Project GLAD
Project GLAD
Woodburn School District
The Tropical Rainforest (3)
IDEA PAGES
I. UNIT THEME – The Amazon Rainforest of South America
• Interdependence and bio-diversity are essential in the tropical rainforest.
• The world is dependent on the natural resources of the tropical rainforest.
• Tropical rainforests of the world filter air to contribute to the world’s oxygen supply.
II. FOCUS/MOTIVATION
• Signal Word – Cognitive Content Dictionary
• Big Book
• Observational Chart
• Inquiry Chart
• Realia
• Environmental Awards
• Read Aloud: The Shaman’s Apprentice
• Scientific Experiment: Banana Experiment
III. CLOSURE /ASSESSMENT
• Portfolio
o Found Poem
o Expository Paper – from Process Grid
o Learning Log
• Process all charts
IV. CONCEPTS – OREGON STATE STANDARDS – Life Sciences
• Describe the basic needs of living things.
• Identify how some animals gather and store food, defend themselves, and find shelter.
• Describe a habitat and the organisms that live there.
V. Vocabulary
Abdomen
Adaptations
Agriculture
Algae
Atlantic Ocean
Amazon River
Anteaters
Ants
Army ants
Bacteria
Banana tree
Basilisk Lizard
Beetles
Biomes
Biodiversity
Birds
Blue Morpho Butterfly
Boa Constrictor
Brazil
Bromeliads
Buttress
Camouflage
Canopy
Carbon Dioxide
Carnivore
Climate Zone
Cocoa
Colony
Coffee
Conservation
Consumers
Decomposers
Defecate
Deforestation
Dense
Destruction
Development
Diversity
Ecology
Ecosystem
Emergent Layer
Endangered
Energy
Environment
Epiphytes
Equator
Evapotranspiration
Extinct
Fauna
Flora
Foliage
Food Web
Food Chain
Forest Floor
Fruits
Global Warming
Greenhouse Effect
Green Tree Python
Habitat
Herbivore
Howler Monkey
Humidity
Humus
Interdependence
Indigenous
Interlopers
Jaguar
Kapok Tree
Lemur
Lianas
Life Cycle
Logging
Macaw
Mangroves
Medicine
Migrate
Natural Resources
Nomadic
North America
Nutrients
Nuts
Oil
Omnivore
Oxygen
Orchids
Pacific Ocean
Palms
Piranha
Pitcher Plant
Poison Arrow Frog
Predator
Prey
Producers
Prop Roots
Rafflesia
Rainfall
Recycle
Rubber
Saplings
Scavenger
Seeds
Shaman
Slash and Burn
Slow Loris
Soil Erosion
South America
Species
Stilt Roots
Strangler Figs
Sunlight
Sustainable
Tapir
Tea
Thorax
Threatened
Topsoil
Toucan
Transpiration
Tree Frogs
Tree Seedlings
Tree Snakes
Tropic of Cancer
Tropic of Capricorn
Tropical Rain Forest
Understory
Vegetation
Vines
Water Hyacinths
Water Vapor
Weather
Wood
VI. English Language arts skills/ English proficiency standards
• CCG’s taken from Oregon English language arts grade level standards
READING
o Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |
|4 |Dictates work and phrase to teacher; |Uses student version of the scoring |Uses student version of the |Uses student version of the |Uses student version of the |Use a scoring guide to review, |
| |copies correct version. |guide to review writing for conventions|scoring guide to review for |scoring guide to review for |scoring guide to review writing |evaluate, and revise writing |
| | |with teacher support. |organization. |ideas and content with teacher |for meaning and clarity; evaluates|for meaning and clarity. |
| | | | |support. |and makes revisions. | |
|5 |Arranges or corrects the order of a |Revises a student-authored story for |Revises a student-authored |Identifies changes that could |Makes simple revisions to improve |With assistance, revise writing|
| |series of pictures to tell a story in an|progression of ideas from teacher |story for focus from teacher |improve focus and progression of|focus and progression of ideas |for others to read improving |
| |order that makes sense. |feedback. |feedback. |ideas in writing from teacher |based on feedback from teacher |the focus and progression of |
| | | | |feedback. |and/or peers. |ideas. |
| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |
|1 |Participates in classroom content area |Draws from classroom content area |Finds ideas for writing stories and|Finds ideas for writing stories |Finds ideas for writing stories |Find ideas for writing stories |
| |experiences and in developing organizers|experiences as a source for ideas |descriptions through content area |and descriptions through content|from sources, including |and descriptions through |
| |that will outline stories. |for writing stories with guidance.|experiences, illustrations, and the|area experiences, illustrations,|conversations, books, magazines, |various sources, including |
| | | |Internet with guidance. Uses text |text, and the Internet. |textbooks, the Internet, and |conversations with others, and |
| | | |as a source of ideas. | |content area experiences such as |in books, magazines, textbooks,|
| | | | | |science inquire. |or on the Internet. |
|2 |Understands what is taking place during |Participates in brainstorming |Uses phrases and short sentences to|Brainstorms, lists, and shares |Brainstorms, lists, and shares |Discuss ideas for writing, use |
| |brainstorming activities while teacher |ideas for writing about a given |participate in brainstorming with a|ideas for writing in a variety |ideas for writing. |diagrams and charts to develop |
| |uses illustrations, gestures, to help |topic using words and phrases. |group. Begins to use simple graphic|of group settings (partners, |Uses graphic organizers. |ideas, and make a list or |
| |the beginner speaker. | |organizers (web, list) to display |small or large groups). | |notebook of ideas. |
| | | |ideas. |Uses simple graphic organizers. | | |
|6 |Adds ending punctuation to simple |Participates in class proofreading, |Uses a simplified checklist to|Participates in class |Uses an editing checklist to |With guidance, proofread one’s |
| |sentences. |checking only one element or rule at a |edit a piece focusing on one |proofreading, focusing on more |proofread with teacher support. |own writing, as well as that of|
| | |time. |area with the class or in a |than one area of the editing | |others, using, for example, an |
| | | |group. |checklist. | |editing checklist or list of |
| | | | | | |rules. |
|7 |Displays illustrated story with peer. |Listens to and participates (using |Participates in group |Uses academic language in group |Presents and discusses own writing|Present and discuss own writing|
| |Responds nonverbally (i.e., smile, clap)|words or short phrases) in structured |activities where own or |activities where own or others’ |with other students in structured |with other students, and |
| |to others’ writing. |group activities where students present|others’ writing is shared; |writing is shared; offers |sharing activity, and responds |respond helpfully to other |
| | |and discusses his/her own or others’ |using phrases and short |suggestions and compliments, and|helpfully to other students’ |students’ compositions. |
| | |writing, answer questions, and receive |sentences, compliments, and |asks/answers questions about the|compositions. Uses appropriate | |
| | |feedback. |asks/answers questions. |writing. |academic language. | |
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, Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |
|1 |Observes/attends to a class writing |Participates in an interactive |Participates in an interactive |Writes for a specific audience |Writes for a specific audience |Write appropriately for purpose|
| |activity, writing for a specific |writing project, to produce a letter |writing project, to produce a |and/or purpose with teacher |and/or purpose. |and audience. |
| |audience or purpose; copies the |or story for a specific audience, |letter or story for a specific |support. | | |
| |finished product. |contributing single words or short |audience. | | | |
| | |phrases. | | | | |
|2 |Views illustrations and copies the |Participates in group activities |Brainstorms details about a main |Uses a graphic organizer to order|Uses a graphic organizer to |Create a single paragraph with |
| |caption. |listing and/or categorizing ideas or |idea in a guided group activity. |a list of facts or details, to |develop a main idea and facts or |a topic sentence, simple |
| | |facts pertaining to a given topic. |Uses a graphic organizer to order |compose sentences about a topic |details; writes a paragraph with a|supporting facts and details, |
| | | |the information to be included in |or main idea. Uses the sentences|beginning, middle, and end. |and a concluding sentence. |
| | | |group-composed paragraph. |to form a simple paragraph. | | |
|3 |Dramatizes action verbs with teacher |Uses high frequency adjectives to |Participates in large-group, |Revises own or other’s writing, |Uses a classroom word bank, or |Use vivid adjectives and action|
| |support. |describe an illustration. |teacher-guided description writing|adding adjectives working with a |list of synonyms to add adjectives|verbs. |
| | | |and/or word-substitution |partner or in a group. |and action verbs to own writing. | |
| | | |activities. | | | |
|4 |Listens to stories that incorporate |Listens and attends to stories and |Uses a given pattern or structure |Creates similes or other |Elaborates descriptions and |Begin to elaborate descriptions|
| |figurative language. |group activities in which figurative |to create figurative language as a|figurative expressions using a |incorporates figurative wording in|and incorporate figurative |
| | |language is used according to an |group. |given pattern or a structure. |own writing with teacher support. |wording in own writing. |
| | |established pattern. | | | | |
|5 |Identifies ending punctuation marks |Participates in interactive writing |Writes simple sentences of |Uses simple statements, |Uses statements, questions, |Write correctly complete |
| |(i.e. period, question mark, and |activities, writing statements, |statement, command, question, and |questions, commands and |commands and exclamations in |sentences of statement, |
| |exclamation point). |commands, questions and exclamations.|exclamation. |exclamations in writing. |writing. |command, question, or |
| | | | | | |exclamation. |
o 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.
