Jasa Benham
Intermediate Grades
Geography

Purpose:
The purpose of this unit is to share with students in the intermediate grades the importance of the tropical rain forest around the world.  The unit will help them learn about the location, people, animals, and plants that are so valuable.  The students will be given the chance to come involved in saving the rain forest from destruction.  The overall purpose of the unit is to help the students become informed and active in the world in which they live.

Connection to the National Geography Standards:
1.  Know and understands the physical and human characteristics.
2.  Knows and understands the consequences of the inetractions between human and physical systems.
3.  Knows and understands that culture and experience influence people's perceptions of places and experiences.
 

Applicable Texas Essential Knowledge and Skills:
1.  Students use geographic tools to collect, analyze, and interpret data. (4a)
2.  The students understand how people adapt to and modify their environment. (5d)
3.  The students understand the impact of interactions between people and the physical environment on the development of places and regions. (6e)

Objectives List:
1.  The students will be able to locate the rain forest regions on a map of the world.
2.  The students will be able to describe some of the plant found in the rain forest regions of the world.
3.  The students will be able to list some of the animals found in rain forest.
4.  The students will be able to discuss the culture and life style of people in the rain forest.
5.  The students will be able to give reasons as to why the rain forest should be saved from destruction.
6.  The students should be able to find and analyze Internet sites.

 Overview:
The project helps students become aware of the worlds rain forest.  We will study the plants of the rain forest and the adaptations they have made to survive in the environment.  We will study the unusual animals of the rain forest and their role in the ecosystem.  We will learn about the lives of the people that live in these precious regions.  We will end by learning about the destruction that takes place everyday and will soon destroy the world’s rain forest.  The unit will end by giving the students a chance to get involved in saving the rain forest.

Things to Know:
Each day the students will look at a web site that relates to the days topic.  They will use this web site to find out more about the topic of the day.  Each child will evaluate the web site.

Bibliography:
http://www.findphoto.com/Costa_Rica.htm
http://www.hostels.com/rainforest/ http://www.informs.k12.mn.us/hyperarcs/mayateach/0154.html
http://www.soest.hawaii.edu/GG/ASK/rainforest.html
http://www.aristotle.net/~vnelson/rainfor.html
http://www.bagheera.com/classroom/spotlite/sprain.htm
http://www.forests.org/gaia.html
http://www.earthwatch.org/x/Xcheek.html
http://www.monmouth.com/user_pages/dpelz/savplnt
http://www.oswego.edu/~filicia/
http://www.cyber.com.net/~faculty/rainforest/pictures.html
Welcome to the Green House, by Jane Yolen
 Nature’s Green Umbrella, by Gail Gibbons
At Home in the Rain Forest, by Diane Willow
Rain Forest, by Barbara Taylor
Rain Forest Nature Search, by Joshua Morris
Where the Forest Meets the Sea, by Jeanie Baker


Day One

Materials:
Globe and world map
Computer sights
 

Sponge Activity:
We will begin by looking at a globe and a map and brainstorming where rain forest might be found on the earth and why.  The students will list the places and the reasons and we will check later to see if they were accurate in their assumptions.

Opening:
The world’s rain forest lie along the equator mostly within the Tropics of Cancer and Capricorn.  We will start by reviewing the names of the continents, the compass rose, the equator, and the tropics of Cancer and Capricorn on a large map or globe.

Guided Practice:
As a class we will look at maps to see where rain forest are located in the world.  We will discuss why the rain forest are located in theses places.  I will give the children a table of resources and allow them time to search for information about rain forest in books and on the computer.  We will use the facts the next day to turn our classroom into a tropical rain forest.

Independent Practice:
The independent and guided practice will be closely linked.  We will discuss the classes’ findings and chart them on a piece of butcher paper.  This will serve as a blue print for the next day.

Evaluation:
I will check to see that the students were on task and following directions.

Closure:
We will review the chart of all we have learned about rain forest and I will ask the children to think about what a rain forest might look like and be ready to give their input the next day when we create our own rain forest.
 

Site of the Day:
http://www.hostels.com/rainforest/


 Day Two

Materials:
Construction paper
Glue and Scissors
Resource Books
Tape and Staples

Sponge Activity:
We will begin by reading the book, Welcome to the Green House, by Jane Yolen.  This will help to get the students attention and create a picture in their mind of what a rain forest looks like.

Opening:
I will explain to the class that we are going to transform our classroom into a tropical rain forest.  We will have layers, vines, branches, animals, and fruits- just like a real tropical rain forest.

Guided and Independent Practice:
On this day theses two things will be together.  Using the facts we found from the day before and pictures from our resource table we will create a rain forest.  This will help to get the students interested and excited about the unit and all we will learn about the tropical rain forest.

Evaluation:
The evaluation will be limited.  I will watch to see that the students are on task.

Closure:
The project should take all day and when we are done we will come together and discuss all we have done and learned from the building experience.

