Elizabethhurtadoportfolio.weebly.com



Happening Habitats- From Ecosystems to Biomes: Where do you Fit In?This is a school wide unit on habitats designed with strong environmental components. Enclosed in this recycled binder, you will find lesson plans and activities broken into first and second grade, third and fourth grade and fifth and sixth grade. Each section is set in what we believe to be a logical order. However, we know that circumstances change, so feel free to pick and choose what is relevant to you and your student’s needs. This unit is planned to take two to three weeks to complete.To add to the entire unit, we have also taken the liberty to design a website that the students can use to add their own habitat photos, add posts to the blog question(s) and find credible links for research. access the website please email Elizabeth at ehurtwsp@ and she will add you as an editor to the page. This way, you can update the blog questions, upload the student’s photos, and add new links or content that you desire.Other Rainforest Literature--Rainforest?by Michael George, 1992, Creative Education, Minnesota.Beautiful illustrations, great information.Tropical Rainforest?by April Pulley Sayre, 1994, Twenty-First Century Books, New York, NY.Part of a series, very informative, more difficult reading level, few pictures.Rainforest: Lush Tropical Paradise?by Jenny Wood, 1991, Gareth Stevens Children's Book, Milwaukee. Great book, shows canopy and map, very informative on plants and animals.At Home in the Rainforest?by Diane Willow, illustrated by Laura Jacques, 1991, Charlesbridge Publishing, Watertown, MA.What Do We Know About Rainforests??by Brian Knapp, 1991, Peter Bedrick Books, New York, NY. Part of a series, great information.Exploring the Rain Forest?by Mattias Klum and Hans Odoo, 1997, Sterling Publishing Company, Inc., New York, NY. Describes the variety, beauty, and interrelatedness of plant and animal life found in rainforests in Costa Rica, Brazil, Nigeria, and Borneo.Nature's Green Umbrella, Tropical Rain Forests?by Gail Gibbons, 1994, Morrow Junior Books, New York, NY. Describes the climatic conditions of the rainforest as well as the different layers of plants and animals that comprise the ecosystem.Rainforests and Reefs?by Caitlin Maynard, Thane Maynard and Stan Rullman, 1996, Franklin Watts, New York, NY. Journal of a 14-year-old who went to Belize and wrote about her experiences and observations, also includes many postcards, photos, and other writing samples.Here is the Rainforest?by Madeleine Dunply, illustrated by Michael Rothman, 1994, Hyperion Books for Children, New York, NY. Repetitive poem about the rainforest and the plants and animals that live in the rainforest. Has good accurate information. Forests and Jungles?by Rae Bains, illustrated by Joel Snyder, 1985, Troll Associates, Mahwah, NJ. Explores the rainforest biome, elementary level.Resources found at Activities to the Rainforest Habitat Lessons-Each student should have a recycled folder or binder to keep all of their information on rainforests in. They can decorate it how they wish when or if they finish early with any of the activities they will be doing. (I recommend supplying them with cut out pictures of rainforest plants, animals and native people.)Have a wall in the room set up for fact adding by the students. This could be a bulletin board or large sheets of paper designed around attributes of the rainforest habitat.What I Know & What I Would Like to Know about the Rainforest sheet (see attached). Students will write in the left column what they already know about a tropical rainforest and in the right they will write what they would like to learn about it. Give them about 10-15 minutes to write their responses and collect the sheets. Then have a group discussion and make a class chart on the information that they would like to investigate.Amazon Interactive Website and Worksheet. Students should access the website: and fill out the activity sheets. If computers are limited have students work in pairs. 20-30 minutesAt Home in the Rain Forest. Read this book to your class and have them discuss what they have just learned about the rainforest. (Add to chart if you wish.)*Please note that in the binder is a description of how to prepare for this unit. It includes what the students will need, what the teacher will need and how to immerse the students in the actual rainforest. The following page gives directions and information on a field trip to the Milwaukee Public Museum. Also, it should be noted that there are some KWL sheets, and possible worksheets that the student’s can fill out on their own time.**The introduction lesson of Habitat Lap Sit is also in the binder. This lesson was modified from:. Council for Environmental Education. (2011). Project WILD K-12 Curriculum and Activity GuideThe Web of LifeTo begin the unit, students made observations and entries in their journals about their school yard and backyard habitats. This lesson is designed to extend the previous lesson by demonstrating the intricate web of life and how it is necessary to support an ecosystem.Time: 45 minutesGoals/Standards:(Environmental Education)B.8.3 Knowledge of Environmental Process and Systems: Explain the importance of biodiversity-B.8.5 Knowledge of Environmental Process and Systems: Give examples of human impact on various ecosystems.