Standards Alignment (goals)

Connecticut Social Studies Framework

(http://www.state.ct.us/sde/dtl/curriculum/currsocs.htm)

National Social Studies Standards

(http://www.education-world.com/standards/national/soc_sci/index.shtml)

Geography

9.) Places and Regions- Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

10.) Physical Systems- Students will use spatial perspective to explain the physical processes that shape the Earth’s surfaces and its ecosystems.

As a result of activities in grades K-12, all students should

• Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
• Understand how to use mental maps to organize information about people, places, and environments in a spatial context.
• Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

As a result of their activities in grades K-12, all students should

• Understand the physical processes that shape the patterns of Earth's surface.
• Understand the characteristics and spatial distribution of ecosystems on Earth's surface.

Lesson Objectives

• Students will learn world regions and countries where jungles exist.

Materials

·        PowerPoint slideshow integrating the jungle and Social Studies

·        Computers with internet access

·        Classroom world maps and globes

·        Geography book

·        Blank world maps

·        Crayons/markers

Length of lesson

Two 45 minute periods

Lesson Activities and Procedures

Begin by showing slide show, (INSERT PPT), integrating the Jungle and Social Studies to students on overhead computer projector.

After show ask students to name all of the physical characteristics that they can name about the jungle. Chart these either on paper or a chalk/white board. Then ask what regions/countries of the world do they think jungles exist in? Write these down as well.

Handout blank world maps to students (found at Teachervision http://www.teachervision.fen.com/tv/printables/kt_maps/kt_map_world.pdf) and assign them to shade/color the regions of the world where jungles are found. Students may use a variety of resources to complete this assignment such as maps and globes found in room, geography books and websites found online : Maps (http://systemafter.rice.edu/Amazon/maps.htm

             http://www.rain-tree.com/graphics/rainforest_map.gif

             http://rainforests.mongabay.com/amazon/amazon_map.html

             http://www.junglephotos.com/africa/afmaps/afmaps.shtml )

Assessment

Teacher will post on computer overhead world map which shows correct areas of jungle marked. Students can make needed corrections and then all maps will be handed so that the teacher can correct and give credit to students.

Accommodations

Students with visual impairments can be paired up with peer and sit near front of class.

Standards Alignment (goals)

Connecticut Social Studies Framework

National Social Studies Standards

History

2.) Local, United States and World History- Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history and Connecticut and local history.

3.) Historical Themes- Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

As a result of their activities in grades K-12, all students should

• Understand the physical and human characteristics of places.
• Understand that people create regions to interpret Earth's complexity.
• Understand how culture and experience influence people's perceptions of places and regions.

• Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
• Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

Lesson Objectives

• Students will practice and enhance research skills.
• Students will gain knowledge about a culture different from their own.

Materials

• Video clip People of the Rainforest (http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/movies/who.mov)
• Computers with internet access
• Microsoft Excel

Length of lesson

This is a research project that should be done at home as well as worked on in school. Length of time can vary but should take at least one week.

Safety

Students will be using the internet at school and at home. Monitoring of sites visited and setting of parental controls is suggested.

Lesson Activities and Procedures

This assignment is set up to be a research project where the majority of work is done at home but limited class time will be available as well.

Begin by creating a KWL chart with students about people who live in the jungle. Chart can be found at Teachervision

(http://www.teachervision.fen.com/lesson-plans/lesson-6293.html)

Teacher will explain to students that they will be exploring the millions of people who live in the jungle by each student choosing one culture/tribe and intensively researching them. Resources can include internet, books encyclopedias etc. Internet resource example on National Geographic (http://news.nationalgeographic.com/news/2003/03/0310_030310_invisible1.html)

Directions for assignment created by the teacher will be handed out to students.

Teacher will then describe how students will have the option to both write and submit a two-three page paper meeting all the requirements posted by the teacher OR students may create a poster which depicts the culture they chose and present it to the class by means of an oral presentation.

Expansion- Students who chose to write about their culture can work together to create a book while posters can be hung in classroom and/or around the school so that entire student body can learn about the different cultures.

Assessment

Different rubrics for both the written paper and poster/presentation will be created by teacher to assess students. Teacher will evaluate by precision of research, number of resources used and effort for both assignments in addition to other chosen topics.

Standards Alignment (goals)

Connecticut Social Studies Framework

National Social Studies Standards

Geography

12.) Human and Environmental Interaction- Students will use geographic tools and technology to explain the interactions of human and the larger environment, and the evolving consequences of those interactions.

