuasive texts, and use a variety of written forms (e.g., journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas
SPEAKING AND LISTENING
CCG: Listen critically and respond appropriately across the subject areas
VI. Vocabulary
adaptation bromeliad decomposer
deforestation emergent canopy
understory emergent predator
terrarium consumer inhabitant
ethnobotanist indigenous environment
vegetation ecosystem ecology
restoration endangered extinct
algae aquatic atmosphere
biodiversity buttress root camouflage
carbon dioxide climate deciduous
epiphyte equator evaporation
global warming humus liana
mimicry nocturnal nutrient
ozone layer parasitic photosynthesis
prehensile pupa transpiration
tropical temperate slash and burn
VII. RESOURCES AND MATERIALS
50 Simple Things You Can Do To Save the Earth, - EarthWorks Group
Wonders of the Rain Forest – Janet Craig
Eyewitness Books Jungle- Theresa Greenway
Nightwatch, Nightlife in the tropical Rain Forest- Peter Riley
Idea Pages
Pg. 7
Rain forest Animals – Kathie Billingslea Smith
Eye Wonder Rain Forest – Elinor Greenwood
Great Kapok Tree- Lynne Cherry
Extinction is Forever- Braham Meadows
Magic Tree House Research Guide Rain Forest- Will and Mary Pope Osborne
Magic School bus Hops Home- Joanna Cole
Jungles- Andrew Langley
A Look Around Rain Forests- Ed Perez
Endangered animals Time Is Running Out- Emily Burke
The Tropical Forest Ants, animals and Plants- Mary Batten
Look Closer Rain Forest-Barbara Taylor
Bringing the Rain to Kapiti Plain- Verna Aardema
Tropical Rain Forest- April Pulley Sayre
World About Us Tropical Rainforest- M. Bright
Rain Forest Secrets- Arthur Dorros
Wonders of the Rain Forest- Francene Sabin
Amazon Alphabet- Martin and Janis Jordan
RESOURCES AND MATERIALS- Videos
Bringing the Rain To Kapiti Plains- 30 minutes
Monkey Rainforest- 10 minutes
Down to the Forest Floor- 15 minutes
You Can’t Grow Home Again – 30 minutes
Eyewitness Jungle- 35 minutes
The Rainforest- 10 minutes
Life in the Hot Rainforest- 20 minutes
Henry’s Amazing Animals: Rainforest Animals- 30 minutes
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Planning Pages
Pg. 2
IV. READING/WRITING
A. TOTAL CLASS
• ELD Narrative group frame
• Co-operative strip paragraph-responding, revising and editing
• Poetry Frames
• Narrative Story Map
• Found Poem
• Flip Chant (Here, There)
• Strip Book (simile)
B. SMALL GROUP
• Team Tasks
-Everything modeled by the teacher
• ELD Review
• Ear-to-Ear Reading
• Flexible Group Reading-leveled
• Labeling of Charts
• Big Books
• Expert Groups- # Heads Together
C. INDIVIDUAL
• Home/School Connection
• Learning Logs
• Interactive Journals
• Personal Response
• All team tasks taken to individual tasks
• Found Poem
• Writer’s Workshop
-Mini-lesson
-Write
-Author’s Chair
-Conference (informal)
• Individual Tasks
EXTENDED ACTIVITIES
• Jeopardy
• Parent Celebration
Planning Pages
Pg. 3
V. CLOSURE/EVALUATION/ASSESSMENT
• Portfolio assessment: Student and Teacher Conference
• On-going assessment of skills in Learning Logs
• Big Books
• Process Grid
• Sketch and Write
• Personal Sharing/realia
• Individual Portfolios
• Team Evaluations
Project GLAD
Lincoln County School District
Rainforests
Grade 2
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
• Behavior Expectations (Standards)
• Rainforest Awards
• Cognitive Content Dictionary with Signal Word
• Observation Charts
• Inquiry Chart (K/W)
• Big Book – The Important Thing About Rainforests
INPUT
• Graphic Organizers-
• World Map of Rainforests
-10/2 Discussion/Primary Language
• Learning Log – Text / You
• Layers of the Rainforest
-10/2 & Scout Awards
FOCUS/MOTIVATION
• Chant of Rainforest Bugaloo
GUIDED ORAL PRACTICE
• T-Graph – Cooperation- Team Points
• Picture File
- Free Exploration
- Classify/categorize
- Exploration Report
• “Rainforest, Rainforest”
INPUT
• Narrative- Magic School Bus or the Tree Frog
• Learning Log (Write 2 favorite parts of story)
• Read Aloud
READING/WRITING
• Writer’s Workshop
-mini lessons
-write
-Author’s Chair
Sample Daily Lesson Plan
Pg. 2
CLOSURE
• Reread chants & poetry
• Home School Connection
Day 2( Rainforests)
FOCUS/MOTIVATION
• Process Home School Connection
• Cognitive Content Dictionary with Signal Word
• Review With Word Cards – World Map, Rainforest Layers, Narrative
• Poem: Rainforests Here, Rainforests There
• Big Book
• Narrative –Conversation Bubbles / Word Card Review
INPUT
• Pictorial Input on Riverbank – 10/2
• Learning Log
-ELD review
• Chant-Layers of the Rainforest “Yes, Ma’am”
READING/WRITING
• Poetry-highlighting
GUIDED ORAL PRACTICE
• Personal interaction
-Think about the plants and animals in the rainforest. What do think would happen if it were destroyed?