(Science)F.8.8-Populations and Ecosystems: Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planetF.8.9-Diversity and adaptations of organisms: Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species.Objectives:Students will be able to explain the importance of biodiversity.Students will be able to give examples of the affect of human impact on an ecosystem.Students will hypothesize what happens when an organism goes extinct to the surrounding ecosystem.Materials:The Great Kapok Tree by Lynn CherryLong ropeJournalsProcedures:Read The Great Kapok Tree and discuss the different perspectives voiced throughout the book.Have students construct a biodiversity chart of their habitat, based on their observations from previous lesson. Make sure the number listed is as many as there are students in your classroom.Have students stand in a large circle. The rope will represent the links between every living thing. One person starts and names what they are from the list. As a class, decide how that is linked to something else on the chart.Pass the rope to that person or organism.Continue this until the rope is passed to everyone.Remind students that everything is connected in some way to their environment and is dependent on each thing for survival. EXPAND- What happens when something is taken away? How does this happen? Give me examples of what humans may do? What if a predator is taken away or goes extinct? What happens to the prey animals? Do the prey animals then eat all the vegetation and so on? When vegetation is gone, do the prey animals seek other sources, like homes? What are adaptations? Is this how animals survive? How do you know that? Can you give me an example? What does survival of the fittest mean to you? Do humans have an advantage?Show a picture of an Ocelot and state: Keep this in mind- could the animal, ocelot (located in tropical rainforest) survive in our habitat? Tell students to write down their theories in their journals. (Setting an introduction to the importance of environmental preservations)Questions:-See EXPANDAssessment:ParticipationAnecdotal notes taken on student responses for future instruction.Modified from the Rainforest Alliance Learning Site at: educationGraphing Biome Precipitation and TemperatureWhen locating and understanding the different biomes of the world, precipitation and temperature are important factors that must be taken into consideration. Time: 45 minutesGoals/Standards:(Math)CCSS.5.MD.1. - Convert like measurement units within a given measurement system.1. Convert among different-sized standard measurement units within a given measurement system and use these conversions insolvingmulti-step, real world SS.5.G.1 – Graph points on the coordinate plane to solve real-world and mathematical problems2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.(Environmental Education)A.8.5- Questioning and Analysis: Use the results of their investigations to develop answers, draw conclusions, and revise their personal understanding.(Information and Technology Literacy)A.8.3-Media and Technology: Use a computer and productivity software to organize and create information. Plot and use different types of charts and graphs.(Science)E.8.3-Earth and Space Science: Using the science themes during the process of investigation, describe climate, weather, ocean currents, soil movements and changes in the forces acting on the earth.(Social Studies)A.8.5-Geography: Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases.Objectives:Students will identify the major biomes of the world.Students will identify which biome they live in and it’s average temperature and precipitation.Students will correctly convert Celsius to Fahrenheit.Students will use a computer program to graph their data on temperature and precipitation.Students will analyze their data and compare temperature and precipitation.Materials:ComputersPencilPaper/Math notebooksSmart Board Procedures:Have students pair up and use the website: . Here they will read and find the average temperature and precipitation in the respected biomes. Temperatures will be in Celsius and Fahrenheit.On the Smart Board- Have the equations to convert displayed. To find Fahrenheit- Celsius x 1.8 + 32. The answer in Fahrenheit is listed on the page so students can check their answers. After checking their equations have the students visit: . They will then click on bar and design a bar graph that represents their data. Have them do one for temperature in Fahrenheit and one for precipitation in cm.Students will print out their graphs and use for a class discussion analyzing the data on biomes. Ask them what biome they live in and what is the average temperature and rainfall.Collect