#931. Rainforest

Social Studies, level: Elementary
Posted Wed Mar 31 11:31:01 PST 1999 by Tina Goins (tgoins@clevelandschools.org).
Cleveland City Schools, Cleveland, TN
Materials Required: listed in the lesson plan
Activity Time: could be divided into 2 to 3 lessons
Concepts Taught: learning the meaning of the word endangered

TIM LESSON PLAN

Topics: Language Arts Name: Tina Goins
Visual Arts Date: 3/30/99
Grade: 3-4

Long Range Objective:
TLW develop an appreciation and respect of the rain forest and the animals in it.

Instructional Objective:
TLW utilize the meaning of the word endangered by doing the following: listening to a story read, choosing and painting an animal from the rain forest, then after gathering data will discuss and explain how and why the animal is endangered.

Materials:
1. various other posters, books, pictures, interactive CD-Rom entitled Amazon Trail by
MECC and magazines of rain forest scenes and animals
2. book entitled Animals of the Rainforest by L. Stone
3. 12x18 white or colored construction paper
4. tempera or watercolor paint
5. brushes
6. water and water containers
7. newsprint (for easy clean up)
8. pencils for sketching
9. rainforest music playing in the background

Set:
"Can anyone tell me what the word endangered means? "
**The teacher will discuss the meaning and expound on student responses.
"Since we have been talking about the rain forest can anyone tell be what type of things are endangered in the rain forest?"
**The teacher will discuss a few of the endangered animals and plants in the rainforest and expound on student responses.
"We are going to learn more about the word endangered by doing some research, some painting and by having small group discussion. "

Instruction:
The teacher will (TTW)
1. generate interest for listening to the book to be read by asking the student to be
watching for an animal that they would like to paint and learn more about.
2. read the book Animals of the Rainforest by L. Stone and will stop periodically to ask questions to keep attention.
3. instruct students to look around the room for a minute and think about an animal that they might have just read about or been learning about or that they are interested in that they would like to learn more about and would like to paint. TTW give the students about 5 minutes to go around the room to look through different books and material to decide what animal that they would like to do their research on. When the timer goes off TTW instruct the students to go to their seat
4. observe and assist in the student's quest for the animal they want.
5. monitor time and transition students to designated area for painting instruction.
6. sketch an animal to give the students an idea of size and detail expected on painting.
7. monitor and assist while the students are working on their paintings.
8. allow students time to research the following questions using materials in the room: 1. Where does the animal live? 2. Why is it endangered?
9. group students in a random order of four or five to share about their animals. TTW instruct the students their discussion specifics must include the two previous questions.

Practice:
TLW
1. paint an endangered animal of their choice.
2. research the two questions from materials in the classroom.
3. participate in small group discussion.

Closure:
TTW will ask the students to give an example of an animal that is endangered and will restate the definition of endangered. "We have discussed the meaning of endangered and have given examples of animals that are endangered. If you feel it is important to do everything we can to help protect these animals give a thumbs up, if not give a thumbs down. Either way, be ready to explain your choice."

Alternate Strategies:
Physically and mentally challenged students can be paired with a peer tutor. These students can work together to come up with the research information collaboratively. Depending upon severity of the challenge the teacher could draw the shape of the animal of their choice for them and they could paint the details.

Integration Activities:
1. Language Arts and listening skills are integrated by reading Animals of the Rainforest by L. Stone. Also these skills are used through the research completed to find the information needed on each animal.
2. Science is integrated through the discussion of habitats and endangered status of animals.
3. Geography is integrated through the study of where the rainforests are located and where their animal lives.
4. Socialization and collaborative skills are integrated through the group activities.

Evaluation:
TTW
1. observe attention during instruction times.
2. observe participation efforts in research.
3. observe participation in painting.
4. observe participation in small group instruction.

Assignments:
Have the students write a factual paragraph about their animal and display it under their painting in a classroom exhibit.