READING/WRITING
• Flexible Groups-experts (Forest Floor)
-Team Tasks
• Strip Book-Simile
CLOSURE
• Process Inquiry Charts
• Interactive Journal
• Home/School Connection
Sample Daily Lesson Plan
Pg. 3
DAY 3
FOCUS/MOTIVATION
• Process Home School Connection
• Cognitive Content Dictionary with Signal Word (students choose)
• Big Book
• Review with word cards-Riverbank Pictorial
INPUT
• Read Aloud-Great Kapok Tree
GUIDED ORAL PRACTICE
• Poetry-“Rainforests Here, Rainforests There”
• Sentence Patterning Chart (Farmer-in-the-Dell)
-Reading Game
-Trading Game
-Flip Chant
READING/WRITING
• Flexible Groups-Experts (Understory)
-Team Tasks
GUIDED ORAL PRACTICE
• Mind Map for Riverbank Pictorial
• Process Grid Game
READING/WRITING
• Class Group Frame/Cooperative Strip Paragraph
-read
-revise
-edit
• Listen and Sketch
• Reading/Writing Workshop
-mini-lesson
-write
-Author’s Chair (start conferencing later)
CLOSURE
• Read Aloud-Expository Text
• Process inquiry chart
• Home School Connection
Sample Daily Lesson Plan
Pg. 4
DAY 4
FOCUS/MOTIVATION
• Process Home School Connection
• Cognitive Content Dictionary with Signal Word from Students list day before?
• Poetry/Chant/Song
INPUT
• Review Narrative with Story Map
• Read Aloud
READING/WRITING
• Flexible Group Reading
-Clunkers and Links
-Group Frame/ELD Story Retell (Narrative)
• Team Tasks
INPUT
• Read Aloud:
-Expository
READING/WRITING
• Learning Logs
• Reading/Writing Workshop
CLOSURE
• Poetry
• Home/School Connection
DAY 5
FOCUS/MOTIVATION
• Process Home School Connection
• Cognitive Content Dictionary with Signal Word for Students
• Poetry
READING/WRITING
• Flexible Group Reading with Cooperative Strip Paragraph-Struggling Readers
-Team Tasks, evaluation and presentation
• Ear-to-ear reading with Poetry Booklet
• Found Poetry
Sample Daily Lesson Plan
Pg. 5
CLOSURE
• Focus Reading with personal Cognitive Content Dictionary/Picture Dictionary
• Process Inquiry Chart
• Team Presentations
• Process week-“what helped you learn?”
• Framed letter home
The Important Book About the Rainforest
By Joileen Latham and Nancy Beckham
Adapted from Carson-Dellosa Publ.
Endangered Rain Forests c. 1993 and
“Kids Discover”, c. 1993, New York
The important thing about the rainforest is that it is home to many plants and animals.
Tropical rain forests are very special places. They cover only 7% of the earth’s land, but they are home to half of the earth’s animal and plant species.
The important thing about the rainforest is that it is home to many plants and animals.
The important thing about the rainforest is that it is home to many plants and animals.
The top layer of the rainforest is the emergent layer.
Tall trees extend up over the canopy. Trees as tall as skyscrapers grow to a height of 250 feet in this layer. They grow with thick, waxy leaves to help retain water and protect themselves from the sun and wind.