graphs for assessment.Questions: (Examples)How much rainfall does the tropic rainforest receive on average? How does this compare with its average temperature? Do tropical rainforest receive their rainfall consistently throughout the year or does it happen mostly in certain months?What biome has the coldest weather? Do animals live in that biome? Do you know any? What do they need to survive in that climate/habitat? Why do you think that?Assessment:Assess participation and take anecdotal notes on student answers during group discussion.Checklist-Biomes ListedFahrenheit Conversions EquationsGraphs: Title, x-axis, y-axis, labeled in correct units.Layers of the Rainforest Activity:Have students visit the website: . This website is cool because it is designed by other kids. Be sure to mention that to the students.Have students work in pairs and click on Layers, Plants and Animals tabs and read the information. They will fill out a worksheet on the layers of the rainforest. (see attached)Students will also write down one new or learned fact on the rainforest and post it up on the fact wall. If someone has already used their fact, they must find another.When everyone is done hold a class discussion about the layers and read the new facts. Ask the students if they had a choice, which layer would they like to live in and why?Name_____________________Layers of the RainforestEmergentFacts: Animal: CanopyFacts:1.2.3.Animal:1. UnderstoryFacts:1.2.3.Animal: 1.Forest FloorFacts: 1. 2. 3.Animal:Answer Key:The rainforest has four layers. They is the forest floor, the understory, the canopy and last there is the emergent layer. First there is the forest floor which is on the bottom. The forest floor is 0 feet above the ground. Next there is the understory. The understory is 0 feet to 60 feet above the ground. Then there is the canopy. The canopy is 60 feet to 130 feet and last but not least the emergent layer is 130 to 160 feet above the ground.The air near the forest floor is hot and humid.? Only two percent of the light that reaches the canopy can get through to the forest floor, so the forest floor is dim.? This dim light slows the growth of many light demanding plants.? In some of the deepest jungles the ground is a maze of scattered fallen leaves, roots, branches and twigs.? When a tree falls down everything is very different because the extra light allows lots of lianas, herbs and saplings to grow.?The canopy is the second highest layer of the rainforest.? It's like a dense roof of trees over the ground.? It's 80 to 150 feet above the ground and is always green and leafy.? It shields the ground from the sun and light rain, though heavy rains do find?their way through.? Some creatures up there never go to the forest floor.? Many butterflies, such as the tawny rajah, live up here.? Many trees up here have leaves that end in a narrow point, which helps get water off the leaf.? If the water didn't get off the leaf, algae or liverworts could grow on it.?It is very hard for scientists to study the rainforest canopy, because it's so hard to reach.? So they build walkways up in the trees so that they can just walk around up there.This small amount of light encourages the plants to think of smart ways to survive. Did you know there are such things as solar collecting dark green leaves?? Plants that survive in the understory?include dwarf palms and soft stocked species like the ginger family.? These plants can grow up to 12 feet in length.? Many plants in the understory rely on insects for their food.? Others have fruit on their trunks.? Many animals live in the understory, such as snakes and frogs.? This layer also has the largest amount of insects.????The emergent layer is the tallest layer in the rainforest.? It's made up of a few wide, tall trees that grow taller than the trees of the canopy.? They all have small, waxy leaves.? Large birds such as harpy eagles fly among the branches.? The plants are made for living in the dry conditions of the 130 to 250 foot high emergent layer.?The trees up here are much more windblown than the trees of shorter layers.? Their seeds are spread all over the forest by strong winds.? Some trees go leafless for short periods of time, but almost never shed all their leaves.?Many of the animals living up here are birds, such as contures, but some monkeys also live, "at the top," such as the black-and-white colobus monkeys, which live in Africa.?Some plants start growing on the forest floor, then grow up a tree to the emergent layer, where the plant can get light.Supply and Demand Lesson (Written by Lisa Knight, found on )Time: 45 minutes This lesson allows for personal involvement in the concept of supply and demand which helps the students see how it relates to their everyday life. You can use any of the products from the previous rainforest activity.Objectives: (Students will be able to:)1. Define the terms supply and demand.2. Identify what happens when demand exceeds supply.3. Identify what happens when supply exceeds demand.4. Explain how supply and demand