Media –Rich Lesson Plan Name: Connie Lynn Moe Teacher Training Institute Prairie
Public June 2011
TITLE:
Rain Forest Rendezvous!
WRITTEN BY:
Connie Lynn Moe, Educator
EDITED BY:
Dan Anderson, Prairie Public Education Services
GRADE LEVEL(S): Grade Three
This lesson can easily be adapted to other grade levels.
TIME ALLOTMENT: Two – three weeks
OVERVIEW: This lesson will introduce students to the rain forest through a video clip,
Rainforest Scientists. Students will learn about the four layers of the rain forest and
identify several plant and animal species that live in the rain forest while viewing a
video clip What is the Rainforest? These concepts will be reinforced with two
interactive online activities called Rain Forest at Night and Life in the Strata. After
viewing the video clip Rainforests, students will create meaningful discussion, and
write a reaction statement. This video clip will help students learn community
connections by exploring the effects of rain forest deforestation on plants, animals, and
people who live in the rain forest. A cross-curricular activity includes a book review
and reading The Great Kapok Tree: A Tale of the Amazon Rain Forest. As a culminating
activity, students will create an art project to help communicate some of the objectives
they have learned.
SUBJECT MATTER:
Science
Social Studies
Language Arts
Reading
Visual Arts
LEARNING OBJECTIVES:
- Students will be able to identify the four layers of the rain forest. (Forest Floor,
Understory Layer, Canopy Layer, and Emergent Layer)
- Students will identify animal species that live on each rain forest layer.
- Students will also learn about plant species in the rain forest.
- Students will explore the effects of rain forest deforestation on plants, animals, and
people who live in the rain forest.
MINNESOTA STATE STANDARDS:
Science
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural
world, identify patterns in nature, and develop tools.
3.1.3.2.2 Recognize that the practice of science and/or engineering involves many
different kinds of work and engages men and women of all ages and
backgrounds.
3.4.1.1.1 Compare how the different structures of plants and animals serve various
functions of growth, survival and reproduction.
3.4.1.1.2 Identify common groups of plants and animals using observable physical
characteristics, structures and behaviors.
Economics (K-3)
1. Students will distinguish between producers and consumers and between goods and
services.
2. Students will recognize and explain that natural resources, human resources, and
human-made resources are used in the production of goods and services.
Economics -Choices (K-3)
1. Students will identify the difference between basic needs (food, clothing, and
shelter) and wants (things people would like to have).
2. Students will explain that money can be used to buy goods and services.
3. Students will understand and explain that the concept of scarcity means that one
cannot have all the goods and services that one wants.
4. Students will give examples of tradeoffs (opportunity costs).
Economics -Producers and Consumers
1. Students will distinguish between producers and consumers and between goods and
services.
2. Students will recognize and explain that natural resources, human resources, and
human-made resources are used in the production of goods and services.
Language
3.8.7.7a. Make informed judgments about messages promoted in the mass media
(e.g., film, television, radio, magazines, advertisements, newspapers).
3.8.7.7b. Locate and use information in print, nonprint, and digital resources, and
identify reasons for choosing information used.
Speaking, Viewing, Listening and Media Literacy
3.8.1.1 Engage effectively in a range of collaborative discussions with diverse partners
on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
3.8.2.2 Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
3.8.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
3.6.8.8 Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided
categories.
Reading
3.2.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and
words in a text to demonstrate understanding of the text (e.g., where, when,
why, how key events occur).
