Rainforest Lesson Plan
Name: Sarah Haagen____ Date:
Subject: Science # of Students: _20-25_ # of IEP Students:_________
Major content: Rainforest Animals & Habitats Unit Title: Let’s Learn About the Rainforest
ACTIONS—Described prior to observation
Goals and Objectives-
Students will practice technology skills by exploring the websites provided.
Students will practice creative writing skills through writing journal entries.
Students will practice their researching and application skills through their poster presentation.
Students will practice class involvement through in-class discussion.
Connections-
SC-E-3.3.1
The world has many different environments. Distinct environments support the lives of
different types of organisms. When the environment changes, some plants and
animals survive and reproduce and others die or move to new locations. The
lesson Let’s Learn About the Rainforest
fulfills this connection and specifically addresses the habitat and animals of
the rainforest.
Context-
Through class discussions and research, students will learn about many different environments and animals. By creating a poster to present to the class students will show knowledge and comprehension of their animal and its habitat as well as those topics discussed in class. By using technology and the Internet websites provided on the curriculum page, students will also be able to enhance their technology abilities and will improve their independent researching skills.
Resources-
The
websites listed below will be visited by students for research. Also, a CD with
rainforest sounds, and the book The Great Kapok Tree will be used for
in-class discussions.
Ö
Little
Explorer’s Dictionary
Ö
Biomes
Procedures-
|
Day |
Assignment |
|
Ö
Use the following links to find out what a habitat
is. Then, list different 3 types of biomes (one of which is rainforest) and
at least 1 animal that lives there. We will discuss these in class Monday and
make lists of biomes/habitats and animals.
Ö
Little
Explorer’s Dictionary Ö
Biomes |
|
Ö
We will listen to sounds of the rainforest and
will read The Great Kapok Tree by Lynne Cherry. Then we will discuss
the book and sounds and write journal entries. Ö
Pick an animal from the book we read in class
today or from the websites about the rainforest. Draw a picture of it and write
why you think it’s important to protect the rainforest. (This is due
Wednesday.) |
|
Ö
We will briefly discuss importance of
protecting the rainforest. Ö
The rest of class will be devoted to researching
your animal. Using the Internet sites below and from Monday, research your
animal and its habitat. Find facts and a picture if you can. |
|
Ö
Today will be in-class time for everyone to
write/create a paper, short book, or brochure to show the class on Friday. |
|
Ö
Each student will briefly present his/her
animal and habitat to the class. Ö
Afterwards we will play Rainforest Tic-Tac-Toe. |
Student Assessment-
Students will be assessed based on the following rubric for their in class work and final project.
|
CATEGORY |
4 |
3 |
2 |
1 |
|
|
Several
of the graphics used on the poster reflect a
exceptional degree of student creativity in their creation and/or display. |
One
or two of the graphics used on the poster reflect student creativity in their
creation and/or display. |
The
graphics are made by the student, but are based on the designs or ideas of
others. |
No
graphics made by the student are included. |
|
|
There
are no grammatical mistakes on the poster. |
There
is 1 grammatical mistake on the poster. |
There
are 2 grammatical mistakes on the poster. |
There
are more than 2 grammatical mistakes on the poster. |
|
|
The
poster includes all required elements as well as additional information. |
All
required elements are included on the poster. |
All
but 1 of the required elements are included on the
poster. |
Several
required elements were missing. |
|
|
Student
can accurately answer all questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer most questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer about 75% of questions related to facts in the poster
and processes used to create the poster. |
Student
appears to have insufficient knowledge about the facts or processes used in
the poster. |
|
|
Capitalization
and punctuation are correct throughout the poster. |
There
is 1 error in capitalization or punctuation. |
There
are 2 errors in capitalization or punctuation. |
There
are more than 2 errors in capitalization or punctuation. |
|
|
At
least 7 accurate facts are displayed on the poster. |
5-6
accurate facts are displayed on the poster. |
3-4
accurate facts are displayed on the poster. |
Less
than 3 accurate facts are displayed on the poster. |
|
|
Student
routinely volunteers and tries to answer questions willingly. |
Student
volunteers to answer questions a few times and tries to answer questions
asked willingly. |
Student
does not volunteer but tries to answer questions they are asked. |
Student
does not willingly participate. |
~ created at http://rubistar.4teachers.org