affects choices such as: careers, types of cars made, etc.5. Give recent examples of instances where demand exceeded supply and the results.6. Explain how economic stability or affluence affects supply and demand.Materials:Teacher materials: tokens, prize for each student in the class (it can be something as simple as chocolate kisses)Student materials: pencil, 3 index cardsProcedure:1. Students will be given a box of tokens with at least two different colors in it and asked to select any number of them from 1 to a handful.2. Place a value on the tokens. (Make certain this is done AFTER students have already selected their tokens.)3. Pull out an object students would desire to win and let the students know that they will only receive an "A" on this lesson if they own this selected item of which you happen to have EXACTLY one of. You will announce the bidding to be open at 10 and they may use their tokens to purchase the item.4. Continue auction until a student has paid a high price for this item and received it. Then pull out a large supply of the very same item just sold while announcing that you do just happen to have a few more of these items and you're willing to open the bidding at 1. WAIT & WATCH REACTION!5. Write supply and demand on board. Ask the individual who bought the overpriced item to define what these terms mean to him in light of the experience he just had, explain why he was motivated to pay such a high price for it, and let us know if he would have paid so much had he known there were enough items to go around.6. Guide students in a discussion which covers all objectives. (I found an effective lead-in to objective #6 is to ask the following: "What if these tokens represented money and this was all the money you had available for two months?")TYING IT ALL TOGETHER:1. Ask students to think of three items in their desks and to secretly set a price for each one of them on an index card which is folded so that it can stand upright on the desks.2. Instruct students to then take out the items and place them by the appropriate "price tag" on their desks.3. Invite students to go "shopping" and check out all the prices in the "store".4. Lead the students in the discussion which will naturally follow with questions such as:"Now that you know how other merchants priced their items how will it affect your pricing of the same items?""Were there some items that would be in high demand because of their low supply? How might that affect pricing?"5. Students may want to stock their "shelves" differently after doing some comparison shopping and seeing the availability of certain items. You may then choose to give them another opportunity to price three items of their choice and discuss their changes and why they were made.Assessment:Have students write in their journals their interpretation of what supply and demand means and how they can be affected. Have them write about what happened with their own products- did they change their pricing and why?**There is an extension of this lesson in the binder.Habitat Pen Pals: Grades 3-6 The students have been learning about different habitats where an animal or plant normally lives. Some can only live in one type of habitat, others can adapt to numerous. The world is full of unique and interesting habitats ranging from hot deserts to icy tundra. The students in grades 3 & 4 will cut out a picture of an animal from a magazine such as; Ranger Rick or National Geographic. They will glue their picture to a postcard along with questions about the picture and mail it to another student in 5 & 6th grade. The students in 5 & 6th grade will research where the animal’s habitat is by answering the questions and mailing a letter back to the original student.Time and Duration:3 & 4- 30 minutes to cut pictures, paste and compose questions. (1 day) 30- minute class period to put together presentation (1 day)30- minutes each day after that for presentations until finished.5 & 6- 1 hour set aside for 3 days to compile research and begin rough draft. If student’s don’t finish in time allotted it becomes homework.Goals and Standards:E.E. Questioning & Analysis-A.4.1 Make observations, ask questions and plan environmental investigations. A.4.4 Communicate their understanding to others in simple terms.S.S. Geography-A.8.5 Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases.E.E. Knowledge of Environmental Process and Systems- B.4.4 List the components of an ecosystem, including the qualities of a healthy habitat. B.8.5 Give examples of human impact on various ecosystems. B.8.10 Explain and cite examples of how humans shape the SS W.3 & 4.- (3).4.With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (4 & 5). 4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (4& 5). 