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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