Unit on Rainforests – EDEL 350
Name: Olivia Alcala
Section: 5
Grade Level: 6th
Unit Topic: Rainforest Biome
Date: 4/1/13
Classroom Teacher: Mrs. Onieal
BSU Instructor: Dr. Melser
Unit Objective(s): The students will examine the biome rainforests, and be able to
originate a plan to save the rainforests from deforestation.
Lesson 1
Subject: Social Studies
Indiana Standard: SS.6.3 2007 - Geography
Students will identify the characteristics of climate regions in Europe and the Americas and
describe major physical features, countries and cities of Europe and the Western Hemisphere.
Indiana Indicator: SS.6.3.8 2007 Physical Systems: Identify major biomes of Europe and
the Americas and explain how these are influenced by climate.
SS.6.3.1 2007 The World in Spatial Terms: Identify and locate on maps the countries and
capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and
Brazil.
Topic: Introduction to Rainforests
Resource(s):
Internet: Biome. [Map/Still]. In Britannica Online for Kids. Retrieved from
http://kids.britannica.com/elementary/art-163571
Internet: Forests. (2013). Retrieved March 29, 2013, from NeoK12 website:
http://www.neok12.com/Forests.htm
Internet: Where are the tropical rainforests? (2010). Retrieved March 29, 2013, from
Enchanted Learning website: http://www.enchantedlearning.com/subjects/
rainforest/Mapbw.shtml
Activity: This is an introduction to the rainforests. The teacher will decorate the classroom
with big flowers, vines, rain forest stuffed animals, and have background music of a
rainforest playing. This will intrigue the students and they will wonder what they will be
learning about. The teacher will ask the students what they think these items represent and
where would they find these items. Once they have answered, explain that these items are
found in rainforests. The teacher will further teach the lesson on rainforests and show
short videos to help students visualize what it looks like there. The teacher will then
distribute to each student a map of the world. The students will label the continents and
then will color the equator red. The teacher will show the class a map of the major biomes
and specifically where rainforests are. They then will label the rainforests: Rainforests of
Central America, Amazon Rainforest, Rainforests of Southeast Asia, Madagascar Rainforest,
Congo River Basin Rainforest, and Olympic Rainforest. The students will color and label the
rainforests on their maps. They will make a key to help identify what the color on their map
represents.
Lesson 2
Subject: Social Studies
Indiana Standard: SS.6.3 2007 - Geography
Students will identify the characteristics of climate regions in Europe and the Americas and
describe major physical features, countries and cities of Europe and the Western
Hemisphere.
Indiana Indicator: SS.6.3.8 2007 Physical Systems: Identify major biomes of Europe and
the Americas and explain how these are influenced by climate.
Topic: Rainforests more in depth
Resource(s): Internet: Home. (2012). Retrieved March 29, 2013, from Save the Rainforest
website: http://www.savetherainforest.org/index.htm
Internet: Pullen, S. (Ed.). (2006). The world's biomes. Retrieved February 11, 2013, from
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
Internet: Teacher resources. (n.d.). Retrieved February 11, 2013, from
http://earthobservatory.nasa.gov/Experiments/Biome/teacherresource.php
Internet: World biomes. (2004). Retrieved February 11, 2013, from
http://kids.nceas.ucsb.edu/biomes/index.html
Activity: The teacher will bring out a stuffed animal (toucan), a tropical fake flower, a
picture of a thermometer, a picture of a rain cloud, and a picture of people. The teacher will
ask the students what they think they will be learning about today. After they answer, the
teacher will explain to the class that they will be researching one of these items in groups.
The teacher will split the class into five groups. The groups will be animals, plants,
temperature, weather conditions, and people who live in rainforests. Each group will use
the internet to research their category. Each group will create a powerpoint of their topic.
Lesson 3
With the information they learned from lesson 2, the students will present their
powerpoints to the class.
