Lesson Plan: Animals of Rainforest and Temperate Forest developed by C. Larsen, Oct. 2000

Background: The class as a whole has done a KWL on the topic of the rainforest. They have also reviewed web resources and books.

Grade level: 3 and 4;

Curriculum: Science and Language Arts

Objectives:
Students will choose an animal from each of the two locales and compare/contrast through construction of a concept map.

Students will use the information they have gathered and organized to write a letter from one animal to the other.

Materials: Inspiration software, journals, book and web resources(provided below), one hour class time and  45 min. computer lab time.

Procedure:
Familiarize/Review with students with concepts of environment, habitat, ecosystem, food web, other words which help describe an organism's place in its environment (niche) and relationship to other living things in that system. The two animals chosen should occupy a similar or parallel niche in the environment.

Give students time to research via library or internet. They should record their sources for the teacher to monitor.

Students should outline their information, with similar items for each creature (food, sleep, shelter, rearing of young...). The class will then use the computer lab as a group, enter their outline on Inspiration, and print out their concept maps to bring back to the classroom.

For homework: Child will take the point of view of one animal. Write letters in response journals expressing pertinent information, including the concern of/for the rainforest creature for loss of habitat.

Questions to answer in context of letter: Could the animal move to the temperate forest? Why? What features of this creature's habitat are crucial to its survival? Are these features present in the habitat of the temperate forest parallel?

Evaluation:
Concept map should include at least five categories under each of two animals.

Letters should be three paragraphs in length, and reflect information on concept map, and be written from the point of view of the chosen animal.

Closure: Students who volunteer may share their work, class may respond by taking the voice of the other of the pair of animals.

Web Resources:
 
The Cloud Forest Alive Homepage http://www.cloudforestalive.org/ contains information about the cloud forests of Central America. It features hummingbird, bat, and quetzal cam, opportunity to "observe and participate" in rainforest research, and a selection of cloud forest sounds. Very nice photos. One of the best sites listed here.

The Tropical Rainforest in Suriname http://www.euronet.nl/users/mbleeker/suriname/suri-eng.html is of particular interest as the site of The Shaman's Apprentice, a children's book by Lynne Cherry (the author of The Great Kapok Tree) and Mark J. Plotkin. This web site provides a virtual multimedia tour of the rainforest in Suriname. It includes botany, people, and some animals.

 
Rainforest Adaptations is a very useful page for both teachers and students. It includes lesson plans on animal adaptations, and links for student research. http://204.98.1.2/barrier/rainforestadapt.html
 

Learning about Beavers Lessons #1

Submitted by Donna Johnson

Grade Level: Second Grade

Subject: Learning about Beavers

Objectives: Discuss physical characteristics of Beavers and habitat information.

Goal: Children will be able to identify a beaver from a list of pictures. Children will also be able to identify habitat associated with beavers.

Method of learning for students: Initially, the teacher through questions and responses will guide instruction. Students will later break into groups and do their own research. Each member of the group will be assigned a responsibility and those duties will rotate with each meeting. Students will be broken into three groups. Technology tools will include Internet and Microsoft Word software.

Time Allotment: Part #1 of this lesson will take place on Monday, Wednesday and Friday from 1:30 – 2:15. Monday will involve participation from the entire class. Wednesday and Friday will be group work.

Materials:

1. Students will use the library for hard copy information on beavers. This will be done on a rotating basis.
2. Students, under the supervision of the teacher or classroom assistant will use the Internet to obtain information on beavers, their physical characteristics and details about their habitat.
3. Students will use remaining computer to outline the written report on beavers. Details regarding the layout of the report will be handed out to everyone on Wednesday.

1. Day one will be basic sharing of information about beavers. Teacher can learn what students already know about beavers and create excitement about the project.

 

 

Procedure: Day Two

1. Students will be divided into three groups. Each member will receive a job such as researchers or recorders.

2. Group one will go to the library accompanied by adult to find information on beavers. Some will do the research and others will record the data.
3. Group two will be instructed on accessing the Internet. (Expect a wealth of input and expertise from the students.) Three sites will be provided to the group. They will be required to find two additional sites on their own.

 

 

These sites will be provided to the students:

http://www.worldbook.com/fun/wbla/camp/html/walkbeav.html

http://www.csh.rit.edu/~snell/beaver.html

http://www.fishbc.com/adventure/wilderness/animals/beaver.htm

4. Group three will work in Microsoft Word formatting their reports. The required parts of the report will be handed out that day.

1. Groups will rotate. Each member of the group will be a new assignment such as recorder or researcher. Group one will move from the library to the computers to search the Internet. Group two will move from the Internet assignment to formatting their report. Group three will move from formatting to the library.

1. Groups will rotate for the final time for lesson #1. Members of the group will be giving assignments such as recorders or researchers. Group One will use Word for formatting their reports. Group two will go to the library and group three will use the Internet.