7. Conduct short research projects that build knowledge through investigation of different aspects of a SS SL.3 &4- (3).4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (4).4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable paceCCSS W. (5)-3 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Media and Technology- A.8.4 Use a computer and communications software to access and transmit rmation and Technology- B.8.2 Develop information seeking strategies.Objectives:Students will effectively communicate through writing experiences.Students will investigate and explain the relationship between climate conditions and habitat.Students will identify relationships between organisms within habitats.Students will investigate and identify human impact on particular habitats using a variety of sources.Students will present learned information to peers.Materials:(3 & 4)Ranger Rick & National Geographic Magazines (cut out clear, large pictures of animals)Post Cards- use an 8x11 paper designed like a post cardGlue/Scissors(5 & 6)ComputerPrinterEnvelopesInstructional Strategies:Access prior knowledge with group discussionsModel an appropriate question. (Think out loud)Model how to put post card together.Model how to conduct proper research. Have a list of appropriate web sites, books and magazines.Demonstrate how to write a proper letter.Procedure (3 & 4):Access student’s prior knowledge on habitat’s by having them discuss those that are near. Remind them of their backyard, school yard or park.Have students tell you what types of animals they have seen or know live in these areas. Ask them if the animals come near their house or climb in their garbage cans.Ask students if they can think of any animals that don’t live around here. Ask the student’s about any other types of habitat’s that they may know about.Explain that they will be learning about a particular animal that they choose by writing a postcard to a student in 5th & 6th grade. Have them choose an animal they are not familiar with.Model or think out loud what you would want to know about the animal you chose. Explain to them that they need to design their own questions in order to have their postcard recipient help them know what kind of habitat their animal is from. Explain that they will need to present their findings to the class. They may choose to do this with a drawing, poster, map etc. They will also need to explain if man has had any impact on that animal’s habitat and how that animal has adapted or not. They should share how this makes them feel.Have students draw names randomly, of who they will send their postcard to.After students receive their letters, they will need to read the responses and decide if they will need to find a little more information for their presentation.Procedure 5 & 6Distribute postcards to the respective students.Explain that they will need to answer the questions that are written on the postcard. Inform them that if they wish to, they can add questions that they may have to the list.Have student’s research information on habitats and the respected animal. If they are not sure of what their animal is, guide them to resources that may help them identify it. Make sure there is time set aside for computer use and library. It is up to you to decide how you would like to present the criteria to the students. If it’s their first time doing a research project, you will need to model how to go about doing so. (Set this up with your librarian.) You can access our specific website Happening Habitats that will direct students to credible links: will respond in an official letter form with citations as a separate page. If students have not had prior experience, demonstrate how to write a letter and how to cite sources.Collect student’s responses and review each one before mailing to 3rd and 4th gradeStudent Assessment:Grades 3 & 4-Emerging- Student asked one or two basic questions such as: “what do I eat?” and “where do I live?”-Proficient- Student asks multiple more in depth questions such as: “what eats me?” and “am I native to this habitat?” Also includes a question on human impact.-Distinctive- Students ask numerous questions pertaining to habitat. Includes questions inquiring if the animal has more than one habitat and what adaptations it may have made over the years to adjust to its changing habitat. Includes human impact questions and inquires about what can be done to reverse negative impacts.–Emerging- Student reads letter back to class. No visual aid and no mention of human impact.-Proficient- Student presents findings in an organized way. Student has visual aid and refers to it. Student discusses human impact.-Distinctive- Student presents findings to class in an organized manor. Speaks clearly and maintains eye contact. Student has a visual aid and makes reference to it. Student discusses the human impact on the animal and habitat, how that makes them feel, and any action that can be taken to help animal/habitat.Student1.Developed appropriate inquiry questions-2.Presented learned information to class about animal’s habitat-Identified human impact on habitat-Grades 5 & 6–Emergent- Student used one resource and/or used questionable websites. (Wikipedia) Student did not cite sources correctly. -Proficient- Student used 2-3 websites and book resources. The websites were credible. The student cited their sources correctly.