Subject: Language Arts
Indiana Standard: EL.6.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and
Applications
Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral
communication. Students deliver well-organized formal presentations using traditional
speech strategies, including narration, exposition, persuasion, and description. Students
use the same Standard English conventions for oral speech that they use in their writing.
Indiana Indicator: EL.6.7.11 2006
Deliver informative presentations that:
• pose relevant questions sufficiently limited in scope to be completely and thoroughly
answered.
• develop the topic with facts, details, examples, and explanations from multiple
authoritative sources, including speakers, periodicals, and online information.
Topic: Jigsaw Rainforests
Resource(s): Internet: Home. (2012). Retrieved March 29, 2013, from Save the Rainforest
website: http://www.savetherainforest.org/index.htm
Internet: Pullen, S. (Ed.). (2006). The world's biomes. Retrieved February 11, 2013, from
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
Internet: Teacher resources. (n.d.). Retrieved February 11, 2013, from
http://earthobservatory.nasa.gov/Experiments/Biome/teacherresource.php
Internet: World biomes. (2004). Retrieved February 11, 2013, from
http://kids.nceas.ucsb.edu/biomes/index.html
Activity: The teacher will explain to the class that they will be giving a three to five minute
presentation of the information they found on rainforests. The teacher will give an example
of the what a good presentation would be and what a bad presentation would be. Each
group will present their topic to the class. Every student needs to speak in their
presentations. While the students are presenting, the class will take notes of the
information. The information will be presented using powerpoint. When the presentations
are over, the teacher will give their own presentation of how rainforests are being cleared
away so humans can have its valuable resources. This is called deforestation. After the
presentation the teacher will have a class discussion over deforestation.
Lesson 4
The introduction of deforestation in lesson 3 set the stage for lesson 4. This lesson the
students will learn more about deforestation and how it effects rainforests.
Subject: Science
Indiana Standard:
SCI.6.3 2010 - Life Science
Describe that all organisms, including humans, are part of complex systems found in all
biomes (i.e., freshwater, marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Understand that the major source of energy for ecosystems is light produced by major
nuclear reactions in the sun. (6.3.4, 6.3.5, 6.3.6)
Indiana Indicator: SCI.6.3.2 2010
Describe how changes caused by organisms in the habitat where they live can be beneficial
or detrimental to themselves or to native plants and animals.
Topic: Rainforest deforestation
Resource(s): Internet: Deforestation: Saving Madagascar's forests. (n.d.). Retrieved March
30, 2013, from National Geographic website:
http://video.nationalgeographic.com/video/environment/environmental-threatsenvironment/deforestation/SavingMadagascarsForests-GWU001-2012F-vrs/
Internet: Home. (2012). Retrieved March 29, 2013, from Save the Rainforest website:
http://www.savetherainforest.org/index.htm
Internet: Rain forest. (n.d.). Retrieved March 29, 2013, from National Geographic
website:http://environment.nationalgeographic.com/environment/
habitats/rainforest-profile/
Activity: The teacher will show a video on deforestation. After the video, the teacher will
have the students get into groups of two. Each group will have an Ipad and they will
research deforestation and how it affects the plant and animal life in rainforests. They can
type information they found on their Ipads. After the class has worked for ten minutes, they
will come back to their seats and the teacher will make a chart on the dry erase board. One
section will be animals and the other will be plants. The teacher will write on the chart how
the plant life and the animal life are affected. The students will then share what they have
found, and they can come up and write any websites on the board they found informative.
Lesson 5
The students now know more about deforestation. In this lesson, they will use their
knowledge and create a play about how it effects the animals, plants, or humans in
rainforests.
Subject: Fine Arts: Theater
Indiana Standard: TH.6.6 2003 - CREATIVE PROCESS
Students create scripts and theatre pieces through collaboration, inquiry, and
improvisation.
Indiana Indicator: TH.6.6.2 2003
Write a scripted play based on a theme.
