Title:
The Rainforest Biome
Subject Areas:
Biology, Ecology
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will utilize criteria, such as: climate diagrams, to characterize the rain
forest biome.
2.) Students will be able to compare and contrast the rainforest biome with another
biome.
Introduction and Motivation (“Hook”):
Use of a rain stick and a cassette tape with sounds from the rain forest of Costa Rica
(Ecos del Bosque Lluvioso).
Materials:
Rain stick
Tape of sounds from the rain forest
Pictures from the rain forest of Costa Rica
Plant field guides
Internet
Safety Procedure:
No specific safety concerns exist for this lesson.
Activities:
1.) I will present the characteristics of a rainforest biome including how to interpret
the climate diagram of the rain forest.
2.) I will give background information on the Monte Verde rain forest in Costa Rica
and show pictures from the rain forest.
3.) I will assign “biome groups” of 4 or 5 students to investigate a specific biome
using their textbook and the Internet.
4.) Jigsaw activity: Groups will be made consisting of one representative from each
“biome group.” Each student will present his or her biome to the group.
Assessment:
Students will write a report comparing and contrasting two biomes (one biome being the
rainforest). The rubric for the report will include the following requirements: a minimum
of 2 references, report included climate diagrams for both biomes, report included
similarities between the two biomes, report included differences between the biomes,
report included accurate information, report included an illustration or picture.
Teacher Reflection:
What went well?
What would I do differently?
Title:
Who should use the Rainforest?
Subject Areas:
Biology, Ecology
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will investigate exploitation of the rainforests of the world.
2.) Students will be able to debate the positions of those who believe they are entitled
to use the rainforest.
Introduction and Motivation (“Hook”):
Ask students: Many people utilize the rainforest for which of the following products?
Pharmaceuticals
Oil and natural gas
Furniture
Exotic pets
Herbs
Fruit
Crops
Fabric
Chocolate
Answer: all
Materials:
1.) Article: “Drawing a Green Line” by D. Tenebaum, Earth Action Network, Inc.
Mar 1995.
2.) Article: “International Ecotourism and the Valuation of Tropical Rainforests in
Costa Rica” by S. Menkhaus and D. Lobor, Journal of Environmental
Management (1996) 47, 1-10
3.) Internet
Activities:
1.) Have half the students read “Drawing a Green Line” by D. Tenebaum utilizing the
IDEAL problem solving strategy. Have the other half read “International
Ecotourism and the Valuation of Tropical Rainforests in Costa Rica” by S.
Menkhaus and D. Lobor. Implement a think-pair-share activity where students
share their information and reactions with their partner.
2.) Have a class discussion of the various groups who have interests in the rainforests
(for example: pharmaceutical companies, tourists, natives). Have groups of 3-4
students sign up for one of these groups. Each group should then use the Internet
and other resources (newspapers, periodicals, etc.) in order to defend why this
group should be entitled to use the rainforest.
3.) Have a debate on who should be entitled to use the rainforest. Have students
bring props and visuals to support their position.
Assessment:
Rubric for debate includes the following: group stayed within their time limits, everyone
in the group participated verbally in their presentation, the group defended their position,
the group used a visual aid to support their position, group participated during the
rebuttal.
Teacher Reflection:
What went well?
What should I do differently?
Title:
Flora and Fauna of the Rainforest
Subject Areas:
Biology, Ecology, Taxonomy, Botany
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will investigate the diverse flora and fauna of a rainforest.
2.) Students will be able to locate at least 3 rainforests on a map in of the world.
3.) Students will be able to classify a species of plant or animal using the kingdom,
phylum, class, order, family, genus, and species.
Introduction and Motivation (“Hook”):
Interesting facts about the rainforests, such as:
“Although they account for less than 7 percent of the land mass on earth, they contain
more than 50 percent-some scientists estimate as high as 90 percent-of its plant and
animal species…about 2.5 acres…of tropical rainforest may contain 600 species of trees.
By comparison, the forests of the United States and Canada combined contain only
around 700 tree species. One study found more species of ants living on a single
rainforest stump than exist in all of the British Isles.”
http://encarta.msn.com (29 Sept.2001)
Materials:
Video: “Costa Rica Naturally – a marvelous journey into the essence of nature”
The Tropical Rainforest poster from Costa Rica
Pictures in a PowerPoint presentation as well as postcards of the flora and fauna in the
rainforests of Costa Rica
A world map or globe
Costa Rica field guide charts and/or other field guides from the library
Internet
Activities:
1.) I will present information on the diversity of the flora and fauna of the rainforests.
2.) I will specifically spend some time talking about the flora and fauna of the
rainforests of Costa Rica using the video “Costa Rica Naturally,” the Tropical
Rainforest poster from Costa Rica and pictures taken from my camera as well as
postcard pictures of the plants and animals in Costa Rica.
3.) Students individually will choose an “unknown” animal or plant from my
presentation. They will use the Costa Rica field guide charts and/or other field
guides from the library and their textbook to determine the kingdom, phylum,
class, order, family and genus species of their plant or animal.
4.) Students will then locate at least 3 rainforests on the world map or globe.
5.) In groups of 4, students will investigate the diversity of flora and fauna found in
one of these 3 rainforests using books from the library and the Internet. Students
will present their findings to the class as an oral presentation.
Assessment:
1.) Students will show me the picture of their plant or animal found in the rainforest
of Costa Rica and the field guide they used. I will grade them on the accuracy of
their information (kingdom, phylum, class, order, family and genus species).
2.) There will be a rubric for the group presentations on the diversity of flora and
fauna of a rainforest which will include requirements, such as: the group was able
to locate the rainforest on a map, the importance of maintaining the diversity of
flora and fauna in the rainforest and visuals were included in the presentation.
Teacher Reflection:
What went well?
What would I do differently next time?