-Distinctive- The student used 3-4 sources; books, scholarly journals, websites and magazine. Every resource was credible and the student cited resources correctly.–Emergent- Student wrote letter responding to some of the questions. The letter was somewhat typed in appropriate form. There were spelling and grammar mistakes. (Base on where student is cognitively.) The letter did not go into much detail when answering the questions.-Proficient- The student responded to all of the questions and gave thoughtful detail. The student had little spelling and grammar errors. The structure of the letter was correct.-Distinctive- The student responded to all of the questions, giving a lot of detail and explanation. The student added more relevant information on the animal and its habitat after the questions were answered. The letter may have a picture and map enclosed to show where animal lives. No spelling and little grammar errors. The letter was typed in correct form.–Emergent- The student made some reference to human impact on the habitat.-Proficient- The student gave many ways humans impact the specific habitat. The student gave some information on what is being done or what can be done to help.-Distinctive-The student gave direct and indirect ways humans are impacting a specific habitat. The student gave implications for the future and ways that we can help make a positive change.Student:1.Resources Used and Citations2. Written Letter Response3.Identified human impactOral Presentation on Researched Rainforest Animal and PlantThe students researched a tropical rainforest animal for the Habitat Pen Pals postcard project. They will now need to present their findings in an oral presentation using media to enhance their presentation. They will be responsible for reporting on the already chosen for them animal and on a plant of their choice, to ultimately be displayed on the rainforest wall in the classroom.Goals/Standards:Science-Life and Environmental ScienceF.8.2 Show how organisms have adapted structures to match their functions, providing means of encouraging individual and group survival within specific environments.F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain SS.SL.54. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.Media and TechnologyA.8.5 Use media and technology to create and present information ? use draw, paint, or graphics software to create visuals that will enhance a class project or report ? design and produce a multimedia program ? plan and deliver a presentation using media and technology appropriate to topic, audience, purpose, or content.Directions for Oral Presentation and Self-Assessment:Research one animal and one plant located in a rainforest habitat.Describe the surrounding habitat and where exactly you would find it on a map.Make an inference if the animal or plant may be able to survive outside of the rainforest biome and explain your thinking.Describe the animal and the plant. List any adaptations it may have made to ensure its survival and why.Describe its role in the food chain. Who eats it and what it eats. What you predict might happen if the animal or plant were to go extinct. Describe any human impact on the animal and the plant or their habitat.Reference to native people and how they use the plant or animal.Any medicinal qualities of the plant used by natives or for possible use in western medicine.Your presentation must be at least five minutes in length. You should have a slide show or power point to accompany your presentation. List all of your references in APA format. Remember to save your work frequently. You should practice your speech a few times before you officially present your animal and plant to the class.Assessment:______________________________________________No Information GivenA little Information GivenExtended Information GivenDescribed habitat for plant- (location on map)Described habitat for animal- (location on map)Inference on survivalout of the biomeDescription of animal/ adaptationsDescription of plant/ adaptationsAnimal’s place in food chain- extinctionPlant’s place in food chainHuman impact on animalHuman impact on plantNative use for plant and animalMedicinal qualities of plantAssessment_______________________________________Needs InterventionEmergingProficientExceedsSpeaking/DeliveryMumbling, speaking too low, too fast of rate, no enthusiasm.Volume may be too low or loud at times. The rate may be too fast or slow. Pronunciation and enunciation are unclear. The speaker uses “uhms” and “ahhs” to the point of distraction.Somewhat enthusiastic, shows interest in subject.The volume is good for the whole class to hear. The rate is not to fast or slow. The speaker pronounces most of the words correctly and uses enunciation clearly. There are a few “uhms” and “ahhs.”Enthusiastic.The speaker is poised, confident and enthusiastic in their voice. There is less than 2 mispronunciations and “uhms” and “ahhs.” The volume is not too loud or soft and the rate is not