| |Beginning |Early intermedieate |Intermediate |Early advanced |Advanced |Proficient |
|1 |Uses pictures to tell about a |Develops a narrative about a |Writes a personal narrative |Writes a personal narrative |Writes a personal narrative; |Personal Narrative |
| |personal experience. |shared experience with guidance or|using simple sentences. |relating events in sequence, with a|includes details. | |
| | |in a group. | |few details and descriptive words. | | |
|2 |Tells a story with pictures. |Participates in group to develop a|Writes a fictional story using |Writes a fictional story using some|Writes a fictional narrative, |Fictional Narrative (Imaginative) |
| | |fiction story. |simple sentences. |details and a few descriptive |including descriptions and | |
| | | | |words. |details. | |
|3 |Uses captions and drawings to show|Uses pictures, words and short |Writes simple sentences about a|Develops main ideas on a given |Writes an expository composition |Expository |
| |information. |phrases to participate in group |given nonfiction topic. |nonfiction topic using limited |about a given topic; develops | |
| | |writing activities to develop a | |academic language, details and |main ideas; includes some | |
| | |simple expository paragraph. | |descriptions. |supporting details using academic| |
| | | | | |language. | |
Narrative Writing
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Draws a picture to show |Participates in a guided group |Writes simple sentences to |Writes a descriptive piece about a |Writes a descriptive piece about a|Write descriptive pieces about |
| |people, places, things, or |activity to develop simple |describe a main idea with teacher |main idea with teacher support. |main idea; uses appropriate |people, places, things, or |
| |experiences. |description of a main idea (people, |support. | |academic language. |experiences: |
| | |places, things, or experiences). | | | |Develop a unified main idea. |
| | | | | | |(Suggested length—100 words.) |
|2 |Uses drawings to show a main |Uses pictures, words and short |Writes important details about a |Uses details to support main ideas on|Uses details to support the main |Use details to support the main |
| |idea. |phrases to list details that support |main idea; uses simple sentences. |a given topic using academic |idea; uses academic language. |idea. |
| | |a main idea in a guided, | |language, details and descriptions. | | |
| | |teacher-directed activity. | | | | |
|3 |Draws a thank-you note; |Uses single words, short phrases |Writes simple letters, thank-you |Writes letters, thank-you notes, and |Writes letters, thank-you notes |Write letters, thank-you notes, |
| |copies an invitation. |and/or pictures, to participate in a |notes, and invitations; uses |invitations; uses simple and more |and invitations using appropriate |and invitations: With assistance, |
| | |teacher-guided group activity, |simple sentences. |complex sentence structure. |vocabulary. |determine the knowledge and |
| | |writing a thank-you note or | | | |interests of the audience and |
| | |invitation. | | | |establish a purpose and context. |
|4 |Copies the date onto a |Uses single words, short phrases |Uses a template to write a letter,|Writes letters, and thank-you notes; |Writes letters, thank-you notes |Include the date, proper |
| |picture drawn as a thank-you |and/or pictures to participate in |thank-you note, or invitation; |includes date, salutation, body and |and invitations using date, proper|salutation, body, closing, and |
| |note; signs the picture. |teacher-guided, group writing of a |includes date, salutation, body, |signature. |salutation, body, closing, and |signature. |
| | |thank-you note, letter, or |closing and signature. | |signature. | |
| | |invitation. | | | | |
|5 |Draws a picture about a given|Participates in teacher-directed |Participates in writing about a |Selects and uses observations and |Selects and uses observations and |Write brief reports: |
| |topic based on observations |activity using two or more sources to|given topic, using information |information from two or more sources |information from two or more |Include observations and |
| |(watching experiment, picture|locate and list information on a |from two or more sources in |to write a brief report. |sources to write a brief report. |information from two or more |
| |book, demonstration). |given topic using key words and |teacher-guided activity. | | |sources. |
| | |sentences. | | | | |
|6 |Illustrates the topic. |Participates in a directed group |Selects an illustration or diagram|Creates an illustration, or develops |Uses diagrams, charts, or |Use diagrams, charts, or |
| | |activity, selects or develops a |or chart to support the text with |a simple diagram or chart to support |illustrations that support the |illustrations that are appropriate|
| | |diagram, chart or illustration, |teacher support. |the text with teacher support. |text. |to the text. |
| | |appropriate to a given topic. | | | | |
|7 |Draws a picture to express |Uses words or short phrases to |Writes simple sentences about the |Writes about the meaning of a text |Writes a brief response to |Write brief responses to literary |
| |his/her own understanding of |participate in group writing about |content of a text. |using vocabulary from the text. |literary text; includes main |text: Include what the text is |
| |the content. |the content of a text. | | |ideas. Uses appropriate |about. |
| | | | | |vocabulary. | |
|8 |Responds to text through |Uses a prescribed sentence pattern to|Uses a prescribed sentence pattern|Locates examples from the text that |Writes a brief personal response |Include personal response to text |
| |gestures or illustrations. |express personal opinion about or |to express personal opinion about |support student’s personal reaction |to a text. Includes examples from |supported by reasons. |
| | |reaction to the text; gives reason |or reaction to the text; gives |with teacher support. |the text, and/or other information| |
| | |for opinion or reaction in a group, |reason for opinion or reaction. | |to support opinion. | |
| | |teacher-guided activity. | | | | |
o Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”).