Site of Day:
http://www.monmouth.com/user_pages/dpelz/savplnt
 

 Day Three
 

Materials:
Pictures of tropical rain forest
Drawing paper
Crayons and Markers

Sponge Activity:
We will begin by reading Journey Through the Tropical Jungle.  This will help to get students focused on the rain forest

Opening:
I will tell the students we are going to listen to a story and imagine what it would be like to walk through a tropical rain forest; then draw pictures or create postcards of the trip.

Guided Practice:
I will ask these questions of the students.
* What did forest look like as Vanessa and her dad were traveling down the river in a boat?
* Once Vanessa and Juanita were inside the forest, what did it look and feel like?
* Describe the moth, the ants, the sloth, and the plants.
* What do you think Vanessa enjoyed most about her walk.

Independent Practice:
I will pass out paper and have the students each draw their favorite scene from the story.  Along with this they will give a brief description.

Evaluation:
Each student will share their picture with the class and describe the scene it was taken from.  They will also be asked to tell why it was their favorite scene.

Closure:
We will close by reviewing the story and all we have learned about the rain forest.  I will ask the students to recount the story to me.

Site of the Day:
http://www.cyber.com.net/~faculty/rainforest/pictures.html


 

 Day Four

Materials:
Atlas and Encyclopedia
Pencils
Glue
Construction paper
scissors
large world map
slips of paper
tape

Sponge Activity:
We will begin by reviewing what we know about tropical rain forest.

Opening:
I will explain to the class that today we will learn about plants and animals that are located in different rain forest around the country.  We will review where the rain forest are located.

Guided Practice:
I will tell the students that there are different pictures on the internet.  We will search for pictures of animals and the countries where they are found.  I will provided atlases and encyclopedias.  I will have the students find the countries from which the pictures are located.  They will match each plant and animal to where it live.
 
Independent Practice:
I will have the students cut and color the pictures.  They will glue the map in the center of the construction paper and place the pictures around as a border.  The pictures should be placed as close to there country as possible.

Evaluation:
I will check to see that each student finished their map and put the pictures with the proper countries.

Closure:
We will review the maps and make sure that everyone’s pictures are accurate.

Site of the Day:
http://www.oswego.edu/~filicia/
 

 Day Five
 

Materials:
data for weather conditions in your area
wooded area
rain gauge
thermometer
newspaper
paper and pencil
chalkboard

Sponge Activity:
I will ask the students to sit down and list some forest that grow around the world.  They will be asked to describe what makes forest different.

Opening:
I will tell the kids that today we will be finding out about the kind of forest that grows in our area.  Afterward we will compare our data with the information from forest in another part of the world.

Guided Practice:
I will divide the students into groups and give each group paper, pencils, a thermometer.  Each group will conduct four investigations.  I will take the kids outside and let then get started.  The first investigation is weather, the second is climate, the third is humidity, and the fourth is plant life.

Independent Practice:
The kids will be released to go and begin and take observations.

Evaluation:
This project will be spread out over a few days so daily evaluation will be done to check and see that the students are on task.

Closure:
Today we will end by predicting what kind of forest our area is and why.

Site of the Day:
http://www.informs.k12.mn.us/hyperarcs/mayateach/0154.html

 Day Six

Materials:
Same as Day Five

Sponge Activity:
We will begin by reviewing what we did on day 5.

Opening:
I will explain to the class that today we will do the second half of the experiment that we began.  Today we will be looking at leaves and we will be graphing.

Guided Practice:
The students will continue the investigations.

Independent Practice:
I will have the students graph the information that was collected on the weather in our area compared to the weather in the tropic area.  This can be done in the pairs they did in the investigating in.

Evaluation:
I will grade the students graphs and the worksheets that have been done over Days 5 and 6.

Closure:
I will ask the students what they learned from the experience of investigating and what they learned about our area versus the typical tropical rain forest.
 

Site of the Day:
http://www.findphoto.com/Costa_Rica.htm

Day Seven

Materials:
chalkboard or easel paper
drawing paper
pencils
crayons or markers

Sponge Activity:
We will begin by reading, Nature’s Green Umbrella, by Gail Gibbons which discusses many of the plants found in the rain forest.  We will then brainstorm and list on the board some things we know about plants of the rain forest.

Opening:
I will explain that today we get to be inventors and scientist and we are to come up with our own plant that might be found in the rain forest.  We will draw and color the plant.

Guided Practice:
I will bring the students together and ask them to keep these questions in mind while coming up with their own plant.
* Where in the forest does your plant grow?
* Does your plant need sunlight to survive?
* How does your plant get the water it needs to survive?
* How does your plant keep water form collecting on its leaves?
* How does your plant defend itself from animals and insects?
This will help to give the students a focus.

Independent Practice:
The students will be given time to create their own plant and to come up with the answers to the questions that will be asked about their plant.