too slow or fast.Very Enthusiastic.Eye ContactNoneBrief and minimalFairly ConsistentOnly looks at notes once or anizationThe message is very unorganized and difficult to understand. No clear beginning, middle or end.Student seems to have a logical sequence, but may skip back and forth on forgotten or new information.Audience can clearly follow the speaker’s sequence and message. The student grabs the audience’s attention immediately, has a logical sequence with a conclusion at the end.Power PointNone1-2 slides with only words. (may not relate to what speaker is saying at the time)3-4 slides with words and pictures. The slides enhance what the speaker’s message is. (what they want you to take from it)More than 5 slides with pictures and words. The pictures and examples are from credible sources. Not just clip art. There are elements of movement throughout the slides.Products from the Rainforest Activity:Time: Day 1: 10-15 minutes, Day 2: 20-30 minute discussionThis activity will expose children to the numerous products that are from the rainforest ecosystems. There are more products than one is probably aware of. This is meant to be an introduction into supply and demand and how the purchase of these products can be beneficial and harmful at the same time.Social Studies- EconomicsD.8.2 Identify and explain basic economic concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and servicesD.8.7 Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patternsEnvironmental Education- Decision and Action SkillsD.8.1 Identify options for addressing an environmental issue* and evaluate the consequences of each option.Procedure:Collect numerous items from “Products from the Rainforest” list and some that are not. Have students work in designated groups.Each group will get a pile of supplies to observe and investigate.Have students write in their journals which products they know come from the rainforest and which ones they believe might come from the rainforest. Tell students if there is anything that they are not familiar with, they should separate it into its own pile for later discussion.After students have discussed their products in their groups, have them share with the class which ones they believe to come from the rainforest and how they know that.Discuss any of the products that might be unknown.Hand out “Products from the Rainforest” sheet for students to take home and fill out with their parents. They should put a check next to each product that is in their house.The next day- have students share their observations and lead a discussion on supply and demand, how these products help their economy, but also destroy endangered resources. Ask if the students believe there is a way to find a balance between the two. Have them write in their journals any possible solution to this dilemma. Collect their journals for assessment.To Preserve or Destroy- That is the QuestionThe students will be learning about the destruction of the rainforest and why it may be a necessary evil for some groups of people. The students will begin to form their own opinion on what should be done in regards to the use of the rainforest land and ultimately propose suggestions and possible solutions to this question. Time: 30-40 minutesGoals/Standards:Environmental Education-B.4.11- Knowledge of Environmental Process and Systems- List jobs in the community that result from or are influenced by processing and using natural resources.B.8.10-Knolwedge of Environmental Process and Systems- Explain and cite examples of how humans shape the environment.B.8.5-Knowledge of Environmental Processes and Systems- Give examples of human impact on various ecosystemsB.8.12- Knowledge of Environmental Processes and Systems -Provide examples of how different cultures use natural resources reflecting the economic, aesthetic, and other values of that culture.B.8.15-Knowledge of Environmental Processes and Systems- Analyze how people impact their environment through resource use.C.8.3- Environmental Issue Investigation Skills- Use questioning and analysis skills to determine beliefs, attitudes, and values held by people involved in an environmental issue.Social Studies-A.8.8-Geography- Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities.C.8.7-Political Science and Citizenship- Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.D.8.7- Economics- Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns.E.8.5- Behavioral Science- Describe and explain the means by which groups and institutions meet the needs of individuals and societies.Objectives:Students will be able to identify ways in which different cultures (people) use the rainforest.Students will be able to identify the impact that these cultures (people) have on the rainforest.Students will understand the different perspectives of each culture and their “need” for the natural resources in the rainforest.Materials:Journey of the Red-Eyed Tree Frog by Martin and Tanis JordanPaperMarkersProcedure:Read the book to the class. Begin a discussion about the destruction of