SPELLING
| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |proficient |
|1 |Copies one-syllable and repeats |Copies and pronounces one-syllable words |Spells correctly |Spells correctly one-syllable |Spells correctly one-syllable |Spell correctly |
| |consonant-vowel- consonant (CVC) |that have blends or a silent letter. |one-syllable words that have|words that have blends and |words that have blends and common|one-syllable words that have blends|
| |words. | |blends. |common sight words. |sight words that have a silent |(play, blend) or a silent letter |
| | | | | |letter. |(walk); |
|2 |Copies and repeats contractions. |Participates in group writing |Practices forming contractions |Uses the most common |Spells common contractions |Contractions (isn’t, aren’t, |
| | |activities where common contractions |with teacher support. |contractions in writing (i.e. |correctly. |can’t); |
| | |are included. | |isn’t, aren’t, can’t, I’m, | | |
| | | | |don’t). | | |
|3 |Copies phrases that include |Writes simple sentences using |Uses common compound words in |Uses the most common compound |Uses correctly common compound |Compounds; |
| |compound words. |preselected compound words (i.e. |group writing and teacher |words (e.g. into, something, |words in writing. | |
| | |snowman, bookmark). |directed lessons. |nothing, anything) in writing. | | |
|4 |Labels illustrations with “y to |Copies and illustrates words with “y |Demonstrates spelling patterns |Participates in |Uses correctly common spelling in|Common spelling patterns (qu-, |
| |ies” pluralization with teacher |to ies” pluralization. |awareness of common (i.e. “qu”, |teacher-directed and/or group |high frequency words. |changing win to winning, and |
| |support. | |“y to ies” pluralization) in |writing activities where focus | |changing the ending of a word from |
| | | |group writing activities. |is on common spelling patterns.| |–y to –ies to make a plural, such |
| | | | | | |as berry/berries); and |
|5 |Practices and illustrates |Practices and illustrates homophones.|Practices using only the most |Uses some of the most common |Uses the most common homophones |Common homophones (words that sound|
| |homophones with teacher support. | |common homophones (i.e. to, two; |homophones in writing. |in writing. |the same but have different |
| | | |there, their; here and hear) in a| | |spellings, such as hair/hare). |
| | | |guided activity. | | | |
|6 |Copies high frequency classroom |Applies sound- letter correspondence |Participates in group activities |Uses spelling patterns in |Spells correctly familiar words. |Spell correctly previously studied |
| |words. |to invented spelling. |focusing on word families. |invented spelling. Spells some| |words and spelling patterns in own |
| | | |Spells some sight words |sight words correctly. | |writing. |
| | | |correctly. | | | |
|7 |Spells own name correctly; copies |Uses invented spelling. |Recognizes correct spelling of |Uses spelling reference |Detects most spelling errors in |Notice when words are not correct, |
| |environmental print correctly. | |high frequency sight words. |material to check familiar |own writing; uses spelling |and use a variety of strategies to |
| | | | |words, and high frequency |reference material to correct. |correct (e.g., word lists, |
| | | | |words. | |dictionary). |
GRAMMAR
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Copies group writing to practice |Practices subject/verb agreement |Writes simple sentences with |Uses subjects and verbs that are |Uses subjects and verbs that |Use subjects and verbs that are in |
| |correct subject and verb |in group writing activities or |subject/verb agreement. Practices|in agreement. |are in agreement, including |agreement (we are instead of we is). |
| |agreement. |directed writing. |subject/verb agreement with | |collective nouns. | |
| | | |collective nouns in guided group | | | |
| | | |writing. | | | |
|2 |Labels illustrations or action |Uses present tense in group |Uses past, present, and future |Uses correct tenses in independent|Uses verb forms correctly in |Correctly use past (he talked), |
| |verbs. |writing activities. |tenses in group/guided writing |writing. |context. |present (he talks), and future (he |
| | | |activities. | | |will talk) verb tenses. |
|3 |Labels illustrations with common |Uses pronouns and common |Uses pronouns and compound nouns |Uses pronouns, adjectives, and |Uses correctly pronouns, |Correctly use pronouns (it, him, her),|
| |adjectives (colors, number, and |adjectives (colors, number, size) |in writing. |compound nouns correctly in |adjectives, familiar compound |adjectives (yellow flower, three brown|
| |size). |in group/guided writing | |writing. |nouns, and articles. |dogs), compound nouns (football, |
| | |activities. | | | |snowflakes), and articles (a, an, |
| | | | | | |the). |
|4 |Copies labels on illustrations |Identifies singular possessive |Writes simple sentences using |Uses singular possessive in |Uses and identifies singular |Identify and correctly write singular |
| |that show singular possessive |nouns in writing. |singular possessive nouns in group|writing in group activities and |possessive nouns. |possessive nouns (dog’s tail). |
| |nouns. (i.e. a girl and a book ( | |guided activities. |identifies singular possessive | | |
| |the girl’s book). | | |nouns. | | |
Punctuation
|1 |Copies a simple date sentence or |Writes the date in a sentence, |Uses commas for items in a series |Uses commas correctly when writing|Uses commas in dates and for |Use commas in dates (On June 24, 2003,|
| |address. (i.e. Today is Thursday,|uses commas for items in a series.|in group/guided writing |the date. Begins to use commas in|items in a series. Uses commas |she’ll be nine.), locations (Salem, |
| |July 10, 2003.). | |activities. Writes a simple date |a series in writing. Writes own |in locations and unfamiliar |Oregon), and addresses (421 Coral Way,|
| | | |sentence. |address correctly. |addresses. |Miami, FL), and for items in a series |
| | | | | | |(beans, corn, cucumbers, and squash). |
|2 |Practices placing quotation marks |Copies simple sentences that |Inserts quotation marks in text to|Inserts quotation marks in text to|Approximates correct use of |Approximate correct use of quotation |
| |around phrases. |include quotation marks (i.e. Tom |show that someone is speaking in |show that someone is speaking. |quotation marks to show that |marks to show that someone is speaking|
| | |says, “hi”). |group guided activity. | |someone is speaking. |(“You may go home now,” she said.). |
Capitalization
| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |
|1 |Copies geographical names and |Begins to use capitals with |Uses capitalization of familiar |Uses capitalization of familiar |Uses correct capitalization for|Capitalize correctly geographical |
| |holidays correctly. |teacher support. |geographical names and holidays in|geographical names and holidays in|familiar geographical names, |names, holidays, and special events |
| | | |simple sentences. |own writing. |holidays, and special events. |(We always celebrate Memorial Day by |
| | | | | | |gathering at the Rose Garden in |
| | | | | | |Portland, Oregon). |
Handwriting
|1 |Copies legibly. |Writes legibly, leaving space |Writes legibly in cursive and |Writes legibly in cursive and |Writes legibly in cursive and |Write legibly in cursive and |
| | |between letters in a word and |manuscript, leaving space between |manuscript, leaving space between |manuscript, leaving space |manuscript, leaving space between |
| | |words in a sentence. |letters in a word, words in a |letters in a word, words in a |between letters in a word, |letters in a word, words in a |
| | | |sentence, and between words and |sentence, and between words and |words in a sentence, and |sentence, and between words and the |
| | | |the edges of the paper by end of |the edges of the paper by end of |between words and the edges of |edges of the paper. |
| | | |the school year. |the school year. |the paper by end of the school | |
| | | | | |year. | |
SPEAKING AND LISTENING
o Listen critically and respond appropriately across the subject areas.
o Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas.
| |Beginning |Early intermediate |Intermediate |Early advanced |Advanced |Proficient |
|1 |Listens to a speaker. |Retells what a speaker said using |Retells what a speaker said using |Retells what a speaker said using |Retells by a speaker and states |Retell in own words and |
| | |pictures, single words or short |sentences. |both compound sentences. |the speaker’s main ideas using |explain what has been said|
| | |phrases. | | |content appropriate vocabulary. |by a speaker. |
|2 |Identifies a speaker’s topic using |Uses pictures, gestures, words and |Identifies prior experiences that |Identifies a speaker’s ideas and |Compares and contrasts prior |Connect and relate prior |
| |pictures or gestures. |short phrases to relate personal |relate to speaking topic using |similar ideas using graphic |experiences with those of a |experiences, insights, and|
| | |experiences to the speaker’s topic. |gestures and words. |organizers for comparison. |speaker using graphic organizers. |ideas to those of a |
| | |Identifies a prior experience that | | | |speaker (e.g., through |
| | |relates to a speaker’s topic using | | | |mapping, graphic |
| | |pictures or gestures. | | | |organization). |
|3 |Uses gestures and actions to respond to |Answers social questions with single |Responds to social questions |Responds to social and academic |Answers social questions |Answer questions completely and|
| |questions he/she understands. |words or short phrases. |using short phrases and |questions; includes more |completely and with elaboration; |with appropriate elaboration. |
| | | |sentences. |information when questioned about |answers academic questions using | |
| | | | |details (e.g., uses academic |content appropriate vocabulary and| |
| | | | |language when prompted by the |some detail. | |
| | | | |teacher). | | |
|4 |Connects objects with the sounds they |Identifies word patterns. |Identifies word patterns and |Identifies word patterns, repeated|Identifies the sound elements of |Identify the sound elements of |
| |make; participates in choral reading of | |repeated sounds. |sounds and rhymes. |literary language, including |literary language, including |
| |poems and familiar stories. | | | |rhymes, repeated sounds, and |rhymes, repeated sounds, and |
| | | | | |instances of naming something by |instances of naming something |
| | | | | |using a sound associated with it |by using a sound associated |
| | | | | |(such as hiss or buzz). |with it (such as hiss or buzz).|
VII. Science/ Social Studies Standards
• ORGANISMS
• Understand and describe the characteristics, structure, and functions of organisms.
• Recognize characteristics that are similar and different between organisms.
• DIVERSITY/INTER-DEPENDENCE
• Understand the relationships among living things and between living things and their environments.
• Explain and analyze the interdependence of organisms in their natural environment.
• THE DYNAMIC EARTH
• Understand the properties and limited availability of the materials which make up the Earth.
• Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.
GEOGRAPHY
• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
• View and draw simple maps and pictures to locate, describe, and show movement among places.
• Locate major physical and human (cultural) features of the Earth..
• Identify physical characteristics of places and compare them.
• Identify major physical features and describe how they are represented on maps, globes, and other tools.
• PROCESSES
• Prediction/inference/conclusion
• Classification of information
• Data collection
• Questioning strategies
• Interpreting data
• Scientific process
• Identify how peoples lives are affected by the environment
VIII. RESOURCES / MATERIALS
Resources and Materials – Non-Fiction
DK Publishing, Inc. Eye Wonder: Rain Forest: Open Your Eyes to a World of Discovery
DK Publishing, Inc. The Ultimate Jungle Sticker Book
Rigby. Under the Canopy
Ballance, Alison. Habitats of the World: Tropical Rainforests
Hinshaw Patent, Dorothy. Children Save the Rain Forest
Jenkins, Steve. Actual Size
Knight, Tim. Journey into the Rainforest
Lasky, Kathryn. The Most Beautiful Roof in the World
Ling, Judy. Animals of the Tropical Rain Forest
Telford, Carole and Rod Theodorou. Up a Rainforest Tree
Terborgh, John. Diversity and the Tropical Rain Forest
Resources and Materials – Fiction
Cherry, Lynne. The Great Kapok Tree
Cherry, Lynne. The Shaman’s Apprentice
Cowcher, Helen. Rain Forest
Craighead George, Jean. One Day in the Tropical Rain Forest
Collard, Sneed B. III. The Forest in the Clouds
Yolen, Jane. Welcome to the Green House
Worth, Bonnie. If I Ran the Rain Forest
RESOURCES
Project GLAD
Adams, Marilyn. Beginning to Read. Thinking and Learning about Print. MIT Press, 1990
Berman, et al, “Meeting the Challenge of Language Diversity”, California Legislature 1991
Blanton, William E. and Mormon, Gary B., “Research Relevant to Leqrning from Information Texts”, A paper presented at the IRA Conference, Anaheim, CA. September, 1987
Brain Research, Newsweek 2/19/96 and Time 2/3/96 – Summary of reports from UCI, UCLA, UC Berkley, Duke, and Baylor College of Medicine.
Brechtel, Marcia, Bringing It All Together, Dominie Press San Diego, 2001
Butler and Turnbill, Towards a Reading-Writing Classroom, Heinemann, 1984.
California State Department of Education, Crossing the Schoolhouse Border.
California State Department of Education, “English Language Arts Framework”, 1987
California State Department of Education, “Every Child a Reader: the California Reading Task Force” and “Reading Advisory”, 1995 and 1996, Sacramento, CA
Calkins, Lucy, The Art of Teaching Writing, Heinemann, 1986.
Chall, Jeanne S., Learning to Read: The Great Debate, New York, McGraw Hill, 1983.
Chall, Jeanne S., Stages of Reading Development, New York, McGraw Hill, 1983.
Clay, Marie, Becoming Literate, Heinemann, 1991 and An observation Survey of Early Literacy Achievement, 1993.
Clymer, T., “The Utility of Phonic Generalizations in the Primary Grades”, Reading Teacher, Vol. 50 (1996)
Shefelbine, J., Learning and Using Phonics in Beginning Reading, New York, Scholastic, Inc. 1995
Shefelbine, J., “Academic Language”, a presentation to the Spring Forum on Reading and the Second Language Learner, March, 1998.
Shefelbine, J., “Finding the Right Balance”, Point of View, America’s Agenda, Fall 1996
Smith, Frank, Reading Without Nonsense, Teachers College Press, Columbia University, 1985
Smith, Frank, Insult to Intelligence, Arbor House, 1986.
Willert, Mary K. and Kamil, Constance, “Reading in Kindergarten”, Young Children, May, 1985.
Wink, Joan, Notes from the Real World, Critical Pedagogy.
Winograd, Peter and Greenlee, Marilyn, “Sujdents Need a Balanced Reading Program”, Educational Leadership, Vol 43, #7, April 1986.
Wolfe, Pat. Workshop Notes pwolfe@.
Wong, Fillmore L., “Pacific Perspectives on Language Learning and Teacher”, TESOL, Washington, D.C., 1982
Woodburn School District, Literacy First Document, 2004.
Yopp, H., “Developing Phonemic Awareness in Young Children”, Reading Teacher, Vol. 45 (1992)
Zirkelback, T., “A Personal View of Early Reading,” The Reading Teacher, #6, February, 1984.
