Lesson Plan : Rain Forest Animals By Layers

Teacher Name:
 Charna Jordan
 Grade 2

 Rain Forest Animals
 Rain Forest: Layers: Emergent, Canopy, Understory, Forest Floor Food Webs: Consumers, Producers, Decomposers Animals: A. Insects monarch butterfly, morpho butterfly, Julia butterfly B. Mammals jaguar, ocelot, howler monkey, bats C. Birds quetzal, macaw, toucan, hummingbird, eagle D. Reptile anaconda, iguana, lizard, poison arrow frog E. Fish electric eel, piranha
 Students will use technology and print materials to learn about the Rainforest and animals found there.
 Objective: Given several rain forest animals to choose from, the student will choose one and will create a brochure using Microsoft Publisher to share with the class including three facts about the animal and one fact about the rainforest. (ELA Standard 1 Students will read, write, listen and speak for information and understanding, Key Idea: What students do for information and understanding, Performance Indicator: Students will use at least two sources of information in writing a report, produce clear, well organized, and well-developed explanations that demonstrate understanding of a topic; MST Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science The Living Environment, Key Idea: Plants and animals depend on each other and their physical environment, Performance Indicator: describe how plants and animals, including humans, depend on each other and the nonliving environment) Technology standards for Rain forest Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources.
 http://auth.grolier.com/cgi-bin/authV2?bffs=N http://encarta.msn.com/ http://www.abcteach.com/RainforestFacts/Rainforestfacts.htm http://www.enchantedlearning.com/subjects/rainforest/ Microsoft Publisher Voice recognition software for students who need assistance with inputting of data books: Discover Rain Forests by L.H. Baptista, Rain Forest by H. Cowcher, Eyewitness Books-Jungle by T. Greenaway, for example
 You are a scientist, exploring the Rain Forest. So much is different here, than where we live. Today, you are going to use the computer and classroom resources to learn more about the rain forest and its animals and then you will create a brochure about your animal, complete with pictures and text.
 Using the overhead, computer and projector, I will model how to find the sites available, such as grolier.com, encarta.com or abcteach.com. I will select one, such as: abcteach.com -howler monkey: This is the information from that site. Howler Monkeys: How this monkey got its name can be answered once you hear this monkey. It is by far one of the noisiest animals of the rain forest. They live in Central and South America. Their howler can be heard up to two or more miles away. The howler monkey is one of the biggest species of the monkey family. They eat fruit, plants, insects, and seeds. We will read this information, decide what is important, and use this to complete the accompanying worksheet. We need to include at least three facts about the animal, where it is found in the Rainforest and one fact about the Rainforest climate. Your words should be spelled correctly. You must create a brochure. You will use Microsoft Publisher to do so.
 1. Using pencil and paper, sketch your animal. To sketch means to draw lightly, after you are satisfied with your drawing, add details and color. 2. Put together your facts, either write neatly in a paragraph form or type. Add this to your animal sketch. 3. Using the facts you have gotten, make the brochure. Check the rubric to see that you have included all the necessary information.
 If there are students with severe impairments, they will be given a choice between only two animals. With adult assistance, they will use books and internet sources to answer the questions. They can be included in a group of students who will work well with them. For the students whose reading skills are low, they will work together on an animal, with the classroom aide, who can read the source material and questions. She will scribe for them to complete the work sheets. Voice recognition software can be used to assist these students with their composing of their material. Students who complete the work more quickly will be encouraged to learn more about their animals, to add more information to their worksheets.
Checking For Understanding:
 Diagnostic: During the anticipatory set, I will assess prior knowledge by whole group discussion about animals. Formative: My observation during guided practice will allow me to see what students know and if they need further instruction. I will use the worksheet for assessment. Summative: Using the provided rubric, I will check that all areas have been completed. Class presentation will also allow assessment of student mastery.
 The student will present their project to the class. What did you enjoy most about this project? Why was learning about the animals important? (Animals are part of our environment, it is important to know more about them)
 The student will present their project to the class. What did you enjoy most about this project? Why was learning about the animals important? (Animals are part of our environment, it is important to know more about them)
Teacher Reflections:

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