Visual Arts
0.3.1.5.1 Share and describe a personal artwork.
1.0.1.5.2 Reflect on a presentation based on the feedback of others.
MEDIA COMPONENTS – VIDEO AND/OR WEB:
- Video Clip: Rainforest Scientists
http://www.learn360.com/ShowVideo.aspx?SearchText=What+is+the+Rainforest&
PageSize=30&Page=2&ID=355982
- Video Clip: What is the Rainforest? Learn360 (2:57 minutes)
http://www.learn360.com/ShowVideo.aspx?SearchText=What+is+the+Rainforest&
Page=5&ID=515647
- Interactive Website: Virtual World Rain Forest at Night –
National Geographic Earthpulse
http://www.nationalgeographic.com/features/00/earthpulse/rainforest/index_flash
feature.html
- Interactive Website: Life in the Strata – Science Museum of Minnesota
http://www.thinkingfountain.org/s/strata/strata.html
- Video Clip: Rainforests Learn360 (5:49 minutes)
http://www.learn360.com/ShowVideo.aspx?SearchText=Rainforests&PageSize=50&
Page=1&ID=334617
- Video Book Review: The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne
Cherry http://www.learn360.com/Search.aspx?SearchText=The Great Kapok Tree
- Compare and Contrast Venn Diagrams
http://www.bing.com/images/search?q=Compare+and+contrast+venn+diagrams&q
pvt=Compare+and+contrast+venn+diagrams&view=large&FORM=VBCIRL#y0y0
- Artful Tools Protocol: Descriptive Review , Perpich Center for Arts Education - Artful
Tools Handbook (pages 133-136) http://wwwpcae.k12.mn.us/pdr/artfulteach.html
MATERIALS:
- Video Clips and Interactive Web Sites (listed above)
- White board, Smart board, or Flip Chart to record responses
- Writing utensil
- Timer
- Worksheet: Descriptive Review
- Rainforest Scientists Worksheet: What is the Rain Forest? (Layers of the Rain Forest)
- Worksheet: Rain Forest at Night (Description -Plants and Animals)
- Worksheet: Rain Forest at Night (Deforestation and Its Effects)
- Worksheet: Life in the Strata (Description of Animals) 2 pages
- Worksheet: Descriptive Review - Rainforests Video Clip
(Sample worksheets are provided under student materials)
- Book: The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry
- Compare and Contrast Venn Diagram (see internet site under media) Art Project
- Construction paper two 12 x 18 sheets (background of project)
- Construction paper 9 x 12 - various colors
- Animal design paper (if available) to make rain forest animals
- White tag board (precut) to make labels for rain forest layers
- Glue, Scissors, Markers, etc.
- Rubric for Teacher’s Evaluation Tool, Student’s Self Evaluation Checklist, Student
Assessment
PREP FOR TEACHERS:
1. Locate and read The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne
Cherry. Think of discussion questions that may be used.
2. Preview video clips: Rainforest Scientist, What is the Rain Forest?, Rainforests, Book
Review: The Great Kapok Tree
3. Review Artful Tools Protocol: Descriptive Review - Perpich Center for Arts Education Artful Tools handbook (pages 133-136)
http://wwwpcae.k12.mn.us/pdr/artfulteach.html
4. Locate a timer, flip chart (can use white board or Smart board), and writing utensil
5. Preview Interactive Website Lessons: Life in the Strata, Rain Forest at Night
6. Check out the computer lab for the interactive lessons for multi[le class periods
7. Duplicate worksheets: Listed at end of lesson plan
Descriptive Review
Rainforest Scientists
What is the Rain Forest? (Layers of the Rain Forest)
Rain Forest at Night (Description -Plants and Animals)
Rain Forest at Night (Deforestation and Its Effects)
Life in the Strata (Description of Animals) 2 pages
Rainforests Video Clip
8. Duplicate Compare and Contrast Venn Diagram (see website listed)
9. Duplicate Evaluation Rubric for teachers
10. Duplicate Evaluation Checklist for students
11. Duplicate Student Assessment
12. Gather materials for Layers of the Rain Forest art project
INTRODUCTORY ACTIVITY -SETTING THE STAGE :
This activity will introduce students to the sights and sounds of the rain forest. After
viewing the video clip Rainforest Scientists, students will use the Descriptive Review
Artful Tools Protocol to discuss sights, sounds, develop questions, and speculate new
insights and thoughts about the rain forest.
MATERIALS: Video clip: Rainforest Scientists White board, Smart board, or Flip Chart to
record responses Writing utensil Timer Worksheet -Descriptive Review: Rainforest
Scientists
(listed under student materials)
STEPS FOR THE INTRODUCTORY ACTIVITY
1. Set the stage for students to watch the movie “What is a Rain Forest?” “We are going
to watch a movie about a rainforest in the Amazon. Our major focus will be on the types
of plants and animals that live in this rain forest. While watching the movie think about
words that describe what you see and what you hear. Also think about questions that
come to mind while watching the rain forest movie. Be ready to share what you have
learned about the rain forest.”
2. Hand out worksheet -Descriptive Review: What is a Rain Forest? Students will receive
time to record their thoughts after the movie, but some students may want to take
notes during the movie while ideas and questions are fresh in their mind.
3. Show the movie “What is a Rain Forest?”
4. The teacher can be the note-taker or 1-2 students can be assigned this job. One
student is also needed to be the time-keeper. Time limits may be shortened for
younger students.
5. Facilitator questions: After asking each question, give students a few minutes to
record their responses on the worksheet before sharing. This can be done in small
groups if you prefer.
A. What did you see or hear? (10 minutes) (Responses are without judgment,
labeling, exaggeration or interpretation) B. What questions came to your mind
while watching this movie?
(10 minutes) (Questions can be clarifying questions or more probing
questions)
C. Speculate. What was the movie trying to teach us? (10 minutes)
D. Discuss. What are some new insights we have come up with after listening
to everyone’s responses? Was this questioning process effective? (5 minutes)
LEARNING ACTIVITIES:
1. Hand out “What is the Rain Forest?” worksheet. While watching the movie “What is
the Rain Forest?” students are to name the four layers of the rain forest and identify
animals that live on each layer. Students may also record different types of plants.