Practical Resources for Teachers
Eyewitness Books
Scholastic Rhyming Dictionary
Zoobooks
Naturescope, by Ranger Rick
Poetry: Shel Silverstein, Jack Prelutsky
501 Spanish Verbs, by Christopher Kendris, Ph.D.
. – Click on Images
Project GLAD
Woodburn School District
The Tropical Rainforest (3)
Planning Pages
I. FOCUS/MOTIVATION
• Big Book
• Observation Charts
• Inquiry Charts
• Cognitive Content Dictionary-Signal Word
• Environmentalist Awards
• Read aloud/short video disc
• Experiment-Banana bags
II. INPUT
• Graphic Organizer – Tropical Rainforest on the World Map
• Comparative Input- Tapir vs. Army ant
• Narrative-Kapok Tree
• Expert Groups- Layers of the Rainforest
• Pictorial Input- The layers of the rainforest
III. GUIDED ORAL PRACTICE
• Expert Group
o Team tasks
• T-Graph
• Picture Files
• Found Poetry
• Poetry /songs /chants
• Sentence Patterning Chart (Farmer in the Dell)
• Personal Interactions
• 10/2 negotiating for meaning
• Mind maps
• Reader’s Theater
• Author’s Chair
• Flex groups: ELD review
• Process Grid
IV. READING/WRITING
• Total Class
o Cooperative Strip paragraph
o Found Poetry
o Readers’ Theater
o 10/2
o Mini-lessons
• Small group/cooperative practice
o Team Tasks
o Process Grid
o Ear-to-ear reading
o Observation charts
o Flexible grouping leveled and heterogeneous
• Clunkers and Links
• Group frame for ELD student generated text
• Cooperative strip paragraph
o Team writing workshop
• Individual/Writer’s Workshop
o Individual tasks
o Interactive Journals
o Home/School Connections
o Learning Log
o Sketch and Write
o Writer’s Workshop
V. EXTENDED ACTIVITES FOR INTERGRATION
• Listen and sketch
• Reader’s Theater
• Art lessons
• Nature walk
VI. CLOSURE
• Process charts and Inquiry
• Graffiti Walls-Student generated Text
• Assess learning logs on-going
• Portfolio –
3 pieces of writing: expository (cause and effect or persuasive); narrative; found poetry
• Evaluation/learnings
• Reflection on hands-on experiment
• Group Evaluation
• Rainforest feud game
Sample Daily Lesson Plan
Day One
Focus and Motivation-
Intro Personal Story/Realia
Three rules/ Super Scientist awards
CCD-Signal word-TROPICAL-humid
Observation charts-Awards
Inquiry Chart “The Tropical Rainforest”
Pass out unit portfolios
Big Book
Input-
World Map -Awards
10/2 discussion
Focus and Motivation
Chant
Input
Layers Pictorial-Floor - Scouts
10/2 discussion
Learning Log – ELD review
Read aloud-Shaman’s Apprentice
Guided Oral Practice
T-graph
Team points
picture file
Free exploration
Categorize
Choose most scientific / share
Banana Experiment
Exploration report-Model
Chant- Is this the Amazon Rainforest? Yes Ma’am
Reading and Writing
Writers Workshop
Mini Lesson- Sketch to Plan
Writing time
Authors Chair-Scouts
Closure
Process Charts
Home/School Connection #1
Day Two
Focus and Motivation-
Review-Three rules/ Super Scientist awards
CCD-Signal word - Interdependence
Discuss Home/school Connection(*All students must share whole group)
Realia
Process World Map-Scouts
Review with word cards
10/2
Process Layers input chart - floor
Review with word cards
10/2
Chant-Here There-Harpy Eagle
INPUT
Narrative Input- Kapok Tree-Scouts
Pictorial input - add other layers
Comparative Input Ant/Tapir
GUIDED ORAL PRACTICE
Chant review
Review Banana Experiment – exploration report
Banana Experiment – model exploration report
Mind map - floor
READING/WRITING
Team Tasks
Review T-graph
Expert Groups
Canopy
Understory
Award team points for Team Tasks
Oral Team Evaluation
GUIDED ORAL PRACTICE
Chant –Save the Rainforest
CLOSURE
Big Book Review-conservation pages to tie into signal word-Scouts
Interactive Journals
Home/School connection #2
Day Three
FOCUS /MOTIVATION
• CCD /Signal word- Conserve
• Process Home/School connection- in groups
Award points
• Review rules
• Review Narrative with dialogue bubbles and word cards
Process behavior- Scouts
GUIDED ORAL PRACTICE
Chants add Layers of the Rainforest, Yes Indeed!
Review chants
Sentence Patterning Chart
-Flip Chant
READING/WRITING
Story Map-Scouts
Team task intro-
Review T-graph
Expert groups
Understory
River
Canopy
Emergent
READING/WRITING
• Process Grid Game
Fill in first row - Floor
• Writers workshop-Good leads
CLOSURE
• Interactive Journals/read and respond
• Process Inquiry Chart
• Home/School connection #3
Day Four
FOCUS/MOTIVATION
• CCD- students choose stumper word
• Review rules
INPUT
• Read Aloud-Rainforest- Helen Cowcher
• Comparative Input – Review with word cards
GUIDED ORAL PRACTICE
• Tropical rainforest Bugaloo
• Review Sentence Patterning Chart –
-Trading Game
READING/WRITING
• Process Grid Game – complete chart
• Cooperative Strip Paragraph (In each layer of the rainforest animals and plants are interdependent)
-read
-respond
-revise
• Intro team tasks
• Review T-graph
• Flexible group reading
o Cooperative strip paragraph/ struggling Readers
CLOSURE
• Process Inquiry Chart
• Interactive Journals
• Chant Review
Day Five
Focus and Motivation –
• CCD/Signal Word – Students Choose
• Review rules
Input
• Review Big Book
GUIDED ORAL PRACTICE
• I Can Spell
• Review Chants
READING/WRITING
• Review T-graph
• Team tasks
• Flexible group reading
Clunkers and Links
Group Frame / ELD story retell
• Team presentation/points
• Found Poetry
• Ear to Ear reading
• Listen and sketch
• Read the walls / using individual CCD
CLOSURE
• Process Inquiry Chart
• Parent Letter
• Chants with Teachers
The Rainforest
By Lynne Koenig
Alisha López
Sonia Kool
River
The lowest lying level of the Rainforest is the river. The Amazon River is the world’s second longest river. About 20% of the water in the ocean originally came from the Amazon. Along the banks of the river, there is a lot of shade. In the middle of the river, there is a lot of sunlight.
There are many distinctive water plants but only a few are especially common. These are Victoria lilies, water hyacinth, and water lettuce.
Some of the animals that you can find in the river or on the banks of the Amazon are river dolphins, piranhas, giant horned frogs, anacondas and basilisk lizards.
Rainforests have a diverse population full of natural resources of which the rest of the world is dependent.
Floor
The floor of the rainforest is carpeted with moss, decomposing leaves and other plant material. Small plants that need little light grow here, because the dense forest above blocks out most sunlight. This layer of the Rainforest is dark and humid.
Some plants you will find on the forest floor are fungi, pitcher plants, and the Venus fly trap.
Some of the animals and insects that live on the Rainforest floor are wild pigs, tapirs, small deer, frogs, anteaters, armadillos, tarantulas, mites, ants and termites.
Rainforests have a diverse population full of natural resources of which the rest of the world is dependent.