Topic: Saving the rainforest plays
Resource(s): Writing a play with your class. (n.d.). Retrieved March 31, 2013, from Fun
With Drama website: http://www.kidsfunwithdrama.com/html_en/
teaching_writing.html
Activity: The teacher will explain again how deforestation affects animals, plants, and
humans. The teacher will have students get into groups of three to four. Each group will
make their own script and then act it out for the class. The script will have three scenes.
The script needs to deal with deforestation and how it affects those characters. The
characters could be the animals in rainforests, or the plants, or even the humans. The
teacher will further go into how to set up the script and the students will go off into their
groups. When they are finished, the students will present their plays to the class.
Lesson 6
The students are now going to learn about the statistics involved with deforestation and
how much it is changing. The students will be making line graphs of the increase in human
population and deforestation.
Subject: Science and Mathematics
Indiana Standard: SCI.6.3 2010 - Life Science
Describe that all organisms, including humans, are part of complex systems found in all
biomes (i.e., freshwater, marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Understand that the major source of energy for ecosystems is light produced by major
nuclear reactions in the sun. (6.3.4, 6.3.5, 6.3.6)
MA.6.7 2000 - Problem Solving
Students make decisions about how to approach problems and communicate their ideas.
Indiana Indicator: SCI.6.3.2 2010
Describe how changes caused by organisms in the habitat where they live can be beneficial
or detrimental to themselves or to native plants and animals.
MA.6.7.8 2000
Use graphing to estimate solutions and check the estimates with analytic approaches.
Topic: Using graphs to show human populate and deforestation growths
Resource(s): Internet: Butler, R. (Ed.). (2011). Deforestion estimates. Retrieved March 29,
2013, from Mongabay website: http://rainforests.mongabay.com/general_tables.htm
Activity: The teacher will bring out a large paper they have used before in class. On the
other side of the used paper the teacher will make a large line graph. The teacher will ask
the class what key items a line graph needs. As the students list the items the teacher will
write them on the paper. The line graph should have a title for the x and y axis, a main title,
a key, points on the graph, and a line that connects the points. The students will each get a
paper they have already used, and they will use the back side. The paper needs to be blank
on the other side. The class will be split up into half. One half of the class will individually
graph the human population growth from the 1900s till now (increasing by every ten
years). The other half will individually graph the increase of deforestation starting from the
1900s till now (increasing by every ten years). The teacher will give each student the
information they need to graph. Once the students have made their line graph, they will
find a partner who did a different graph. They will compare their graphs and discuss it. The
class will come back as a whole and discuss what everyone found.
Lesson 7
The students learned about how deforestation is increasing, but do they know what they
may mean to their health? The students will learn how deforestation causes unhealthy
weather and climate conditions.
Subject: Health and Science
Indiana Standard: HW.6.7 2007 - Students will demonstrate the ability to practice
health-enhancing behaviors and avoid or reduce health risks.
Research confirms that practicing health-enhancing behaviors can contribute to a positive
quality of life. In addition, many diseases and injuries can be prevented by reducing
harmful and risk taking behaviors. This standard promotes accepting personal
responsibility for health and encourages the practice of healthy behaviors. Students
demonstrate health-enhancing behaviors to prevent injuries, diseases and disorders.
SCI.6.3 2010 - Life Science
Describe that all organisms, including humans, are part of complex systems found in all
biomes (i.e., freshwater, marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Understand that the major source of energy for ecosystems is light produced by major
nuclear reactions in the sun. (6.3.4, 6.3.5, 6.3.6)
Indiana Indicator: HW.6.7.3 2007
Identify practices to avoid or reduce health risks to self and others.
Example: Identify practices that reduce the possibility of misusing a prescription or overthe-counter (OTC) medication (e.g., follow directions for appropriate use for condition,
dosage, storage, etc.).
SCI.6.3.2 2010
Describe how changes caused by organisms in the habitat where they live can be beneficial
or detrimental to themselves or to native plants and animals.