The movie can be stopped at important intervals to give students time to complete
information on the worksheet. After the video a discussion will be led to summarize
information learned.
2. Within the next few days concepts learned from the movie, “What is the Rain
Forest?“ will be reinforced with two interactive online activities called “Life in the
Strata” and “Rain Forest at Night.” These activities can be done in a computer lab or
on a Smart board. Ask students to record information about rain forest animals and
plants using the “Life in the Strata” and “Rain Forests at Night” worksheets. Give
students a chance to share information learned after completing the activity.
Depending on time constraints, teachers may want to assign students or groups of
students a certain number of animals or plants to research and students can share
information learned. More than one class period will be needed in the computer lab
to complete these interactive sites.
MATERIALS:
1
“What is the Rain Forest?” Worksheet
2
Video Clip -“What is the Rain Forest?”
3
Online activities -“Life in the Strata” “Rain Forest at Night”
4
Worksheet -“Life in the Strata”
5
Worksheet -“Rain Forest at Night” CULMINATING ACTIVITY:
1. Students will wrap up the rainforest unit with an art project creating an individual
poster of a rainforest. Hand out evaluation checklists for students to follow. Rain forest
layers must be correctly identified with an appropriate number of animals in each rain
forest strata or layer. At least two animals must be created and labeled for each rain
forest layer. Students must also create and label two plants (other than trees). Students
need to put an appropriate title on their artwork. After art projects are completed,
students may share their work along with their Reflection Statement (Community
Connections).
2. Students will complete the Student Evaluation.
MATERIALS:
1. Art Project Materials -Construction paper 12 x 18 -(Tape two 12 x 18 pieces of paper
together for larger projects)
2. Construction paper 9 x 12 -various colors
3. Animal design paper (if available) to make rain forest animals
4. Wiggle eyes for rain forest animals
5. White tag board (precut) to make labels for rain forest layers, plants, and animals
(For smaller children names can be typed on computer labels and cut)
6. Glue, Scissors, Markers, etc.
7. Reflection Statement
8. Self Evaluation Checklist
9. Student Evaluation
CROSS-CURRICULAR ACTIVITY: Reading
1. Listed under community connections: Book Review Video clip: The Great Kapok Tree
Book: The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry
COMMUNITY CONNECTIONS:
1. Before viewing the “Rainforests” video clip, take time to review the Artful Tools
facilitator questions to help prepare students for discussion afterwards. (Questions
are listed below) Students will explore the effects of rain forest deforestation on
plants, animals, and people who live in the rain forest by watching a video clip and
using the Artful Tools Protocol for discussion. A time-keeper and 1-2 recorders may
be assigned for discussion. The teacher can also be the recorder. Some facilitator
questions may include: “What did you notice in the movie? What does it remind you
of? How do you feel? After watching this movie, what questions do you have?
Speculate. What does this movie help you understand? Are any of your questions
unanswered?” Review some of the recorded responses. Have students reflect on
these responses to gain deeper understanding. Students may use the “Descriptive
Review -Rainforests” worksheet to record answers.
2. Ask students to write a Reflection Statement about the Rain Forest. (2-4 sentences.)
These can be typed by the students and displayed with the individual rain forest
murals.
3. Watch the book review video clip of “The Great Kapok Tree: A Tale of the Amazon
Rain Forest” to create an interest in the book. Read The Great Kapok Tree: A Tale of
the Amazon Rain Forest by Lynne Cherry to the students. In discussion use a
Compare and Contrast Venn Diagram to compare The Great Kapok Tree: A Tale of
the Amazon Rain Forest to the video clip “Rain Forests.”
MATERIALS:
1
Video Clip: Rainforests (5:49 minutes)
2
Descriptive Review -Rainforests worksheet
3
Smart board, white board, or flip chart for recording
4
Writing utensil
5
Paper (Reflection Statement)
6
Pencils
7
Book Review Video Clip -The Great Kapok Tree: A Tale of the Amazon Rain
Forest
8
Book -The Great Kapok Tree: A Tale of the Amazon Rain Forest
9
Compare and Contrast Venn Diagram
STUDENT MATERIALS FOR ALL LESSONS:
1. Worksheet: Descriptive Review -Rainforest Scientists
2. Worksheet: What is in the Rain Forest? (Layers of the Rain Forest)
3. Worksheet: Rain Forest at Night (Description -Plants and Animals)
4. Worksheet: Rain Forest at Night (Deforestation and Its Effects)
5. Worksheet: Life in the Strata (Description of Animals) 2 pages
6. Worksheet: Descriptive Review -Rainforests Video Clip
7. Paper and pencil -Reflection Statement
8. Compare and Contrast Venn Diagram
9. Art project materials (listed above)
10. Self Evaluation Checklist for Students (Art Project)
11. Student Evaluation 12 Rubric -Teacher’s Evaluation Tool
SAMPLE WORKSHEETS AND EVALUATION FORMS LISTED ON THE
FOLLOWING PAGES
Name___________________________________________________________________
Descriptive Review -Rainforest Scientists
1. What did you see or hear?
2. What questions came to your mind while watching this movie?
1. Speculate. What was the movie trying to teach us?
2. What are some new insights you’ve come up with after listening to everyone’s
responses?