Economics

13.) Limited Resources- Students will demonstrate that because of human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

As a result of activities in grades K-12, all students should

• Understand how human actions modify the physical environment.
• Understand how physical systems affect human systems.
• Understand the changes that occur in the meaning, use, distribution, and importance of resources.

Lesson Objectives

• Students will think critically about environmental issues

Materials

• Book “The Great Kapok Tree” By: Lynne Cherry
• Chart paper
• Lined paper
• Pencils

Length of lesson

One hour

Lesson Activities and Procedures

Begin by asking the students to brainstorm on how the animals and plant of the jungle are important to us. Write out the responses on large chart paper.

Then read aloud “The Great Kapok Tree” to the students.

Hand out lined paper to students and ask them to rewrite the ending of the book pretending that the man had cut down the tree. Instruct students to write about what happened to the animals, plants, trees and in turn how humans may be affected now that the tree is gone.

Allow students to share their thoughts with their classmates by reading aloud responses.

Expansions- Have students imagine that they are the animals who live in the tree. Rather than rewriting the ending of the book, have the students pretend they are the animals and the only way to save their home is to write letters to the tree cutter. Also rather than writing students can create posters labeled with “Save Our Home”.

Assessment

Teacher will collect and read students’ stories. Evaluation and grade based upon grammar, creativity and content.

Standards Alignment (goals)

Connecticut Social Studies Framework

National Social Studies Standards

Geography

12.) Human and Environmental Interaction- Students will use geographic tools and technology to explain the interactions of human and the larger environment, and the evolving consequences of those interactions.

Economics

13.) Limited Resources- Students will demonstrate that because of human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

Civics and Government

6.) Rights and Responsibilities of Citizens- Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy and contribute to the maintenance of our democratic way of life.

As a result of activities in grades K-12, all students should

• Understand how human actions modify the physical environment.
• Understand how physical systems affect human systems.
• Understand the changes that occur in the meaning, use, distribution, and importance of resources.

Lesson Objectives

• Students will discover products native of the rain forest
• Students will utilize public speaking skills

Materials

• chocolate

•  rubber band
• tea bag
• chewing gum
• cinnamon
• cotton balls
• Computer with internet access
• Camcorder
• Book “Conserving Rain Forests” By: Martin Banks

Length of lesson

Three 45 minute lessons

Safety

Internet access requires students to be monitored and parental controls set. Teacher should also be sole handler of camcorder.

Lesson Activities and Procedures

Teacher will begin by reading the book “Conserving Rain Forests”.

Teacher will then show students samples of chocolate, rubber band, tea bag etc. and ask “What do these items all have in common?”. Answer-They come from or are made from substances grown in the jungle.

Teacher will then begin class discussion on how the jungle is very important to us and how everyday more and more of the jungle is being lost to industrialization. Students will take part in discussion by sharing their thoughts on why the jungle is important and also on ways to stop the destruction of jungles.

Teacher will then split class into groups of 3 or 4 and instruct them to develop a “Top Ten” list as to why the jungle should be saved. Groups may use books, internet sites such as Animal Planet (http://animal.discovery.com/) and brainstorm to come up with reasons and write them done.

When finished each group must pretend to be news anchors and present their story while teacher videotapes each group. Props may be used depending on time allowance. Students may also visit websites (www.apple.com/education/dv/tips/index.html) for tips to creating a great “News segment”.

When finished class can watch all “news segments” and give feedback.

Expansion- Teacher or students can bring in product of the jungle to eat while watching the “News” (fruit, nuts chocolate etc.)

Assessment

Grading will be done by peer evaluation. The same rubric will be given out to students for each group and the class will score all presentations.

Standards Alignment (goals)

Connecticut Social Studies Framework

National Social Studies Standards

Geography

9.) Places and Regions- Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

As a result of their activities in grades K-12, all students should

• Understand the physical processes that shape the patterns of Earth's surface.
• Understand the characteristics and spatial distribution of ecosystems on Earth's surface.

Lesson Objectives

• Students will recognize similarities and differences between Connecticut and the jungle.

Materials

• Venn Diagram

                   Found at Teachervision ( http://www.teachervision.fen.com/lesson-plans/lesson-6293.html)

• Pencil
• Overhead transparency projector

Length of lesson

45 minutes

Lesson Activities and Procedures

Near completion of Jungle Unit, the teacher will give each student a Venn Diagram where they can chart the similarities and differences found between Connecticut and the jungle.

Students will focus on physical land features, climate, trees, animals, food, people, plants etc.

After students complete personal Venn Diagrams, teacher will do a class Venn Diagram on the overhead projector.

Assessment

Venn diagrams will be collected by teacher and graded according to quantity of similarities and differences as well as accuracy of facts.