rainforests.Divide the class into groups of four. Assign the rolls of scientist, farmer, member of a rainforest tribe, and developer to each group.Instruct each group to develop a web outlining their argument for preserving or destroying the rainforest. (They should have at least four reasons.)Have the groups “debate” their stance to each other. You could have students do this in a formal way too. You could set up guidelines similar to a real debate depending on time.Questions:How would that make you feel?Why would you want that?How does that affect you?How does that affect others?What happens to the surrounding ecosystem?Assessment:Assess students on participation and reasoning for preserving or destroying rainforests. Take note on any misconceptions the students may still munity Activism ActivityThe students have been studying the biome, ecosystem and habitat of tropical rainforests. In this last activity the students will decide what they can do as students here in Wisconsin to help preserve the rainforests in Central and/or South America. Raising awareness of the importance of preservation and sustainability will be the first step and taking action will be the next.Time: A few class periods and possible time needed outside of class.Goals/Standards:Social StudiesD.8.11-Economics- Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.E.8.4-Behavioral Science Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.Environmental EducationE.8.1-Personal and Civic Responsibility- Formulate a personal plan for environmental stewardship.D.8.5-Decisions and Action Skills- Explain how personal actions can impact an environmental issue;* e.g., doing volunteer work in conservation.B.8.23-Knowledge of Environmental Processes and Systems- Identify governmental and private agencies responsible for environmental protection and natural resource* management.B.8.16-Knowledge of Environmental Processes and Systems- Recognize the economic, environmental, and other factors that impact resource availability and explain why certain resources are becoming depleted.A.8.5-Questioning and Analysis- Use the results of their investigations* to develop answers, draw conclusions, and revise their personal understanding.Marketing Education- Critical ThinkingE.8.1 Analyze the parts of the problem-solving process.E.8.2 Apply problem-solving skills to a current issue or concern ? gather and interpret information about the concern ? form sound conclusions about what should be done in the situation ? give reasons to support conclusions ? evaluate the evidence and reasons used in forming conclusionObjectives:The students will research ways to help preserve the rainforest biome and decide as a group on how to inform others about the importance of its preservation. The students will decide how their class and community can take action on rainforest preservation. The students will take action to preserve the rainforest.The student will write a brief description on why they feel it is important to preserve the rainforest (or not) and ways they can make a difference individually.Materials:ComputersPencil and scrap paperSmart Board or Large paperArt supplies, depending on how students want to raise awareness.Procedures:Have students watch this brief video on a tribe recently discovered in the Amazon. students some questions and guide a discussion on what they just saw.-What’s happening to these Amazonian people’s habitat? -Why would someone want to do that to them or anybody?-What are the dangers of the loggers coming in to the people, the land and the animals?-How does this make you feel?-What can we do?Write down responses on a large piece of paper or Smart Board slide of feelings and possible ideas students have. Have students break into groups and use the links below to research some information on how to help the rainforest and any action that they can take to make a difference. a whole class discuss what the students found and what interests them and why. Have the students analyze if the ideas they propose are realistic? (If it’s $ donation, can people afford it right now? If it’s asking others to change something in their lifestyle, what are the pros and cons? Where do you find rainforest alliance products?)Take a vote on what the class would like to do to raise awareness and help preserve a rainforest.Take Action based on what the students voted on.Assessment:Propose having students do a self assessment of their contribution to the overall project. You could also incorporate a peer-assessment.Check List Skills:-participation & enthusiasm-discussed their ideas/solutions-discussed/wrote what they will do as an individual and how that will make an impact-discussed/wrote why they want to become involved- discussed how their decisions and how the class chose to help impacts the rainforest economy and the local.NOTE: In the binder at the back of the section are a few lessons that are designed to develop scientific inquiry skills revolving around ecosystems. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download