3. Was this questioning process effective? Did it help you better understand the movie?
Why or why not?
Name___________________________________________
What is the Rain Forest?
Rain Forest Description Animals or Plants Layer Name of Layer in this
Layer
(top layer)
(middle layer)
(middle layer)
(bottom layer)
Orangutan
Leopard Cat
Epiphytes
Tarsier
Flying Fox Bat
Termite Mound
Wallace’s Flying
Frog
Luminous Fungi
Scarlet Macaw
Keel-Billed
Toucan
Name
Hornbill __________________________________________________
Forest at Night
Rain
Katydid
Animals/Plants Description
Lemur
Name___________________________________ Rain Forest at Night
Ulysses
Butterfly
Golden Lion
Tamarin
Poison Dart
Frog
Deforestation and Its Effects
Deforestation (Give the definition)
Deforestation (Impact on animals, plants, and people)
Loss of Biodiversity Why are there fewer than 30,000 orangutans left in the world?
Why are plants in the rain forest so important to animals and people?
Global Warming What happens when trees are burned or cut and left to decay?
What is the Greenhouse effect?
What are some effects of global warming?
Name__________________________________________________ Life
in the Strata
(top layer)
(middle layer)
(middle layer)
(bottom layer)
Orangutan
Leopard Cat
Epiphytes
Tarsier
Flying Fox Bat
Termite Mound
Wallace’s Flying
Frog
Luminous Fungi
Scarlet Macaw
Keel-Billed
Toucan
Hornbill
Animal Layer Description
Katydid
Name__________________________________________________
Lemur
Ulysses
Butterfly
Golden Lion
Tamarin
Poison Dart
Life in the Strata Animal Layer Description
(top layer)
(middle layer)
(middle layer)
(bottom layer)
Orangutan
Leopard Cat
Epiphytes
Tarsier
Flying Fox Bat
Termite Mound
Wallace’s Flying
Frog
Luminous Fungi
Scarlet Macaw
Keel-Billed
Toucan
Hornbill
Katydid
Lemur
Ulysses
Butterfly
Golden Lion
Name___________________________________________________________________
Descriptive Review -Rainforests
1. What did you see or hear in the video clip?
2. What does the movie remind you of?
3. How did this movie make you feel? Why?
1. What questions came to your mind while watching this movie?
2. Speculate. What was the movie trying to teach us?
3. What are some new insights you have come up with after listening to everyone’s
responses?
4. Was this questioning process effective? Did it help you better understand the movie?
Why or why not?
Name______________________________________
Self Evaluation Check list Check off each item when completed.
_____ 1. Rain forest layers are written neatly and spelled correctly.
_____ 2. All four rain forest layers are in the correct order on my
poster.
_____ 3. I have at least two animals labeled correctly in each
Rain Forest layer or strata. (check for spelling and
neatness)
_____ 4. All the animals are in the correct layer or strata. _____ 5. I
have at least two plants (other than trees) labeled correctly. (check
for spelling and neatness) _____ 6. My project has an appropriate
title.
(check for spelling and neatness) _____ 7. My Reflection
Statement is attached to my project. _____ 8. My project is
interesting and shows creativity. _____ 9. I am ready to tell about
my project to others.
Name______________________________________ Student
Evaluation
1. What was your favorite activity in the Rain Forest unit? Why?
2. Explain deforestation________________________________
3. How does deforestation effect plants, animals, and people?
4. Loss of biodiversity (Why is it important to save rain forest
plants and animals?)____________________________________
5. Name the four layers of the rain forest (in order) and list at least
two animals that live in each layer.
(top layer)____________________________________________
(middle layer)_________________________________________
(middle layer) ________________________________________
(bottom layer)_________________________________________
6. What else did you learn about the rain forest? (you
may also use the back side of this paper )
Name______________________________________ Rubric Teacher’s Evaluation Tool: Rain Forest Art Project
(top layer)
(middle layer)
(middle layer)
(bottom layer)
Orangutan
Leopard Cat
Epiphytes
Tarsier
Flying Fox Bat
Termite Mound
Wallace’s Flying
Frog
Luminous Fungi
Scarlet Macaw
Keel-Billed
Toucan
Hornbill
Katydid
Lemur
Ulysses
Butterfly
Golden Lion
Tamarin
Poison Dart
Bonus Points: Rate student’s art work on creativity 5 4 3 2 1