Understory
The understory is the layer from the floor up to 65 feet. It is made up of diverse plant, animal and insect life. The understory receives some filtered sunlight and it is lit with a greenish glow and is very damp. It contains young trees and leafy plants that tolerate low light. Many popular house plants come from this layer.
Some of the plants that live in the understory are gingers, passionflowers, orchids, monsteras, and tassel ferns.
Some of the animals that live in this layer are the slow loris, vine snake, three-toed sloth, heliconia butterfly, and saddleback caterpillar.
Rainforests have a diverse population full of natural resources of which the rest of the world is dependent.
Canopy
The tall trees in this layer block the sun from the lower layers as well as catch the majority of the rain. This leafy environment is full of life.
Plants in the canopy include trees, thick, snake-like vines called lianas and epiphytes, such as mosses, lichens, and orchids.
Butterflies, spiders, toucans, snakes, and the howler and squirrel monkeys, are all creatures that live in the canopy.
Rainforests have a diverse population full of natural resources of which the rest of the world is dependent.
Emergent
The emergent layer has trees that break through the rainforest canopy. The tallest trees tower as much as 200 feet above the forest floor with trunks that measure up to 16 feet around. This area is full of birds and gets more sun. These trees enjoy the greatest amount of sunlight but also must endure high temperature, low humidity, and strong winds. Big trees are important components of the rainforest, as they provide habitat for animals and other plants, called epiphytes.
There are many unknown plants in the forest but some of the plants we know of are the Kapok tree, Capirona Crown, and several types of epiphytes.
Some of the animals of the rainforest are the Harpy, spider monkey, bat, moth, and the macaw.
People
Life in the Amazon is hard; most work is done with physical labor. Men work on construction of houses and canoes, tending crops, hunting and fishing. While women take care of children, cooking, and household chores. The Rainforest and rivers are home to a diversity of cultures that come from two main groups: indigenous people who originally lived in the Rainforest and settlers who arrived since the first explores “found” South America.
Most children of the Amazon Rainforest go to school free of charge. However, in general, classrooms only have desks and a blackboard. The children’s parents must buy all books and pencils.
Products
The Amazon Rainforest is the world’s greatest natural resource. More than 20% of the world oxygen supply comes from there. Much of our food and medicines also come from Rainforests. Chocolate, coffee, bananas, and even gum come from the rainforest. Gum is made from the chicle tree. There are many medicinal plants and trees found in the Rainforest, such as Quinine, Cat’s claw, and Angel’s Trumpet. Indigenous healers, called shamans, have been using these plants for many years. Latex and lumber also come from the Rainforest. Latex is used to create rubber for products like shoes and tires. Lumber is used to build houses and furniture.
Deforestation
Deforestation is the chopping down and clearing of trees and plants creating erosion and leading to the loss of homes for living creatures.
• The diversity of the plant and animal life of the Amazon is becoming threatened by the loss of habitat due to deforestation in this region.
• Of the 55,000 plant species in Brazil, 25,000 are already threatened with extinction.
• The loss of tree decreases oxygen supply.
• Forty species and 20 acres of rain forest are destroyed per minute.
Flooding is becoming more of a problem as deforestation increases. Rainforests protect low lying land from flash flooding. The vegetation root systems absorb water and the different layers of the forest of decent or heavy precipitation.
Glossary
Amazon River- the world's second longest river, located in South America
canopy- the third layer of the rainforest which is formed from the crowns of trees
components- parts of a whole
creature- a living being of any kind
culture- the habits, traditions and beliefs of a group of people
damp- moist or wet
decompose- to break down over time
decrease- to lessen or make smaller
deforestation- to remove trees, or entire forests
dependent- to rely on for aid or help
diverse- having many differences
emergent- the topmost layer of the rainforest, where only a few trees reach above the canopy
endure- to last, continue or remain
environment- surroundings
floor- the bottom layer of the rainforest
humid- hot and moist
increase- to become greater in size
indigenous- native born in a place
medicinal- having the property of healing
natural resource- something that comes from nature
population- the number of people or species in a specific area
precipitation- any type of moisture that comes from clouds
river- considered a layer of the rainforest
shaman- a healer or medicine man that uses plants and herbs which contain medicinal properties
threaten- to endanger
understory– layer of vegetation below the rainforest canopy where limited sunlight penetrates
vegetation- plant life
Layers of the Rainforest
Pictorial Input Text
|-There are four layers of the rainforest, the floor , understory from the|Label layers and feet. |
|floor to 65 feet, canopy, 65-130 ft | |
|and the emergent layer.130-165 feet | |
|-The river is a special area on the forest floor. | |
| | |
|Forest floor |Draw the river. |
|-On the forest floor ants* chew and spit out leaves. | |
|-There are more ants than any other creature in the rainforest. | |
|-In the heat and moisture of the rainforest floor, fallen logs and | |
|decomposing leaves rot quickly with the help of bacteria, fungi* and |Draw/label ants. |
|insects*. |Picture of ants |
|-This thin layer of decomposed matter creates humus, which allows new | |
|plants to grow. | |
|-One animal that you might find on the rainforest floor is the tarantula,* |Draw and label fallen log, fungi and decomposing leaves. |
|which could be as large as a man’s fist. |Pictures of fungi and insects. |
|-Anteaters* also roam the forest floor. They eat only ants, using their | |
|long, sticky tongue, because they have no jaws or teeth. | |
|-You will also find lizards* and other reptiles, tapirs*, and peccaries on |Draw and label humus. |
|the forest floor. | |
|-Scientists believe there are over 30 million different kinds of plants in |Draw and label tarantula. |
|the world, and over half of them are found in the rain forest. |Picture of tarantula. |
|-Some of the plants are: pitcher plant, venus fly trap and other shrubs. | |
| |Picture of anteaters. |
| | |
| | |
| | |
| |Pictures of lizards, tapirs. |
| | |
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| |Picture of pitcher plant. |
| | |
|River | |
|-The Amazon River runs through the forest floor. It is the largest |Label Amazon. |
|river in the world. | |
|-In some places where the river is slow moving, shallow and swampy, | |
|many plants including water hyacinths grow quickly on the surface of | |
|the water. |Draw and label water hyacinth. |
|-Along the river bank trees and plants form a wall of green | |
|-Because there is plenty of sunlight plants grow thick and tangled. | |
|-The mangrove trees’ roots anchor the tree at the river’s edge. | |
|-The manatee*, also known as the “sea cow,” eats water plants as it | |
|slowly swims through the river. |Draw trunks of trees. |
|-The archerfish* is skilled at spitting. When the archerfish hunts | |
|for insects above the water, it can make a direct hit of up to 5 ft. |Draw foliage. |
|away. | |
| |Label mangrove. |
|Understory | |
|-The understory is lit with a greenish glow and the air is still, hot|Picture of manatee. |
|and humid. | |
|-The jaguar* is the king of the Amazon because he is the largest cat.| |
|He eats meat and prowls the river bank to catch fish with its paws. |Picture of archerfish. |
