Summary of Subject Content



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Summary of Subject Content

During this unit, I plan to teach students the importance of the rainforest. In order for students to understand the effect the rainforest has on the world, they need to learn about the point of view from the people, plants, and animals of the rainforest. During this unit, students will have the opportunity to explore all of the different aspects of the rainforest. Students will begin by learning about the different plants of the rainforest. While learning about these many different plants, students will be learning what the plants are used for. They will become aware of the plants that are used in the medicine we use a lot all over the world. According to a rainforest facts website, “Currently, 121 prescription drugs sold worldwide come from plant-derived sources” (Raintree Nutrition, Inc. 1996). By understanding the use of the plants, the students will be able to value the plants and their uses. During this unit, students will learn about the animals and people that live in the rainforest. By learning about the people and the animals the students will feel sympathy for them and hopefully will want to learn how they can help. Stated from the rainforest facts, “There were an estimated ten million Indians living in the Amazonian Rainforest five centuries ago. Today there are less than 200,000” (Raintree Nutrition, Inc. 1996). Students will be learning about the rate of destruction in the rainforest and will also be able to see what is going to happen to the future of the earth because of the destruction. Students will learn that, “One and one-half acres of rainforest are lost every second with tragic consequences for both developing and industrial countries” (Raintree Nutrition, Inc. 1996).

The reason I think it is so important for students to learn about the destruction on the rainforest is because if something is not done about the rate of destruction, the world could be jeopardized because lack of oxygen. The rainforest accounts for a large percentage of the world’s oxygen and if it is destroyed then we will be in distress because of it. According to Raintree Nutrition, “More than 20 percent of the world oxygen is produced in the Amazon Rainforest” (Raintree Nutrition, Inc. 1996). Students need to learn about this because they can help by being more conservative in their use of natural resources. Also, the students can influence others to be more conservative. For example, if the student’s parents are building a new home, then he or she can explain to their parents that using fake wood instead of real wood will benefit the entire world.

Furthermore, students will be doing hands on activities that will help them learn and remember the statistical aspect of the destruction of the rainforest. Students will have an opportunity to do research on their own so they can learn about something they want to learn about. A lot of people are not concerned with the destruction of the rainforest and they think that it is not that big of a deal. The students will be watching a clip from the movie Evan Almighty that shows exactly what the students are going to be learning about. The students will also be writing a persuasive paper trying to convince other people to be more conservative and taking care of the rainforest. The students main focus for their argument will be towards, “world giants like Mitsubishi Corporation, Georgia Pacific, Texaco and Unocal” (Raintree Nutrition, Inc. 1996). As we are learning about the rainforest, students will have the opportunity to make a rain stick that sounds like a musical instrument made from the rainforest. Students will be using house hold item to make these and it will be fun for the students.

In addition, students will have a final debate. During this debate, the students will be using the Socratic Method that will be guided by the teacher. One side of the students will be debating that the destruction of the rainforest is necessary, just fine, and not out of control. On the other side, the students will be arguing the opposite, destruction is out of control and harmful. When this unit is all said and done, the students will have a thorough background on the facts of what is happening in the rainforest. People, animals, and plants are being destroyed. If this continues, there could possibly never be a cure for cancer or aids, some animals may become extinct, and a long history will be lost from the people that live there. It is a tragedy to the entire planet when we learn that, “As the rainforest species disappear, so do many possible cures for life-threatening diseases” (Raintree Nutrition, Inc. 1996). People need to know these things so we can put a stop to the destruction of the rainforest. The entire world is going to be effected by this in more ways than one.

Portfolio Assignment

During this unit we have learned about the destruction of the rainforest. For your portfolio assignment, you will be choosing 3 of the assignments we have done in this unit to reflect on. This is a good way to reflect on all of the hard work you have done. You will be reflecting on your reasoning for choosing these assignments and what you have learned from doing them.

Here is a list of the assignments you can choose from to reflect on:


  • Plant flip chart

  • Making the rain stick

  • Paper mache animal

  • Graph of the rate of destruction

  • Short destruction essay

  • Poster

  • Food Chain

  • Rainforest home

  • Final debate

This rubric will be used to grade each of your reflections! 




5

3

1

0

Portfolio Completion

3 artifacts are present

2 artifacts are present

1 artifact is present

None present

1st Reflection

Reflection is thoughtful and insightful. Evidence of learning is clearly illustrated.

