Andrea Barela
EDUC 2291
3-11-05
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Table of Contents
Introduction and Rationale________________________________3
Subject Matters Integrated in Unit__________________________4
Concepts/Objectives_____________________________________4
Types of Learning Activities Included_______________________5
Resources and Materials__________________________________6
Methods of Assessment__________________________________7
Overview of Unit_______________________________________12
Daily Lesson Plans_____________________________________13
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Introduction & Rationale
The rainforest is one of the most important ecosystems in the world. Home to a greater variety
of animals than the rest of the world put together, the rainforest is a unique habitat of creatures that
many first graders are unaware of or unfamiliar with. First grade students can expand their knowledge
and awareness of the broader world they live in by means of exploring a different environment that can
support and frame the Earth and the animals that live in it. By learning about the rainforest and the
different types of animals it is home to, first grade students can gain a broader worldview of an
important ecosystem and the purpose of its existence.
It is important for first grade students to investigate how living things interact with one another
and their environment. Therefore, the large variety of animals in the rainforest makes it a key
ecosystem for examining interrelationships among plants, animals, and their environment. The four
layers that make up the rainforest also create an opportunity to collect information about animals that
occupy specific areas within a whole environment.
Investigating an ecosystem that few first graders have very much knowledge about also
provides a means to develop reading and listening skills about new words and concepts. This
introduction to a wide range of rainforest vocabulary is necessary for word recognition,
comprehension, interpretation, analysis, and evaluation of words that first graders may not use for
everyday communication or when beginning to read. In studying the rainforest, first graders can be
introduced to developing skills for studying and reading to locate information. Different kinds of
printed information about the rainforest and the animals that inhabit it can be used to facilitate basic
research skills. Experiencing the rainforest and its characteristics through various literary and media
genres also develops a tangible understanding and idea of the functions and role the rainforest plays
within our world community.
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Subject Matters Integrated in Unit
Reading
Writing
Spelling
Mathematics
Social Studies
Science
Art
Music
Physical Education
Concepts/Objectives
Reading – listen to and understand different books about the rainforest; act out a story from one of the
books; locate facts about animals from books; transfer information from one literacy form to
another
Writing – research and record information about animals; place information into a question to create a
riddle; label different layers of the rainforest
Spelling – spell the four layers of the rainforest correctly; spell the name of their animal correctly
Mathematics – identify proper measurement and/or weight of animals
Social Studies – identify how animals use the rainforest as a habitat; identify the part of the world the
animal lives in
Science – learn about different layers of the rainforest and what kinds of animals live within those
layers
Art – draw and color animals, pictures of the rainforest, and create leaves and limbs for a tree
Music – learn a song about the four layers of the rainforest
Physical Education – identify and express the four layers through body movements
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Types of Learning Activities Included

Discussing a K-W-L (know, want to know, and learned) about the rainforest

Learning to sing a rainforest song

Creating own image of the layers of the rainforest

Acting out a play about the story The Kapok Tree

Creating a ‘kapok tree’ in the classroom with leaves, branches, vines, and animals

Researching important facts about various animals

Transferring information from one form of documentation (question and answer) to another
form (riddle)