Topic: How deforestation affects your health
Resource(s): Internet: Harris, B. (Ed.). (2013, February 12). What are some of the effects
of deforestation? Retrieved April 1, 2013, from Wise Geek website:
http://www.wisegeek.org/what-are-some-of-the-effects-of-deforestation.htm
Internet: Global maps carbon monoxide. (2003, November). Retrieved April 1, 2013, from
Earth Observatory website: http://earthobservatory.nasa.gov/GlobalMaps/
view.php?d1=MOP_CO_M
Activity: The teacher will ask the class if they think that chopping trees down and clearing
forests is healthy. The teacher will then remind the students how important trees are for
our world. They help us breath, by keeping the air clean. The people who live around
rainforests are breathing in the gases from the fires and with the trees disappearing, the air
is not as clean as it used to be. The teacher will show the class this video that shows how
carbon monoxide is increasing as time progresses. The areas that have more carbon
monoxide are areas rainforests are found.
http://earthobservatory.nasa.gov/GlobalMaps/view.php?d1=MOP_CO_M
The teacher will ask the students how they feel about this video. The teacher will explain
that deforestation is a contributor in the increase of carbon monoxide in the air, and how it
is not healthy for any of us. The teacher will have the students get into groups of two. Each
group will make a chart on a dry erase board. One side of the chart will be the unhealthy
things that deforestion brings. The other side will be ways to help clean and prevent those
items. This will help the students come up with solutions that will keep themselves and
others healthy.
Lesson 8
The students now know about what deforestation does to our Earth, but now they need to
learn ways to save the rainforests. One way is recycling.
Subject: Visual Arts and Language Arts
Indiana Standard: VA.6.7 2008 - CREATING ART: Studio Production: Understand and
apply elements and principles of design in personal works of art, utilizing a variety
of media, tools, and processes
Students apply the elements and principles and distinguish varied lines, shapes, textures,
colors, and space, and the use of balance, proportion, rhythm, variety, repetition, and
movement in works of art. They utilize visual characteristics of given media and employ
appropriate media and processes in artwork, demonstrating safe and proper use of
materials.
EL.6.5 2006 - WRITING: Applications (Different Types of Writing and Their
Characteristics)
At Grade 6, students write narrative, expository (informational), persuasive, and
descriptive texts (research reports of 400 to 700 words or more). Student writing
demonstrates a command of Standard English and the research, organizational, and
drafting strategies outlined in Standard 4 - Writing Processes and Features. Writing
demonstrates an awareness of the audience (intended reader) and purpose for writing.
Indiana Indicator: VA.6.7.4 2008
Demonstrate appropriate use of various media, techniques, and processes to communicate
themes and ideas in artwork.
EL.6.5.7 2006
Write for different purposes (information, persuasion, description) and to a specific
audience or person, adjusting tone and style as necessary.
Example: Write a review of a favorite book or film for a classroom writers' workshop. Use
clear organization and careful word choices to help the readers of the review decide if they
might be interested in reading the book or viewing the film.
Topic: Using recycled items to make art.
Resource(s): Book: Threadgould, T. (n.d.). ReMake it. New York, NY: Sterling.
Activity: The teacher will bring in a bag made out of recycled Capri Suns. The teacher will
explain that one way we can help with deforestation is by recycling. The teacher will bring
out the book ReMake it by Tiffany Threadgould. The teacher will show students different
items we can reuse old items we have and make new uses from them. The teacher will
explain that in order for people to know how to help deforestation, their class needs to get
the word out. The students will collect items they find, that are not being used anymore,
and they will create an art piece. This art piece will be displayed throughout the school. The
students will write a description of the art piece and explain why it is important to recycle.
Each description will be displayed with each art piece.
Lesson 9
The students will use their knowledge they have learned about deforestation, and they will
write a paper about how it is endangered.
Subject: Language Arts and Science
Indiana Standard: EL.6.5 2006 - WRITING: Applications (Different Types of Writing
and Their Characteristics)
At Grade 6, students write narrative, expository (informational), persuasive, and
descriptive texts (research reports of 400 to 700 words or more). Student writing
demonstrates a command of Standard English and the research, organizational, and
drafting strategies outlined in Standard 4 - Writing Processes and Features. Writing
demonstrates an awareness of the audience (intended reader) and purpose for writing.
