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Lesson Title: Touring The Rain Forest
Unit Title: Save The Rain Forest
Grade: 2/3
Discipline: Science
Overview of Lesson: We will create a KWL chart and then watch a video of the rain forest. This will be followed up with the Digital Field Trip CD-ROM and a web site that is set up like a tour.
Standards: Domains of Science: Life Sciences PreK-4 5026
Explore and describe that plants and animals are living things and have characteristics that differentiate them from non-living things.
Domains of Science: Life Sciences PreK-4 5027
Demonstrate an understanding that plants and animals go through predictable life cycles. These cycles differ from species to species, but all include growth, development, reproduction, and death.
Domains of Science: Life Sciences PreK-4 5028
Observe and describe that plants and animals have different structures that serve different functions in growth, survival, and reproduction. These contribute to the well being of the whole organism, and to the success of its offspring.
. Domains of Science: Life Sciences PreK-4 5029
Demonstrate awareness that there are millions of kinds of living things on the Earth, and that the number of species is not known. Classify living things on the basis of similarity in appearance and behavior.
Domains of Science: Life Sciences PreK-4 5030
Give examples of how different plants and animals have features that help them thrive in different kinds of places. Recognize that these features may be external, or internal, or behavioral.
Domains of Science: Life Sciences PreK-4 5039
Provide examples of living organisms meeting their needs by interacting with living and non-living parts of the environment in which they live. Observe that species are dependent on each other to maintain life. Examine ways in which the different features of each species enable it to live and reproduce in a particular environment (habitat).
Student Outcomes: Students will be able to describe various features of a rain forest. Particularly they should be able to identify the layers of the rain forest.
Length of Lesson: three sessions about 45 minutes each
Instructional Mode: whole class, partner or independent
Multiple Intelligences: Linguistic, Interpersonal
Essential Questions: Why is a rain forest unique?
Material / Resources Needed: VCR, computers, CD-ROM
Instructional Strategies: observation, whole class discussion
Activity or Procedure: Use whole class lesson to develop KWL chart. Follow this up with viewing of rain forest video, using the CD-ROM, The Digital Field Trip to the Rain Forest, and Rainforest Field Trip. http://www.fieldtrips.org/tours/sci/rainforest/_tourlaunch1.htm
Conclude with summing up of what children learned and fill in the L of the KWL chart.
Assessment: Observe students participation in whole class sessions, their use of the CD-Rom and navigation through the website.
Evidence that Student Learning Occurred: Students should be able to state that the rain forest contains the largest percentage of the worlds species of plants and animals. They should also recognize that a rain forest is a self-contained eco-system.
Technology Skills Required or Developed: NETS
1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.
2. Use a variety of media and technology resources for directed and independent learning activities.
3. Communicate about technology using developmentally appropriate and accurate terminology.
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
6. Demonstrate positive social and ethical behaviors when using technology.
Practice responsible use of technology systems and software.
Author: C. William Dunsay
Author e-mail: cwmd@earthlink.net
District/Organization: Southern Berkshire Regional School District
Date: Apr. 1, 2002
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