Creating own image of animal being researched

Presenting a riddle to peers

Summing up three important ideas learned
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Resources and Materials
1. Chart Tablet
2. Markers
3. Crayons
20. 2 different shades of large brown
butcher paper
4. Pencils
21. 20 large sheets of green paper
5. Scissors
22. Rainforest Animal Worksheet
6. Tape
23. Animals of the Rainforest – Rainforest
7. Glue
for Children video
8. Whiteboard
24. VCR and TV
9. Copies of “The Four Layers of the
25. 15 small strips with a different animal’s
Rainforest” song
10. Flap books with four flaps
11. An example flap book to work from to
illustrate directions
12. The words rainforest, emergent, canopy,
understory, forest floor written on the
board
13. The Great Kapok Tree by Lynne Cherry
name on each one, mixed up in the
‘special bag’
26. List of students to be partners
27. Rainforest unit books about 15 different
rainforest animals (same animals as
those names on the strips)
28. Question/Answer worksheet about
animals
14. Small synopsis of book to act out
29. Riddle worksheet
15. Animal faces to color and cut out
30. Picture outline of 10 specific animals
16. 20 pieces of string
31. The Magic School Bus In the Rainforest
17. Welcome to the Green House by Jane
Yolen
video
32. FernGully: The Last Rainforest video
18. Stuffed animals inside ‘special bag’
19. Worksheets of the 4 layers
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Methods of Assessment
1. Content of questions during game that use characteristics associated with the rainforest in order to
figure out what the teacher is thinking of
2. List generated of what the class knows about the rainforest
3. Group answers to filling in parts of the song that are left out (i.e. “There are _____ layers in the
rain forest…”)
4. Informal questioning for the ability to give practical answers to problems that reflect their
understanding of the concept of interdependence and the animals
a. Students’ hesitance or eagerness to contribute opinion
b. Students’ ability to stay on task and come at appropriate time when animal is called
5. Student’s own questions and answers about book (ex. I felt mad, we need oxygen to breathe, etc.)
6. Informal questioning for the ability to give practical answers to describing the details that reflect
the animals in the book
7. Ability to identify sounds of letters and blending them together to attempt sounding out the names
of various animals written on the board
8. The production of branches and vines that can be used for the tree
9. The creation of leaves that have a ‘leaf form’ (small tip on one side and wide, round edge on the
opposite side) to be put on the branches
10. Oral answer to which layer their animal should be placed in on our tree
11. Ability to recall animals seen in the video and orally answer the animal’s name and something
they learn about that animal
12. Ability to recall information from the video and orally explain something they learned about the
rainforest or what they like about it
13. Ability to sit quietly and watch the movie
14. Rubrics
a. Layers of the Rainforest Project
b. Rainforest Layers
c. Rainforest Animal Area
d. Rainforest Animal Research Outline
e. Rainforest Animal Riddle
f. Rainforest Animal Riddle Presentation Assessment
g. Rainforest Summary
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Layers of the Rainforest Project Rubric
Student correctly represented each layer (4/4, 3/4, etc. points) __________
Student correctly labeled each word (1 point) and spelled each word correctly (1 point):
Rainforest __________
Emergent __________
Canopy __________
Understory __________
Forest Floor __________
Student shows effort (3=Appropriate colors and variety of items, 2=Some color and items, 1=I tried) __________
Student shows creativity (3=Extra detail, 2=Detail, 1=I tried) __________
Rainforest Layers Rubric
Student sequenced each layer in correct order (4/4, 2/4, etc. points) __________
Student correctly colored various items within picture, such as trees are colored brown, leaves are green,
etc. (3=All colors are appropriate for items, 2=Some colors are appropriate, 1=I tired) : __________
Student shows effort (3=Appropriate colors and detailed coloring, 2=Some color and detail to coloring, 1=I tried):
__________
Student colored in (1 point each):
4 of the layers __________
3 of the layers __________
2 of the layers __________
1 of the layers __________
Half of the entire picture __________
Whole Picture __________
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Rainforest Animal Area Rubric
Student placed each animal in correct circle (10/10, 8/10, etc. points) __________
Student correctly colored various items within picture, such as trees are colored brown, leaves are green,
etc. (3=All colors are appropriate for items, 2=Some colors are appropriate, 1=I tired) : __________
Student shows effort (3=Appropriate colors and detailed coloring, 2=Some color and detail to coloring, 1=I tried) :
__________
Student colored in (1 point each):
10 of the animals __________
4 of the animals __________
9 of the animals __________
3 of the animals __________
8 of the animals __________
2 of the animals __________
7 of the animals __________
1 of the animals __________
6 of the animals __________
Half of the entire picture __________
5 of the animals __________
Whole Picture _________
Rainforest Animal Research Outline
What is the name of your animal?
What colors are your animal?
How big is your animal?
Where does your animal live?
What kind of foods does your animal eat?
Answers include all important words and/or
information, (i.e. use of measurements such as
feet, inches, pounds, etc. with numbers and