SCI.6.3 2010 - Life Science
Describe that all organisms, including humans, are part of complex systems found in all
biomes (i.e., freshwater, marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Understand that the major source of energy for ecosystems is light produced by major
nuclear reactions in the sun. (6.3.4, 6.3.5, 6.3.6)
Indiana Indicator: EL.6.5.7 2006
Write for different purposes (information, persuasion, description) and to a specific
audience or person, adjusting tone and style as necessary.
Example: Write a review of a favorite book or film for a classroom writers' workshop. Use
clear organization and careful word choices to help the readers of the review decide if they
might be interested in reading the book or viewing the film.
SCI.6.3.2 2010
Describe how changes caused by organisms in the habitat where they live can be beneficial
or detrimental to themselves or to native plants and animals.
Topic: Rainforest Endangered
Resource(s): Internet: Butler, R. (Ed.). (2011). Deforestion estimates. Retrieved March 29,
2013, from Mongabay website: http://rainforests.mongabay.com/general_tables.htm
Internet: Deforestation: Saving Madagascar's forests. (n.d.). Retrieved March 30, 2013,
from National Geographic website:
http://video.nationalgeographic.com/video/environment/environmental-threatsenvironment/deforestation/SavingMadagascarsForests-GWU001-2012F-vrs/
Internet: Home. (2012). Retrieved March 29, 2013, from Save the Rainforest website:
http://www.savetherainforest.org/index.htm
Internet: Rain forest. (n.d.). Retrieved March 29, 2013, from National Geographic
website:http://environment.nationalgeographic.com/environment/
habitats/rainforest-profile/
Activity: The teacher have the students write a one to two page paper individually about
how the rainforests are in danger. The paper needs to include facts about the animals,
plants, and humans that live there. The paper needs to define what deforestation is, and
what it is doing to the rainforests. The students will have one week to write their paper.
Lesson 10
The students will now take their knowledge of rainforests and deforestation, and share
their knowledge with the others.
Subject: Social Studies and Science
Indiana Standard: SS.6.3 2007 - Geography
Students will identify the characteristics of climate regions in Europe and the Americas and
describe major physical features, countries and cities of Europe and the Western
Hemisphere.
SCI.6.3 2010 - Life Science
Describe that all organisms, including humans, are part of complex systems found in all
biomes (i.e., freshwater, marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Understand that the major source of energy for ecosystems is light produced by major
nuclear reactions in the sun. (6.3.4, 6.3.5, 6.3.6)
Indiana Indicator: SS.6.3.8 2007 Physical Systems: Identify major biomes of Europe and
the Americas and explain how these are influenced by climate.
SCI.6.3.2 2010
Describe how changes caused by organisms in the habitat where they live can be beneficial
or detrimental to themselves or to native plants and animals.
Topic: Ways to save the Rainforest
Resource(s): Internet: Deforestation: Saving Madagascar's forests. (n.d.). Retrieved March
30, 2013, from National Geographic website:
http://video.nationalgeographic.com/video/environment/environmental-threatsenvironment/deforestation/SavingMadagascarsForests-GWU001-2012F-vrs/
Internet: Home. (2012). Retrieved March 29, 2013, from Save the Rainforest website:
http://www.savetherainforest.org/index.htm
Internet: Kids! 10 easy ways you can help save the rainforests. (n.d.). Retrieved March
31, 2013, from Rainforest Alliance website:
http://www.rainforest-alliance.org/education/documents/kids_easy_ways.pdf
Activity: The teacher will ask the students what they have learned about rainforests and
deforestation. The teacher will then tell the students they will be making a glog (the
students have made a glog before) about rainforests and deforestation. They can include
videos, pictures, interviews, music, or anything they feel will enhance a reader’s knowledge
of the topic. The student’s glogs will be posted online for others to view. They will have one
week to do the assignment.
*Link this to the Main INTASC page as well as the Graphic Outline page.