A Walk in the Rainforest

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A Walk in the Rainforest

• By Kayleigh Stevens

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Analyze Learners

• This lesson plan is intended for children seven
  to nine years old in a third grade classroom
• The unit is designed to the typical classroom
  rather then a special needs or an accelerated
  setting.

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WV Content and State Objectives

• SC.3.3.1 identify that systems are made of parts
  that interact with one another.
• SS.3.4.1 describe and use the basic elements of
  maps and globes (e.g., title, legend, cardinal
  directions, scale, grid, parallels, meridians).
• SC.3.6.3 develop respect and responsibility for
  the environment by engaging in conservation
  practices.
• SC.3.4.3 compare physical characteristics and
  behaviors of living organisms and explain how
  they are adapted to a specific environment.
• SC.3.4.4 observe and describe relationships among
  organisms in an ecosystem (e.g., sequencing food
  chains, behavior, adaptations, factors that
  effect populations, predator-prey relationships).
• RLA.3.2.5 use a variety of sources to gather
  information (e.g., use dictionaries
  encyclopedias newspapers).
• VA.3.1.2 use drawing and/or painting media to
  create artwork.

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Materials

• Manilla folder for each student
• Computer paper for worksheets
• A lot of construction paper!
• Crayons
• Yarn
• Small pieces of colorful tissue paper

• Chenille sticks
• Fast-drying clay
• Rainforest sounds CD
• Washable paints
• The books A Walk in the Rainforest, The Great
  Kapok Tree and The Umbrella
• Bulletin board with removable, laminated animals

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Utilize Media and Materials

• Day One
• On this first day we will watch a slideshow from
  RainforestHeroes.com and read the story A Walk in
  the Rainforest.
• Day Two
• Today students will decorate manila folders and
  work on map skills

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• Day Three
• Students will examine the interactive bulletin
  board and go over the weeks spelling and
  vocabulary. Also, students will make paper
  flowers to decorate the classroom with.
• Day Four
• The Great Kapok Tree will be read today as the
  students perform a skit. We will discuss
  deforestation and students will pick animals to
  do research on.

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• Day Five
• Students will do research on their animals today
  as well as writing rainforest haikus.
• Day Six
• We will start today with a multiplication
  worksheet and read the story The Umbrella.
• Day Seven
• Students will view a PowerPoint about the people
  of the rainforest and will draw self-portraits of
  themselves as rainforest dwellers.

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• Day Eight
• Today students will create poison arrow frogs and
  take a spelling test.
• Day Nine
• Letters will be written by the students today
  describing their rainforest experiences. They
  will also finish up their folders.
• Day Ten
• Students will present their folders today and we
  will finish the unit.

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Require Learner Participation

• There are many group activities for all of the
  students to participate in.
• Discussions about all books and activities will
  take place.
• Students will rotate between workstations
  involving art, research and writing.

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Evaluate and Revise

• Class participation
• Group art projects
• Acting out stories read
• Folders
• Include all worksheets and projects
• Presentation to the class