names of continents or countries found in, etc.)
(3=all information included, 2=half of information
included, 1=I tried, for each question):
1.
2.
3.
4.
5.
__________
__________
__________
__________
__________
Answers are spelled correctly (1 point for each
answer):
1. __________
2. __________
3. __________
4. __________
5. __________
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Rainforest Animal Riddle Rubric
What has the color(s) __________
lives in __________
eats __________
and is __________
Student’s Animal Name is on correct flap in correct direction (2/2 points) __________
Answers include all important words and/or
information, (i.e. use of measurements such as
feet, inches, pounds, etc. with numbers and
names of continents or countries found in, etc.)
(3=all information included, 2=half of information
included, 1=I tried, for each question):
1.
2.
3.
4.
5.
__________
__________
__________
__________
__________
Answers are spelled correctly (1 point for each
answer):
1. __________
2. __________
3. __________
4. __________
5. __________
Student’s handwriting is neat and visible to read (3=Handwriting is clear with little eraser marks, 2=Some of the
handwriting is clear and there are a few eraser marks, 1=I tired) :
__________
Student shows effort in drawing of animal (3=Detailed drawing, 2=Some detail to drawing, 1=I tried) :
__________
Student correctly colored animal (3=All colors are appropriate and from riddle, 2=Some colors are appropriate, 1=I
tired):
__________
Rainforest Animal Riddle Presentation Assessment
Students read and present with fluency (2/2, 1/2 points each): __________
Students present with expression (2/2, 1/2 points each): __________
Students completed project neatly (2/2, 1/2 points each): __________
Students show classmates their animal name and picture (2/2, 1/2 points each): __________
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Rainforest Summary Rubric
Student’s handwriting is neat and visible to read (3=Handwriting is clear with little eraser marks, 2=Some of the
handwriting is clear and there are a few eraser marks, 1=I tired) : __________
Student shows effort (3=Appropriate words and attempt at spelling, 2=Some appropriate words, 1=I tried) :
__________
Student wrote about appropriate subject (rainforest, layer, animal) under each flap (3/3= all correct,
2/3=one different, 1/3=two different, etc.): __________
Student shows creativity in answers (3=Extra details, 2=Detail, 1=I tried): __________
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Overview of Unit
The purpose of this unit is to introduce characteristics that are unique only to the rainforest.
The four layers of the rainforest have created a very distinct habitat for numerous species of animals.
For that reason, the basic and broad overview for this unit will cover various animals of the rainforest
and how they have integrated themselves into making the structure of the rainforest function.
Background knowledge must first be set in motion to generate a tangible visualization of what
a rainforest environment looks like. The students will first learn a song and several body movements
that emphasize the four layers of the rainforest. Each layer has diverse characteristics that support
various animal needs, so it is important that the students can identify which layer can support specific
animals. The students will then create their own image of what the rainforest looks like so that they
may express their own interpretation of how they perceive the rainforest. Once the students have been
able to form their own idea of what the rainforest looks like, various types of animals that dwell within
the layers of the rainforest will be introduced through books. As the students listen to and look at a
couple of books that portray the lush detail of the rainforest, they will also have an opportunity to see
the kinds of animals that live in the rainforest and the role they play in taking care of the rainforest. A
three-dimensional representation of one of the stories will be then be created. By constructing
branches, leaves, and a tree trunk together as a class, the students can develop their own impression of
what it might look and feel like to be in the rainforest and where certain animals would be passing
through in the four layers.
The process of evolving the students’ awareness of the rainforest will then transition to
researching the kinds of animals in the rainforest. The students will again challenge their own
knowledge of what they know about animals living in different layers of the rainforest by attaching
different animal pictures in each of the layers. A real representation of the rainforest and the animals
in it will be presented with videos about the reliance the animals and rainforest have on one another.
With a better concept of rainforest animals, the students will research an animal in the library to find
out what colors make up the animal, how big the animal is, where the animal lives, and what kinds of
food the animal eats. Once the research is completed, the students will work on conveying their
answers into a riddle and a visual representation of the animal that they can share with the class. After
presenting what each student has learned about a rainforest animal, the students will reflect on what
they learned as an observer, researcher, and artist about the rainforest. Each student will write three
statements regarding what they learned about the rainforest, about the layers of the rainforest, and
about the animals of the rainforest in order to summarize and reflect on their learning experience.
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Daily
Lesson
Plans
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