Evaluation:
Each student will be evaluated on if they created a plant and if they were able to answer the questions that were asked.  Students should display creativity and imagination.

Closure:
We will review what we learned about plants and what types of plants can be found in the rain forest around the world.

Site of the Day:
http://www.soest.hawaii.edu/GG/ASK/rainforest.html


 

 Day Eight

Materials:
scissors
crayons and markers
globe and world map
pictures of pygmies
 

Sponge:
I will begin by reading the "People of the Forest" which is a story that tells of the pygmies people.  This will help to get the students focused on the topic for the day.

Opening:
I will ask the students to find pictures of people form the rainforest off the internet.  We will describe the people and I will point out on a map where theses people can be found.

Guided Practice:
After reading the story I will ask the kids to compare their family life with the life of the children in the story.  I will ask them to answer these questions:
* How is their hut different from your house?
* Do they live near other families? Do you?
* Why do the pygmies hunt?
* How does your family get food?
* What kind of food do they eat?
* How is it different from what you eat?

Independent Practice:
I will ask the students to write a story comparing the two ways of life.

Evaluation:
The students will share their story with the class and I will be listening to see if creativity and actual fact where combined to make a great story.

Closure:
We will end by reviewing the story and comparing and contrasting what we learned about the pygmies people’s way of living compared to ours.
 

Site of the Day:
http://www.soest.hawaii.edu/GG/ASK/rainforest.html


 

 Day Nine

Materials:
ingredients and utensils need for recipes
copies of recipes

Sponge Activity:
I will have a few samples of food from the jungle menu for the children to taste.  They will be asked to write what they like or don’t like about the different samples.

Opening:
I will explain to the students that today we are going to have a tropical feat and each group will be responsible for one item.  We will skip our regular lunch today and feast as if we lived in a tropical rain forest.

Guided Practice:
I will divide the class into 4 groups and assign each group one item to prepare.  The students in the groups will then get together and plan how to prepare that item after reading the recipe.

Independent Practice:
The students will work in roups using the recipe and ingredients to prepare their assigned item.

Evaluation:
I will be observing to see that the groups are working together effectively.

Closure:
We will close this exercise by sitting down and having a rain forest meal together.

Site of the Day:
http://www.bagheera.com/classroom/spotlite/sprain.htm

Recipes:
Jungle Punch:
1 banana 1 cup orange juice 1 cup pineapple juice
1 pint lemon sherbert  1 can lemon soda
Tropical Trail Mix:
1 cup cashews  1 cup peanuts  1 cup broken banana chips
1 cup chocolate chips  1 cup coconut flakes
Rain Forest Chip Dip:
1 avocado 1 tomato 3 Tbls. Mayonaise 1/4 Tbls. Chile powder
South of the Border Chocolate:
1 cup cocoa 1 cup sugar 1 quart milk whip cream  nutmeg

 Day Ten

Materials:
reference materials
paper and pencils

Sponge:
I will have the students sit down and list some of the common items that can be found in their pantries at home.

Opening:
I will explain that many of the things in their pantry at home may have come from the rain forest regions.  Today we will be looking to see what foods come from the rain forest.

Guided Practice:
I will read the page entitled tropical wealth and explain to the children that many of our goods come from the tropical rain forest.  I will the ask them to share what items they think might come from these areas.

Independent Practice:
The students will be asked to go home and see how many of the items they can find in their house.  They are encouraged to get their parents to help.

Evaluation:
I will evaluate the students returned sheets to see that they did try to find some of the goods in their homes.

Closure:
I will close by reading, At Home in the Rain Forest, by Diane Willow.

Site of the Day:
http://www.earthwatch.org/x/Xcheek.html

 Day Eleven

Materials:
chalkboard and easel paper

Sponge:
We will review all we have learned about the tropical rain forest over the past nine days.  I will ask the students to list 5 things they enjoyed from the unit and to share why with the class.

Opening:
I will explain that experts say we are losing 40,000 square miles of tropical rain forest every year.  If the present rate continues, there will be almost no rain forest in 65 years.  So what does the loss of thousands of acres of the world’s rain forest really mean?

Guided Practice:
I will ask the students to give me input about each of the 10 reasons to save the rain forest.

Independent Practice:
I will divide the group into teams and have each team come up with as many reasons as they canto save the tropical rain forest.  I will ask the students to come up wit ways that we as a class can help to save the tropical rain forest.

Evaluation:
I will watch to see that the groups are staying on task and coming up with good and reasonable solutions.

Closure:
We will close the unit by going over the 5 ways we can help.  I will ask the students to each chose one way they would like to get involved.   I will ask the students to make a list of ways we can help.  As a group we will decide which way we want to get involved.  Then we will have a class meeting and come up with a way to put our plan into action.  This will help to give the students a chance to see that they can make a difference and help save one of our most valuable living treasures.
 

Site of the Day:
http://www.forests.org/gaia.html

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<>Created April 16, 1998

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