|-There are many species of tree frogs.* They need a lot of water. | |
|During the day when it is hot, they hide in the shadows of leaves to | |
|stay cool and hydrated. They hunt at night. The frog has sticky | |
|pads on its toes so that it can grip wet leaves and stems. | |
|-Ferns* can be found in the understory, unpalatable to most | |
|herbivores, so they are left alone. Although ferns are found in many | |
|layers, Epiphytic ferns are found in the canopy. They need water to | |
|reproduce but are drought-tolerant. | |
|-Rubber tree* is one of the best-known rainforest plants. Its sap, |Draw and label jaguar. |
|known as latex, is used to make many kinds of rubber that resist | |
|heat. | |
| | |
|Canopy- | |
|-More wildlife lives in the thick leaves and branches of the canopy |Draw and label tree frog. |
|than anywhere else in the rainforest. |Picture of tree frog. |
|-Monkeys chatter, reptiles scamper, and strange creatures cling to | |
|overhanging branches. | |
|-The branches of the trees are covered by many kinds of epiphytes | |
|including, bromeliads, orchids and some kinds of ferns which grow | |
|piggy back on the bark | |
|-Here lianas and strangler figs climb up the trunks of the many |Picture of fern. |
|trees. | |
|-Squirrel monkeys live in groups of 30 or more friends or family, | |
|they eat fruit, birds eggs and spiders, they are very agile and speed| |
|through the canopy | |
|-The three-toed sloth moves slowly among the branches. It may have | |
|many species of insects living among its moss-covered coat that could| |
|not survive any other place. The sloth only climbs down to the forest| |
|floor to defecate once a week. As the sloth defecates all of the | |
|insects in its coat jump off and lay their eggs in the warm fecal | |
|matter. The sloth then covers the feces with leaves, protecting the | |
|newly laid eggs. |Draw and label rubber tree. |
| |Picture of rubber tree. |
| | |
|Emergent Layer | |
|- In the emergent layer the blazing sun shines and much rain falls. | |
|Most of the trees in the emergent layer are broad-leaved, hardwood | |
|trees. They tower above the forest canopy, some taller than a | |
|15-story building. This is the home of many birds, butterflies and |Draw umbrella of tree tops w/ trunks(3). |
|other animals. | |
|-Emergent trees are exposed to greater changes of temperature, wind, | |
|and rainfall than trees in the other layers of the rainforest. | |
|Sunlight is plentiful and the trees are exposed to drying winds. To | |
|hold water, leaves often have thick, waxy layers. Trees in the | |
|emergent layer develop winged seeds that are scattered by the |Draw and label epiphytes. |
|frequent winds. | |
|-One of the best-known emergent trees is the kapok tree also known as| |
|the silk cotton tree. It can grow to a height of 150 feet or more. | |
|Its trunk can grow to a diameter of 9 ft. the kapok tree has buttress|Draw and label lianas and strangler fig. |
|roots that anchor it to the forest floor. Its crown can spread the |Picture of squirrel monkey. |
|length of two football fields. Epiphytes live on it, and many | |
|animals use it as their home. Its seeds are spread by fruit bats. | |
|Many plants and animals depend on the kapok tree for food and | |
|shelter. | |
|Animals |Picture of sloth. |
|Butterflies, like birds, travel among all the layers of the | |
|rainforest. blue morpho butterflies have tiny overlapping scales | |
|covering their wings that give them their blue color. Their | |
|underside is brown which helps them blend in with their surroundings | |
|when their wings are folded in. Blue morpho butterflies drink their | |
|food instead of eating it. They use their proboscis (a long | |
|protruding mouth part) to drink their food. | |
| | |
|-The common marmoset* is the size of a squirrel and it darts among | |
|the tree tops catching frogs, lizards and insects. | |
|-The harpy eagle,* whose scientific name is Harpia harpyja, has | |
|speckled brown feathers and a wingspan of up to 7 ft. It weighs up | |
|to 18 pounds, and its talons are longer than a grizzly bear’s claws. | |
|It builds its nest from 90-130 feet high in the emergent trees. Due | |
|to a shrinking habitat, the harpy eagle is endangered. This bird is | |
|so protective of its young that it will fiercely attack any predator | |
|that threatens them. The harpy eagle has even been known to seize | |
|and carry monkeys, sloths and snakes high into the canopy to consume | |
|them. Native peoples occasionally hunt the harpy for food and | |
|feathers. | |
|-Interdependence and bio-diversity are essential in the tropical | |
|rainforest. Although each layer has its own ecosystem, they are all | |
|interdependent. One layer’s habitat could not survive alone. | |
| | |
| | |
| | |
| | |
| |Draw sun. |
| | |
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| | |
| | |
| |Draw and label some emergent trees. |
| | |
| | |
| | |
| | |
| | |
| | |
| |Draw wind and winged seed. |
| | |
| | |
| | |
| |Label kapok tree. |
| | |
| | |
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| | |
| | |
| | |
| | |
| |Picture of fruit bat. |
| | |
| | |
| | |
| | |
| | |
| |Draw and label blue morpho butterfly. |
| | |
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| | |
| |Picture of marmoset. |
| | |
| | |
| | |
| |Picture of harpy eagle. |
| | |
| | |
| |Label 7 ft. wingspan. |
| |Label weight: 18 pounds. |
| | |
| |Draw nest. |
| |Label 90-130 ft. |
| | |
| |Write endangered. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |Write interdependence along side, with arrows pointing up and down. |
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I Can Spell
I can spell ant A-N-T
I can spell bird B-I-R-D
I can spell tapir T-A-P-I-R
But I can’t spell interdependence!
I can spell nut N-U-T
I can spell tree T-R-E-E
I can spell liana L-I-A-N-A
But I can’t spell interdependence!
I can spell sun S-U-N
I can spell rain R-A-I-N
I can spell biome B-I-O-M-E
But I can’t spell interdependence!
I can spell fig F-I-G
I can spell frog F-R-O-G
I can spell fruit F-R-U-I-T
But I can’t spell interdependence!
Yes, I can! Yes, I can!
I-N-T-E-R-D-E-P-E-N-D-E-N-C-E
By: Heidi García and Alisha López
Name______________________________ Date_______________
The Tropical Rainforest
Home/School Connection #1
Talk with your family about what you have learned about the tropical rainforest.
Ask your family to tell you two or 3 things they know about the tropical rainforest. Have they ever been in a tropical rainforest?
Parent:_________________________________________________
Nombre_________________________________ Fecha________
Unidad de la Selva Tropical
Conexión Entre Escuela y Hogar #1
Habla con tus padresy explícales lo que has aprendido sobre la selva tropical.
Pregúntale a tu familia que to diga 2-3 cosas que sabe acerca de la selva tropical. ¿Ha estado alguna vez en la selva tropical?
Padres:_____________________________________
Name______________________________ Date_______________
The Tropical Rainforest
Home/School Connection #2
Tell your parents about an interesting tropical rainforest animal.
Ask your parents to tell you about an interesting animal.
Parent__________________________________________________
Nombre_________________________________ Fecha________
Unidad de la Selva Tropical
Conexión Entre Escuela y Hogar #2
Habla con tus padres acerca de un animal interesante de la selva tropical. Pregúntales a ellos sobre un animal interesante.
Padres______________________________________________
Date_______________
Project GLAD
THE TROPICAL RAINFOREST UNIT
HOME/SCHOOL CONNECTION #3
Tell your parents about one of the layers of the rainforest.
Go outside with your parents and observe what is happening in the top layer of a tree. Draw or write about one or two things that you observed.
Parent: Student:
Nombre_________________________________ Fecha________
PROYECTO GLAD
UNIDAD de la SELVA TROPICAL
CONEXIÓN ENTRE LA ESCUELA Y HOGAR #3
Habla con tus padres y explicáles acerca de una de las capas de la selva tropical.