Beautiful butterflies live in the emergent layer of the rainforest. The emergent layer is home to the harpy eagle and other birds of prey.
The important thing about the rainforest is that it is home to many plants and animals.
The important thing about the rainforest is that it is home to many plants and animals.
The canopy is the next layer of the rainforest and is like a big green umbrella that protects plants and animals from the heat and rain.
The canopy is home to exotic plants such as orchids and bromeliads.
The canopy is where monkeys, apes, sloths, parrots, toucans, snakes and many kinds of hummingbirds live.
The important thing about the rainforest is that it is home to many plants and animals.
The important thing about the rainforest is that it is home to many plants and animals.
The understory is found between the canopy and the forest floor. Bushes, large green plants and small trees make up this layer. Lizards, bats, frogs and butterflies are a few of the animals that live in this layer.
The important thing about the rainforest is that it is home to many plants and animals.
The important thing about the rainforest is that it is home to many plants and animals.
The ground level is called the forest floor. It is dark on the forest floor because the trees keep out most of the light. Snakes, tapirs and fungi are a few of the species that live there.
The important thing about the rainforest is that it is home to many plants and animals.
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Rain Forest Ride (narrative input)
Adapted from Rain Forest Ride by Julia Andrews
Deep in the rain forest, the air is hot and sticky. It smells like wet leaves. Plants grow as tall as skyscrapers. Their dark shadows hide many animals. But one tiny creature isn’t hidden at all.
It’s a poison dart frog. She’s as small as a nickel. Her skin is bright red and blue with black polka dots. There she goes! She hops across the forest floor and scoots under a leaf to lay her eggs. A coati sniffs the eggs, but doesn’t eat them. Why? The coati is hunting for it’s favorite food—crunchy spiders!
One-two-three-four-five! Five slimy tadpoles hatch from the eggs. But they can’t stay on this leaf for long. They need to live in water. Mother frog says, “I must find them a wet home NOW!”
The first tadpole wriggles onto her back for a ride. Sticky ooze on the mother’s skin glues the baby in place. Then off the frog hops to find her baby a home. There’s room for only one tadpole on this trip.
How about the river? Whoosh! The deep water rushes by. “No. this is not a good home.” The river would wash her tadpole away.
Plip, plop! Raindrops slap the leaves. Water! Just what her baby needs. Mother frog looks up a tree. It is covered with spiky plants. Each plant is like a cup, filling up with water.
The parrots loud warning “danger, danger!” alerts the mother frog to the danger of some of the rainforest predators like the tiger and cheetah.
Tiger
Cheetah
Would this be a good home? There’s plenty of water here. Clickety-clack! A crab darts out, snapping her claws as if to say, “Stay away! This is my home!”
From it’s tree branch, a young harpy eagle eyes the frog. Mmmm! Supper! That red skin looks so tasty! The bird swoops down and snatches the frog in its sharp beak. But just as fast, the eagle spits it out. That bright red skin has poison in it. And it tastes TERRIBLE!
Mother frog scurries back down the tree. A family of termites jumps out of her path. “hip-hop”. She scoots around a sleepy sloth. Then she spots it: A plant pool in the tree top. “Maybe this will be a good home,” said mother frog.
Yes, this is a perfect place! Mother frog dips her back into the water. The tiny tadpole slides off and swims around, safe at last.
But now there’s no time to lose. Far below, on the forest floor, four more tiny tadpoles are waiting. One by one, mother frog will find each a perfect home of its very own.
Rainforest Here, Rainforest There
Rainforest here, rainforest there,
Rainforest, rainforest everywhere!
Tall trees swaying,
Blue butterflies flying,
Harpy eagle scouting,
And three-toed sloth sighing.
Emergent layer in the sky,
Canopy layer under tall trees,
Understory layer through the vines,
And forest floor layer in the dark.
Rainforest here, rainforest there
Rainforest, rainforest, everywhere.
RAINFOREST! RAINFOREST! RAINFOREST!
Joileen Latham ‘04
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Expert Group #1 Forest Floor
Habitat :
The forest floor is from the ground to about 190 feet. It is very dense in vegetation and has a soft carpet of dead leaves. It is very wet, dark and hot.
Plants:
With vegetation so dense (thick), the floor is covered with moss and decaying leaves. The floor contains much rotten leaf litter. One might see buttresses from the very tall trees that rise high in the rainforest.
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Habitat
Interesting Facts
Animals
Plants
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