Title III Technology Literacy Challenge Grant

Learning Experience

LEARNING CONTEXT

Purpose or Focus of Experience

To introduce students to the vital role the rainforest plays in our ecosystem. To serve as

a launch activity for the rainforest unit.

Connection to Standards

Science Learning Standard 4-Students will understand and apply scientific concepts, principles,and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Benchmark #7 The Living Environment (How human activities and decisions have had a profound impact on the physical environment.)

Essential Question

What role does the rainforest play in our ecosystem?

Content Knowledge: Declarative, Procedural

Identify: 1) the continents where rainforests are found, 2) the layers of the rainforest, 3) five products that originate in the rainforest, 4) five animals who live in the rainforest, and 5) the causes of deforestation and explain the reasons for saving the rainforest.

Students will: 1) use an atlas to locate the geographical regions that contain rainforests, 2) create a book about a rainforest animal, 3) write a letter to an environmental organization requesting information on how to save the rainforest, and 4) compose an essay addressing the issue of progress versus protection.

PROCEDURE

(Chronologically ordered description of all teacher & student activities and

interactions.)

Students sat on the floor in a semi-circle while the teacher gave an overview of her trip to the rainforest of Costa Rica. She pointed out its location and showed slides of her travels. Slides were interspersed with statistics about present rates of destruction, current threats , the important role the rainforest plays in our ecosystem and what we can all do to help save it.

A table was set up with various realia including books, magazine articles, postcards, souvenirs, and a snake bite kit! Students were encouraged to ask questions during the slide presentation as well as when viewing the items on the table.

An activity packet containing 1) a sheet on map reading, 2) a cut and paste activity taken from the story of The Great Kapok Tree, 3) a checklist to identify rainforest products we use in our daily lives, 4) a "kid profile" downloaded from Central America, 5) an identification key to rainforest animals, and 6) a list of organizations working to help save the rainforest was distributed to each student.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Chairs were moved to the side of the room to accommodate the slide show and the items which were displayed on a long table.

TIME REQUIRED

One class period-45 minutes.

RESOURCES

Slides, slide projector, projection screen, display table,

Realia.

ASSESSMENT PLAN

(Include samples of rubrics, checklists, etc.)

Students will illustrate a rainforest animal that they observed in the slide presentation or in the books, postcards and pottery figures that were displayed.

Samples included.

Assessment: Ticket to Leave

Name one important thing you learned in class today about the rainforest as your Ticket to Leave.

STUDENT WORK

(Include samples of student work showing different levels of performance.)

Samples included.

REFLECTION

The presentation was extremely enjoyable and educationally rewarding. The students met the

topic with great enthusiasm. They ask many questions; especially those pertaining to the unusual animals that inhabit the rainforest. A follow-up activity such as the Earth's Birthday Project in which students collect money to purchase an acre of rainforest would further enhance the learning experience.

Environmental education is of the utmost importance and needs to be integrated throughout the entire K-12 curriculum.

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