Reflection is more descriptive than analytic. Little evidence of learning is present.

Reflection is vague.

Not Present

2nd Reflection

Reflection is thoughtful and insightful. Evidence of learning is clearly illustrated.

Reflection is more descriptive than analytic. Little evidence of learning is present.

Reflection is vague.

Not Present

3rd Reflection

Reflection is thoughtful and insightful. Evidence of learning is clearly illustrated.

Reflection is more descriptive than analytic. Little evidence of learning is present.

Reflection is vague.

Not Present

Reference Page:

Amazon Watch (2011, September 29). Amazon Watch: Standing with Indigenous Peoples, Defending the Rainforest. YouTube. Retrieved October 2011, from http://www.youtube.com/watch?v=GmaQ1a54_ak

Berkes, M. (2007). Over in the Jungle: A Rainforest Rhyme. (1st ed.). (p. 32). CA: Dawn Publications.

Butler, R. (1994). Deforestation in the Amazon. Retrieved November 2011, from http://www.mongabay.com/brazil.html

Cherry, L. (1990). The Great Kapok Tree: A Tale of the Amazon Rain Forest. (1st ed.). (p. 40). CA: Harcourt Brace Jovanovich.

Christian Answers (1996). The Rainforest: The people, Animals, and Facts. Retrieved October 2011, from http://christiananswers.net/kids/rainforest/

Enchanted Learning (2000). Crafts for Kids. Food Chains and Food Webs. Retrieved November 2011, from http://www.enchantedlearning.com/subjects/foodchain/

Enchanted Learning (2000). Crafts for Kids. Rainstick. Retrieved October 2011, from http://www.enchantedlearning.com/crafts/music/rainstick/

Heatherley , A. N. (1998). Healing Plants of the Rain Forest . Retrieved November 2011, from http://library.thinkquest.org/03oct/02166/Kaitlin/Kaitlin.html

Raintree Nutrition, Inc. (1996). Rainforest Facts. Raintree . Retrieved October 2011, from http://www.rain-tree.com/facts.htm



Recipe for Paper-Mache. (n.d.). Retrieved October 2011, from http://abcteach.com/babysit/joann/papermache.htm

The Rainforest Foundation (2004). Rainforest Homes. Retrieved November 2011, from http://www.rainforestfoundationuk.org/Trail%206%20-%20Rainforest%20Homes



Table of Contents

Focus………………………………………………………………………………………………………………………..Tab 1

Summary of Subject Content…………………………………………………………………………………….Tab 1

Benchmarks……………………………………………………………………………………………………………….Tab 1

School Demographic Profile……………………………………………………………………………………..Tab 1

Student Profiles…………………………………………………………………………………………………………..Tab 1

Daily Schedule……………………………………………………………………………………………………………Tab 1

Concept Map……………………………………………………………………………………………………………..Tab 2

Lesson Plan 1……………………………………………………………………………………………………………….Tab 2

Lesson Plan 2……………………………………………………………………………………………………………….Tab 2

Lesson Plan 3……………………………………………………………………………………………………………….Tab 2

Lesson Plan 4……………………………………………………………………………………………………………….Tab 2

Lesson Plan 5……………………………………………………………………………………………………………….Tab 2

Lesson Plan 6……………………………………………………………………………………………………………….Tab 2

Lesson Plan 7……………………………………………………………………………………………………………….Tab 2

Lesson Plan 8……………………………………………………………………………………………………………….Tab 2

Lesson Plan 9……………………………………………………………………………………………………………….Tab 2

Lesson Plan 10……………………………………………………………………………………………………………….Tab 2

Portfolio Assessment Plan for Students………………………………………………………………………Tab 3

Checklists……………………………………………………………………………………………………………………Tab 3

References…………………………………………………………………………………………………….……………Tab 3
Benchmarks

English

3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.

3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.

3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.

4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.

5.A.2a Formulate questions and construct a basic research plan.



Science

12.B.1a Describe and compare characteristics of living things in relationship to their environments.

12.B.1b Describe how living things depend on one another for survival.

12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs)



Social Studies

17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).



Math

10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs.

10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs.

10.B.1c Analyze data, draw conclusions and communicate the results

10.C.2a Calculate the probability of a simple event

Fine Arts:

26.B.1c Music: Sing or play on classroom instruments a variety of music representing diverse cultures and style



26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination

26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.


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