Sal afuera con tus padres y observen juntos que está pasando en la capa más alta de un árbol. Dibuja o escribe acerca de una o dos cosas que observaron.
Padre: Estudiante:
Name______________________________ Date_______________
The Tropical Rainforest
Home/School Connection #4
Talk with your parents about what you learned about medicinal plants that are found in the rainforest.
Ask your family if they have home remedies that come from plants, and what they treat.
Parent__________________________________________________
Nombre_________________________________ Fecha________
Unidad de la Selva Tropical
Conexión Entre Escuela y Hogar #4
Habla con tus padres y explícales lo que has aprendido sobre las plantas medicinales de la selva tropical.
Pregúntale a tu familia si tiene remedios caseros que vienen de plantas, y qué curan.
Padres_____________________________________________
Forest Floor
Plants
The forest floor is humid, like a hot steamy shower. Most plants on the moist, humid rainforest floor are not green because they get very little sunlight. In this area it is too dark for grass to grow. Instead, fungi grow in abundance. The fungi and rotting leaf litter provide food for thousands of tiny creatures like beetles, ants, and wood lice. The fungi help the leaf litter to rot. The rotting leaves give off nutrients, which trees and plants take up into their roots to help them grow. To continue the cycle, these trees and plants provide leaf litter that the fungi will cause to rot and give off nutrients. The fungi and other plants and trees of the rainforest are interdependent.
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Animals
Many animals and insects live on the forest floor. The army ant resides in colonies of up to one million ants and lives in nests called bivouacs. Bivouacs are sometimes made from the ants lying on top of each other. Army ants are considered key predators of the rainforest eating other ants, insects or arthropods from the forest floor, helping to maintain balance between the species.
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Emergent layer
Plants
In the emergent layer the blazing sun shines and much rain falls. Most of the trees in the emergent layer are broad-leaved, hardwood evergreens. One of the best-known emergent trees is the kapok tree. It can grow to a height of 150 feet or more. Its trunk can grow to a diameter of 9 ft. Trees in the emergent layer are exposed to greater changes of temperature, wind, and rainfall than trees in the other layers of the rainforest. Sunlight is plentiful and the trees are exposed to drying winds. To hold water, leaves often have thick, waxy layers. Trees in the emergent layer develop winged seeds that are scattered by the frequent winds. Many plants and animals depend on the kapok tree for food and shelter.
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Animals
Like birds, butterflies travel among all the layers of the rainforest. Blue morpho butterflies have tiny overlapping scales covering their wings that give them their blue color. Their underside is brown which helps them blend in with their surroundings when their wings are folded up. Blue morpho butterflies drink their food instead of eating it. They use their proboscis (a long protruding mouth part) to drink their food. While blue morpho butterflies spend some time in the understory they have also been seen above the trees by people in airplanes flying overhead.
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River
Plants
Riverbanks are alive with wildlife and vegetation. Mangrove trees grow in wet, muddy soils at the shady edge of the river. In order to support themselves they have several aerial, pitchfork-like roots. These roots grow out of the trunk and anchor themselves in the soil. This traps soil and helps to hold the tree in place. It also keeps the soil from getting washed away. Bacteria, fungi and algae thrive in this trapped soil and in the leaves that fall from trees. Other animals depend on the bacteria, fungi and algae for their food.
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Animals
The basilisk lizard lives near the river and can protect itself from its enemies in two ways: it can use camouflage to hide from them or it can run on water to escape. Its back feet have long toes with flaps of skin between them so it can skid across the surface of the water. It eats insects, flowers, small snakes, fish and baby birds. The predators of the basilisk are large mammals and birds of prey. The basilisk lizard’s teeth are fused to the inner sides of its jaws. It has a long, whip-like tail and a body covered with overlapped scales.
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Canopy Layer
Plants
The canopy is a very crowded area of the rainforest. In the canopy plants and animals have everything they need: food, water, sunlight, shade and shelter. One plant in the canopy is the strangler fig. Its roots sprout in the canopy when its fruit is eaten by birds and other animals, which leave the seeds on tree branches. As it grows, the seedling fig sends down long roots to the ground. From there it begins to surround its host tree. It grows quickly and eventually strangles the host tree. The strangler fig gets its moisture directly from the rain and through their root systems on the forest floor. The strangler fig and the birds and monkeys that eat its fruit are interdependent. The strangler fig provides fruit and homes for the animals. The animals help the fig to reproduce by eating its fruit and depositing its seeds on branches where it can grow.
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Animals
More animals live among the thick leaves and branches of the canopy than anywhere else in the rainforest. One of the animals found in the canopy is the green tree python. Pythons are carnivorous. They usually devour any small animal they come across, including lizards, birds and tree-living animals such as possums and bats. A python’s coloring camouflages it so that as it lies still waiting for food its predators can’t see it. Remaining completely still also protects the snake from predators.
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The Understory
Plants
The rainforest understory is a dark and gloomy area. It is very still in this layer because the trees above block the wind. One plant that grows in the understory is the bromeliad. Bromeliads are related to the pineapple family. Most bromeliads grow on the branches of trees. Their roots are used only to anchor the plant, not to obtain nutrients. Their thick, waxy leaves form a bowl shape in the center for catching rainwater. Some bromeliads can hold several gallons of water. They provide homes for many creatures, including frogs and their tadpoles, salamanders, snails, beetles and mosquito larvae. Those that die decompose and furnish the plant with nutrients. In this way the animals and the bromeliads are interdependent.
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Animals
The blue arrow tree frog ranges in size from 1½ to 2½ inches. The frog likes the dark moist environment of the understory. It eats termites, crickets, ants and fruit flies. Not many predators can survive the poison of a poison arrow frog. It has about 200 micrograms of poison in its system. It would take only two milligrams of this poison to kill a person. However, poison arrow frogs can be helpful. Scientists have found that an extract from the frog’s skin can block pain in humans.
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|Layers |Plants |Moisture and/or Sunlight |Animals |Interdependence |Interesting Facts |
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|Emergent | | | | | |
| | | | | | |
|Canopy | | | | | |
|Understory | | | | | |
|Floor | | | | | |
|River | | | | | |
|Layers |Plants |Moisture and/or |Animals |Interdependence |Interesting Facts |
| | |Sunlight | | | |
| |Kapok Tree |Hot sun |Harpy eagle |Kapok tree – shelter for plants and |Leaves have thick waxy layer |
|Emergent | |Much rain | |animals | |
| | |Drying winds |Blue morpho butterfly | | |
|Canopy |Strangler figs |Sun and shade |3-toed sloth |Plants – food and shelter for animals |Contains the most animals |
|Understory |Ferns |Hot and humid |Jaguar |Tree frog – leaves help it stay cool and |Blue arrow tree frog has 200 |
| | | | |shelter |micrograms of poison |
| |Rubber Tree |Greenish glow |Tree frog | | |
|Floor |Fungi |Humid |Army ant |Trees/plants – rotting leaf litter |More ants than any other |
| | | | | |creature on forest floor |
| | |Dark | |Fungi, rotting matter – food for beetles,| |
| | | | |ants, woodlice | |
|River |Mangrove tree |Much sunlight |Manatee |Trapped bacteria, fungi, algae – |Archer fish hunts by spitting up|
| | | | |Food for animals |to 5 ft. |
| |Water hyacinth |Shady edges |Basilisk Lizard | | |
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Process Grid
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