Title: Tropical Rain Forest

Grade: Primary

Author: Jenny Pfau

Subject: Science

Date:

Overview: Objective: This unit will give the students a brief overview of the composition and diversity of the tropical rain forest. About the Author: Jenny Pfau is emplyed by Indianapolis Public Schools in the Exchange/Intensive Teacher Project. She has eight years teaching experience including work in regular and gifted education. She is a participant in the Indianapolis 4MAT Implementation Project led by Phyllis Coe. Required Resources: Tropical rain forest sounds on cassette; rain forest-type plants and creatures (if available); appropriate films, videos, or slides; foods for “rain forest meal.” Bibliography: “Rain Forests of the World”. PBP Zoo Activity Guide; Fishel, David. The Indianapolis News, 1989. “Rain Forests: Tropical Treasures.” Ranger Rick’s Nature Scope. National Wildlife Federation, 1400 16th St. NW, Washington, DC 20036-2266. Video: “Rain Forest Rap.” World Wildlife Fund, 1250 24th St. NW, Washington, DC 20037

Procedure:

Homework:

About the Author:

Keywords: Animals, Plants, Rain Forest, Environmental Science, Conservation of Natural Resources

Concept: Environments

Bridge: Habitat

Essential Question: Why is it important for the world to understand the need to conserve the resources of the tropical rain forests?

Differentiated Instruction Strategy – Readiness and Style:

Differentiated Instruction Strategy – Content:

Differentiated Instruction Strategy – Process:

Differentiated Instruction Strategy – Product:

CONNECT (Quadrant One, Right Mode)Create a tropical rain forest environment.

Objective: To create an experience which will connect students to the environment found in a tropical rain forest. Activity: The teacher will create a tropical rain forest environment in the classroom by: 1. Turning up the temperature in the classroom to a level which one would find in a tropical rain forest.  2. Playing a cassette on which sounds typical to a tropical rain forest have been recorded. 3. Bringing in green plants to hang or place around the room. 4. Visit the local pet shop or zoo and inquire about the possibility of them loaning to you animals common to a tropical rain forest. Assessment: Enjoyment and reaction of the students.

ATTEND (Quadrant One, Left Mode)Discuss and analyze the environmental experience.

Objective: To analyze what the students observed, felt and learned about plants and animals which are common to a tropical rain forest. Activity: Using the overhead projector, discuss and analyze student observations. Assessment: Students’ contribution to the group discussion and analysis of the experience.

IMAGE (Quadrant Two, Right Mode)Discuss and analyze the environmental experience.

Objective: To deepen students’ understandings of plants and animals common to a tropical rain forest and then allow them to illustrate these understandings, creating a mural. Activity: Read to the students a book you have chosen which gives additional information on this topic (you may choose to substitute a video). Have students work in groups creating a mural which illustrates the composition and diversity of a tropical rain forest. Assessment: Attentiveness to the book, participation in and contribution to the mural.

INFORM (Quadrant Two, Left Mode)Instruction via lecture, discussion, films, guest speakers and use of textset.

Objective: Continued study of the composition of the rain forest. Activity: Teacher presents information using lecture, discussion, videos, texts and guest speakers [especially if you have access to experts from a Botanical Garden, or a local person whose has traveled in a rain forest area]. Assessment: Level of student interest and the quality of questions and comments.

PRACTICE (Quadrant Three, Left Mode)Personal inquiry time. View: “Rain Forest Rap” video.ers and use of textset.

Objective: Review concepts learned thus far about rain forest composition. Allow the students time to investigate a topic of their own choosing related to the tropical rain forest. Activity: Students share insights learned thus far about rain forest composition. Brainstorm with the class questions they might have on this topic which have not been answered and allow time for personal inquiry. The students will then view a short rain forest video, “Rain Forest Rap.” Assessment: Participation/contribution to class discussion, attentiveness to the video, on-task behavior during the independent investigation time.

EXTEND (Quadrant Three, Right Mode)Students create their own rain forest rap.

Objective: Students will create their own rain forest rap. Activity: The teacher will share with the students a short rap she/he has created to serve as an example. Students will then apply information they have learned about rain forests to create their own rain forest rap. Assessment: On-task behavior of students.

REFINE (Quadrant Four, Left Mode)Share rain forest rap with the class.

Objective: To share projects. To celebrate each other’s work. Activity: Students will perform their raps for the class. Assessment: Quality of student raps..

PERFORM (Quadrant Four, Right Mode)Class extension rain forest foods.

Objective: To extend what has been learned. To make applications of content learned to present day life. Activity: Review the different plants and animals found in the rain forest. Discuss the variety of food products found in the rain forest. Have the children work in groups to plan a menu for one day’s meals using as many tropical forest foods as possible. For example, breakfast might consist of toast sprinkled with cinnamon and sugar, a grapefruit half, and a cup of hot chocolate. In this example the sugar, cinnamon, grapefruit, and cocoa originated in tropical forests. Assessment: Enjoyment and participation in the experience.

Standards Alignments: