Rainforest Friends. Module Overview. Summary: Students will discover the uniqueness of a rainforest and the life forms within.

Transcription

1 Mdule Overview Target Language: English Grade Level: K-1 Prficiency Level: Junir Nvice Lw Summary: Students will discver the uniqueness f a rainfrest and the life frms within. Enduring Understanding: A rainfrest is a unique envirnment with a variety f life frms. Essential Questins: What is a rainfrest? What can yu find in the rainfrest? Where can yu find a rainfrest? Standards Targeted 5C Wrld Language Standards Cmmunicatin Cultures Cnnectins Answer simple questins related t the rainfrest (1.1) Interpret basic vcabulary f rainfrest life frms (1.2) Present wildlife that lives in the different layers f the rainfrest (1.3) Use vcabulary and basic structures t increase graphing cncepts in mathematics (3.1) Students access new infrmatin and reinfrce existing knwledge f ther cntent areas thrugh the target language (3.1) 5E STEM Standards 1.SF Structure and Functin Students wh demnstrate understanding can: Technlgy Observe and analyze the external structures f animals t explain hw these structures help the animals meet their needs. Ask questins t define a prblem and design an bject that replicates the functin (use) f a structure (part) present in an animal r a plant t address the prblem. 3.A.1 Create a cmputer-generated rainfrest animal Math Cmmn Cre Measurement and Data 1. MD. 4 Display data regarding the likes and dislikes f the class abut rainfrest animals in a circle graph 1. MD.4 Answer questins related t the circle graph 1

2 Knwledge: Students will knw Vcabulary Use apprpriate vcabulary t describe life in the rainfrest. Expressins and patterns Hw t make simple statements Skills: Students can 1. Tell which animals live in different levels f the rainfrest. 2. Tell the differences between the layers f the rainfrest. 3. Graph data regarding likes and dislikes in relatins f animals f the rainfrest. land n Earth Mdule Duratin and Lessns: Five 30-minute lessns Lessn 1 What is a rainfrest? Lessn 2 Where Des Little Cquí Live? Lessn 3 Wh Are My Friends? Lessn 4 Wh Is This New Creature? Lessn 5 Our Favrite Rainfrest Animal Perfrmance Assessment: What culminating perfrmance tasks will prvide evidence that students have achieved the prgram learning bjectives? Cnsider prviding pprtunities fr students t be assessed fr each mde f cmmunicatin thrugh interpretive, interpersnal and presentatinal perfrmance tasks. Hwever, fr students at this age grup, assessment may be integrated. Materials/Resurces Frg: puppet r stuffed animal Sund clips f the rainfrest FunNGames/canuseethem.htm Chse ne way t simulate humidity: Small baby humidifier Prir t lessn, cver plants with cellphane supprted by straws placed int the sil. Water plant well and place it in sunlight. Micrwave a glass f water. Sund bites: Rainmaker Instructins: e-rainmaker-musical-instrument.html Paper twel tubes, pre-cut paper plates, tape, and rice Pre-made labels fr each level f the rainfrest (shuld include visual cues and written vcabulary) Large pster f the rainfrest that depicts the fur layers f the rainfrest r a selfmade mural (WS.2) Large pictures f a parrt, a snake, a mnkey, and a jaguar Small pictures f a parrt, a snake, a mnkey, and a jaguar (enugh fr all students) Large animal picture cards Build yur wn wild self: Wrksheet 1a Wrksheets 2a, 2b, 2c Wrksheet 3a 2

3 Wrksheet 4a Rainfrest Jurnal (Included as separate PDF file) STEM Backgrund fr Teachers: Rainfrests are dense frests that are fund in trpical areas arund the wrld, which receive at least 160 inches f rain each year. Humidity is always 77-88%. Trpical rainfrests are in Suth America, Africa, and Sutheast Asia. The temperature is almst always very warm (ranging frm 68⁰F at night t 93⁰F during the day) allwing plants grw all year lng. Trees are brad-leaved and evergreen, and the vegetatin tends t grw in fur very thick layers: undergrwth (frest flr), intermediate trees and shrubs (understry), very tall trees (canpy), and a few extremely tall trees that hver as much as 200 feet abve the frest flr (emergent). Even thugh nly 6% f Earth s surface is cvered by trpical rainfrests, they cntain nearly 75% f all knwn species f animals and vegetatin. As many as 30 millin species f plants and animals call the rainfrests hme. Many things that we use cme frm the rainfrests. Nearly tw thirds f all medicine riginate frm the plants lcated here. Other useful things that cme frm rainfrests include chclate, sugar, cinnamn, rubber, and pineapples. Plants: Althugh this mdule des nt include specific rainfrest vegetatin in its lessns, it is imprtant t understand that mre than tw thirds f the wrld's plant species are fund in the trpical rainfrests plants that prvide shelter and fd fr rainfrest animals and take part in the gas exchanges which prvide much f the wrld's xygen supply. Rainfrest plants live in a warm, humid envirnment that allws an enrmus variatin rare in mre temperate climates; sme, like the rchids, have beautiful flwers adapted t attract the prfusin f frest insects. Animals: There are t many types f animals living in the rainfrests t address each ne individually. Hwever, sme f the mre cmmn animals are mnkeys, frgs, birds, and snakes. The Cquí, highlighted in this mdule, is a species endemic t Puert Ric, the Virgin Islands, Central and Suth America, and Hawaii. This frg-like creature belngs t the Eleutherdactylus genus, which in Greek means free tes. 3

4 Lessn 1 - What Is a Rainfrest? Lessn 1 f 5 Objectives Perfrmance Assessment Task Duratin: 30 Minutes I Can: Oral language: Using pictures f varius gegraphic regins, students will be able t tell if the regins are humid r nt. Literacy: Students will recgnize the wrds Humid and Nt Humid. STEM and Other Subject Areas: Students cnclude a rainfrest is ht, humid, and rainy. Students will identify particular weather patterns (rain and humidity) that distinguish a rainfrest frm ther gegraphic regins. Vcabulary and Expressins Recycled Classrm cmmands: My name is cunting t 5 clrs New rainfrest humid nt humid plants live/lives Where d yu live? ht cquí Materials/Resurces Frg puppet r stuffed animal Sund clips f the rainfrest Chse a way t simulate humidity, such as: a small baby humidifier plants cvered with cellphane r plastic wrap supprted by straws placed int the sil. Water plant well and place in sunlight prir t lessn. micrwave a cntainer f water Pictures fr different gegraphic regins as related t climate (Wrksheet 1a) One enlarged set fr teacher demnstratin. Smaller sets in envelpes fr student use (ne envelpe per student) Signs: Humid/ Nt Humid Paper flded vertically with wrds Humid/ Nt Humid as headers fr each clumn (ne per student) 4

5 Engagement Object, event r questin used t engage students. Cnnectins facilitated between what students knw and can d Lessn 1 Prcedures Intrductin t the Rainfrest Prir t lessn, designate a crner f the classrm as a rainfrest. Include plants, surce f humidity, and rainfrest sunds. This shuld be hidden as best as pssible frm students. If yu d nt already have ther plants in the classrm, be sure there are additinal plants arund the rm. Have the frg puppet (Little Cquí) at hand, but hidden frm students. T: (Making the sunds f the cquí. Excitedly jump up and prduce handpuppet r ther depictin f Little Cquí. ) Gd mrning Little Cquí. Friends, this is Little Cquí. Say hell t ur new friend. S: Hell Little Cquí. P: Hell friends. T: (t puppet) Hw are yu Little Cquí? Yu lk very sad. P: I am sad. I am cld. I miss my hme and I miss my friends. I miss the plants. I miss the rain. (Begins t cry) T: Plants and rain. I wnder where Little Cquí lives. Little Cquí, where d yu live? (puppet sbs luder) T: (luder) Little Cquí, where d yu live? (puppet sbs luder) T: (T class) Let s all ask him tgether: S and T: Little Cquí, where d yu live? (puppet sbs luder still) T: Let s try again! S and T: Little Cquí, where d yu live? P: (still sbbing) I live in the rainfrest. T: Little Cquí, des it rain in the rainfrest? P: Yes, it rains and rains and rains. And there are a lt f plants. T: Plants? We have plants here. Lk, this is a plant. (T class) Wh can find anther plant in the classrm? (Calls n vlunteers t pint ut anther plant) Gd. This is a plant. Wh can find anther plant? Right! This is a (Hesitates, t allw students t supply the wrd) right a plant. (Cntinue with a few mre vlunteers.) T: In the rainfrest it rains and rains and yu have a lt f plants. It must be very humid in the rainfrest. P: Yes, it s humid. We have a lt f water in the rainfrest. T: Then we have a little rainfrest in ur class, and it is very humid. T: (Pinting t the classrm rainfrest ) What d yu see here? (Pinting t plants. If n students respnd) D yu see plants? S: Yes. I see plants. T: And, (allwing hand t get damp with humidity) what s this? Is this water? S: Yes, this is water. T: (Gather students near the surce f humidity allwing them t experience and feel humidity fr themselves.) P: There is a lt f water in the air. It s humid! T: Class, that s fun t say! Let s make a chant: S: A lt f water in the air! 5

6 Lessn 1 Prcedures T: A lt f water in the air! T: It s humid! It s humid! S: It s humid! It s humid! T&S: A lt f water in the air! It s humid! It s humid! Explratin Objects and phenmena are explred. Hands-n activities, with guidance. Explanatin Students explain their understandin g f cncepts and prcesses. New cncepts and skills are intrduced as cnceptual clarity and chesin are sught. Humid / Nt Humid T: (Having students explre the difference between the humid air in the rainfrest and the dry air utside the rainfrest ) Here, it s humid. Here, it s nt humid. T: (T student with hands in the rainfrest ) Is it humid? S: It s humid. T: (T student with hands utside the rainfrest ) Is it humid? S: It s nt humid. T: (T the puppet) S the rainfrest is humid. It rains and rains. It has lts f plants. What else is it like? P: It s humid, it rains and rains, it has lts f plants, and it is ht! Gegraphy and Humidity T: I wnder if we can find a picture f Little Cquí s rainfrest. It has t be smeplace that is humid, right? Let s see. T: (Shwing students pictures f different gegraphic regins Wrksheet 1a) Is it humid here? S: (Answer accrdingly) T: (Putting sign Humid and Nt Humid near the rainfrest and anther area nearby) Let s put the pictures f humid places near ur Rainfrest. (Help students srt the pictures accrdingly.) T: Is this place humid? (Pint ut apprpriate sign and have students repeat) S: Yes it s humid/n, it s nt humid. Elabratin Activities allw students t apply cncepts in cntexts, and build n r extend understanding Where Des Little Cquí Live? T: This rainfrest (pinting t the classrm rainfrest ) Is it humid r nt humid? S: It s humid. T: (Pinting t all the pictures that have been srted.) Which picture d yu think is a picture f Little Cquí s rainfrest? What are we lking fr? S: (Pssible respnses) It s humid. It has lts f plants. It rains and rains. It s ht. (Prmpt as necessary, but give students a chance t remember.) T: (Lking at ne picture at a time, ask guiding questins, such as Is it ht? 6

7 and skill. Evaluatin Students assess their knwledge, skills and abilities. Activities permit evaluatin f student develpment and lessn effectiveness. Lessn 1 Prcedures Des it have plants? Is it very humid? Des it rain and rain? The final picture shuld be the rainfrest picture that meets all the criteria.) T: (T puppet) Little Cquí, is this yur rainfrest? P: Yes, yes! This is my rainfrest. Assessment f Gegraphic Regins and Humid/ Nt Humid T: (Draw n bard tw clumns labeled Humid Nt Humid. Distribute papers with clumns titled Humid Nt Humid and envelpes with cut up pictures frm Wrksheet 1a) Let s see what we remember frm tday s lessn. T: (Randmly picking up sample picture and appraching the 2 clumns n the bard) (Pinting t Humid / Nt Humid n the bard.) T: Is this humid r nt humid? S: (Answer accrdingly.) T: Put yur pictures in the crrect clumn n yur papers: Humid r Nt Humid. We learned a lt abut places that are humid and nt humid! And we learned abut the rainfrest. 7

8 Teacher Reflectin n Lessn 1 - What Is a Rainfrest? What wrked well? What did nt wrk well? What wuld I d differently Other cmments r ntes 8

9 Lessn 2 - Where Des Mr. Cquí Live? Lessn 2 f 5 Duratin: 30 Minute Objective Students will be able t identify and name the fur layers f the rainfrest: frest flr, understry, canpy, and emergent. Perfrmance Assessment Students will be able t use clues in rder t infer the level f the rainfrest where Little Cquí is hiding. Expressins layers f the rainfrest frest flr understry canpy emergent trees rain/it s raining rainmaker sun Materials/ Resurces Frg puppet Paper twel tubes, pre-cut paper plates, tape, and rice/bean. Rainmaker Premade labels fr each level f the rainfrest (shuld include visual cues and written vcabulary) Large pster f the rainfrest that depicts the fur layers f the rainfrest, r a self-made mural (Wrksheet 2a) whlayers.html Picture f sun (Wrksheet 2b) Optinal: Sund clips f rain - 9

10 Engagement Object, event r questin used t engage students. Cnnectins facilitated between what students knw and can d Lessn 2 Prcedures Rain and the Rainfrest T: (Dampens the frg s that it feels wet t the tuch) Little Cquí is all wet! T: Why are yu wet Little Cquí? T: Little Cquí has a clue fr yu. Clse yur eyes. (Demnstrate eyes clsed). T: (Using rainmaker r sund clip: What is it? T: Is it water? S: It s water. T: Yes, it s water! It s raining. (Using rainmaker r sund clip) (Use the rainmaker again, and chant:) It is raining! (Repeat, signaling students t chant It is raining! With yu each time.) T: Pass arund the rainmaker and encurage students t say It s Raining each time the rainmaker plays. T: (Guide students t sing the fllwing, based n the meldy Brther Jhn/Frère Jacque ): It is raining. It is raining In the rainfrest. In the rainfrest. Humid, rainy rainfrest Humid, rainy rainfrest We are here. We are here. T: (Pinting t classrm rainfrest ) We are here. We are here in the rainfrest with Little Cquí. Explratin Objects and phenmena are explred. Hands-n activities, with guidance. Explanatin Students Making Our Own Rainmakers T: (Guide students t make their wn rainmaker using a paper twel tube, pre-cut cardbard circles, tape, and rice/bean.) Instructins fund at: T: (Guide students t make the sund f rain.) Is it raining? S: (using their rainmakers) Yes, it s raining. T: Is it raining in the rainfrest? S: Yes, it s raining in the rainfrest. Layers f the Rainfrest T: The rainfrest is very interesting. It has different layers, just like a cake! Lk at this cake! Hw many layers des it have? Let s cunt them: 10

11 explain their understandin g f cncepts and prcesses. New cncepts and skills are intrduced as cnceptual clarity and chesin are sught. Lessn 2 Prcedures S: (Repeat with a 3-layer cake, and then anther 4-layer cake.) T: (Pinting t the levels f the rainfrest, Wrksheet 2a) The rainfrest has layers, t. Let s cunt the layers f the rainfrest. T and S: One, tw, three, fur. T: (Ask student pairs and individuals t cunt the layers.) S: One, tw, three, fur. T: The layers have names. (Pinting t and naming each layer) Frest flr, understry, canpy, emergent. T: Let s be the rainfrest! D what I d and say what I say: T: Frest flr. (Cruching dwn and tuching flr) S: Frest flr. (Cruching dwn and tuching flr) T: Understry. (Standing up and still bending ver a little bit) S: Understry. (Standing up and still bending ver a little bit) T: Canpy (Standing up straight with arms spread ver head like an umbrella) S: Canpy (Standing up straight with arms spread ver head like an umbrella) T: Emergent (Standing up n tes and reaching up high) S: Emergent (Standing up n tes and reaching up high) T: (Using premade labels (Wrksheet 2a), identify each layer f the rainfrest. Have students repeat the name and the mtin as yu put them in place.) S: (Class repeats names f layers and/r makes the mtins while students pint t each layer f the rainfrest, r hld up cards representing each layer): frest flr, understry, canpy, and emergent. T: (Sings t students t the tune f If yu re happy and yu knw it clap yur hands! ) There are fur layers in the rainfrest. 4 LAYERS! There are fur layers in the rainfrest. 4 LAYERS! Frest flr, understry, canpy, emergent. There are fur layers in the rainfrest 4 LAYERS! T: Nw yu sing with me, and d the mtins: 11

12 Elabratin Activities allw students t apply cncepts in cntexts, and build n r extend understanding and skill. Evaluatin Students assess their knwledge, skills and abilities. Activities permit evaluatin f student develpment and lessn effectiveness. Lessn 2 Prcedures Sun and the Frest Flr T: (Hlding the picture f the sun, Wrksheet 2b, while lking ut the windw) This is the sun. Is it sunny tday? S: It s sunny/ nt sunny. T: (Hlding the picture f the sun, Wrksheet 2b, ver the picture f the layers f the rainfrest, Wrksheet 2a) Where is it sunny in the rainfrest? Is it sunny n the emergent layer? S: Yes, it s sunny n the emergent layer. Repeat with ther layers f the rainfrest. Name and describe the fur layers f the rainfrest T: Little Cquí lives in ne f the levels f the rainfrest. P: (Gives students a clue as t where he is.) It is nt sunny. Where d I live? T: Where des Little Cquí live? S: Little Cquí lives n the frest flr! 12

13 Teacher Reflectin n Lessn 2 - Where Des Mr. Cquí Live? What wrked well? What did nt wrk well? What wuld I d differently Other cmments r ntes 13

14 Lessn 3 - Wh Are My Friends? Lessn 3 f 5 Objective Perfrmance Assessment Expressins Duratin: 30 Minutes Students can identify external features that allw animals t survive in the rainfrest. Students will be able t identify and describe external features f varius animals in the rainfrest. I live in parrt snake mnkey jaguar Materials/Resurces Large pictures f a parrt, a snake, a mnkey, a cquí, and a jaguar Small pictures f a parrt, a snake, a mnkey, a cquí, and a jaguar (class set ) Engagement Object, event r questin used t engage students. Cnnectins facilitated between what students knw and can d Lessn 3 Prcedures Little Cquí Is Sad Befre class, distribute the cards fr the parrt, the snake, the mnkey, and the jaguar t fur students in different parts f the class. Wrksheet 3a T: (Hlding puppet in a dejected manner) Lk at Little Cquí. He is sad tday. Let s ask him why he is sad. T: Why are yu sad Little Cquí? P: (Whispers t teacher) T: Little Cquí is sad because he desn t see his friends. Wh are his friends? Where are they? T: Is Little Cquí happy r sad? S: He s sad. T: That s right. He s sad because he desn t see his friends. Can we help him find his friends? S: Yes! 14

15 Explratin Objects and phenmena are explred. Hands-n activities, with guidance. Lessn 3 Prcedures Where Are His Friends? Where Is the Mnkey? T: (Explres the rainfrest lking fr Little Cquí s friends in a rainfrest mural r ther medium.) Where are yur friends Little Cquí? Wh are we lking fr? P: I miss my mnkey. My mnkey is brwn. He is little. My friend is a little brwn mnkey. T: Class, d yu see the mnkey? Pint t the mnkey. See, Little Cquí, there is yur mnkey. Bring us the mnkey, [name f student]. P: Thank yu. There is my mnkey. T: What layer des the mnkey live in, Little Cquí? P: He lives in the canpy. Please put him in the canpy, [name f student]. Where Is the Jaguar? T: Wh else are we lking fr, Little Cquí? P: I miss the jaguar. The jaguar is gld and black. He has spts. He is big and strng. T: Class, d yu see the jaguar? Pint t the jaguar. See, Little Cquí, there is yur jaguar. Bring us the jaguar, [name f student]. P: Thank yu. There is my jaguar. T: What layer des the jaguar live in, Little Cquí? P: He lives in the frest flr. Please put him n the frest flr, [name f student]. Where Is the Snake? T: Wh else are we lking fr, Little Cquí? P: I miss the snake. The snake is range and green and blue (r whatever clrs are shwn in the snake s picture). He is very, very lng. T: Class, d yu see the snake? Pint t the snake. See, Little Cquí, there is yur snake. Bring us the snake, [name f student]. P: Yes, thank yu. There is my snake. T: What layer des the snake live in, Little Cquí? P: He lives in the frest flr and the understry. Please put him n the frest flr and the understry, [name f student]. Where Is the Parrt? T: Wh else are we lking fr, Little Cquí? P: I miss the parrt. The parrt is blue and green and red and yellw (r whatever clrs f the picture). The parrt can fly. T: Class, d yu see the parrt? Pint t the parrt. See, Little Cquí, there is yur parrt. Bring us the parrt, [name f student]. P: Yes, thank yu. There is my parrt. T: What layer des the parrt live in, Little Cquí? P: He lives in the emergent layer. Please put the parrt in the emergent layer, [name f student]. 15

16 Explanatin Students explain their understanding f cncepts and prcesses. New cncepts and skills are intrduced as cnceptual clarity and chesin are sught. Elabratin Activities allw students t apply cncepts in cntexts, and build n r extend understanding and skill. Lessn 3 Prcedures My Rainfrest Jurnal T: (Ask students t identify the different animals by name and clr. Have students place pictures f animals n the rainfrest picture (Wrksheet 2b). T: What is this animal? S: It s a. T: What clr is it? S: It s. T: Where des it live? S: In the.. Distribute Rainfrest Jurnals (dcument is part f the nline curriculum). Direct students t: Select and clr an animal in their Rainfrest Jurnal. Trace the animal name. Circulate thrughut class t ask questins regarding the student s selected animal. Share Yur Jurnal T: Let s lk at ur jurnals. (Teacher asks varius students t shw the animals they clred) T: What animal d yu want t shw us? S: (Hlding up clred picture f the.) A snake. T: What clr is yur snake? S: It s.. T: Where des the snake live? S: In the T: (Repeat answer. If a student answers Rainfrest, agree as fllws) That s right, a.lives in the. (Layer) f the rainfrest. Ask additinal fllw up questins fr each animal, such as, What clr is the? 16

17 Evaluatin Students assess their knwledge, skills and abilities. Activities permit evaluatin f student develpment and lessn effectiveness. Lessn 3 Prcedures In What Layer f the Rainfrest D They Live? Each student still has a card with a picture f an animal. Teacher prmpts the student t identify the name f the animal, its clrs, and the layer in which it lives in the rainfrest. Example: It s a mnkey. It s brwn and lives in the canpy. Wrksheet 3a T: (Asking student) What animal d yu have? What clr is it? Where des it live? Can yu put it in the level f the rainfrest where it lives? 17

18 Teacher Reflectin n Lessn 3 - Wh Are My Friends? What wrked well? What did nt wrk well? What wuld I d differently Other cmments r ntes 18

19 Lessn 4 - Wh Is This New Animal? Lessn 4 f 5 Objective Perfrmance Assessment Expressins Duratin: 30 Minutes Students can use what they knw abut elements f a rainfrest in rder t hypthesize abut an imaginary animal that culd live in the rainfrest. Students will be able t identify features f animals in the rainfrest in rder t create their wn wild self that culd live in the rainfrest. N new vcabulary r expressins Materials/Resurces Frg puppet Large animal picture card Cmputers Paper and markers t build wn wild self (if n cmputers are available) Engagement Object, event r questin used t engage students. Cnnectins facilitated between what students knw and can d Explratin Objects and phenmena are explred. Hands-n activities, with guidance. Lessn 4 Prcedures Little Cquí Lks fr New Friends T: Little Cquí is saying smething. (Making sund) cquí, cquí. T: What are yu saying, Little Cquí? (Puppet whispers t teacher.) T: Little Cquí wants sme new friends. Can we help him find sme new friends? S: Yes! T: Wh are Little Cquí s new friends? S: (Identify snake, parrt, mnkey, etc.) T: (Pinting t layers f the rainfrest - Wrksheet 2b) Where d they live? S: (Respnd apprpriately) T: Let s see where they live. My Rainfrest Jurnal T: (Distributing students Rainfrest Jurnals) What d we knw abut the layers f the rainfrest? (Guide students t explre characteristics f each level f the rainfrest as designated in jurnal.) T: What can we say abut the. (level)? Is it sunny? (Cntinue with the 4 layers) 19

20 Lessn 4 Prcedures S: (Answer apprpriately.) Reference: Frest Flr little sun, plants, humid, large and small animals Understry little sun, plants, humid, large and small animals Canpy mre sun, different plants, small animals and birds Emergent sunny, new grwth n tall trees, birds Explanatin Students explain their understanding f cncepts and prcesses. New cncepts and skills are intrduced as cnceptual clarity and chesin are sught. Elabratin Activities allw students t apply cncepts in cntexts, and build n r extend understanding and skill. Evaluatin Students assess their knwledge, skills and abilities. Activities permit evaluatin f student develpment and lessn effectiveness. D We Have Any New Animals? T: (Lining up the fur animals that were fund in the rainfrest and asking students t describe each animal emphasizing the clrs f the animals.) D we see any new friends fr Little Cquí? S: N! T: We dn t see new friends, s we have t make them! Build Yur Wild Self T: Let s make new friends fr Little Cquí. (If technlgy resurces are nt available, create a wild self using paper and drawing tls.) T: (Circulating amng students as they wrk) What is the name f yur wild self? In what layer f the rainfrest des it live? S: (Answer apprpriately.) Sharing Our New Animals T: (The teacher shuld have created her/his wn creature, and then mdel the descriptin expected f the students.) Nw it s time t tell the class abut Little Cquí s new friends. (The students tell the name f their creature, tell its clrs, and say in which level their creature lives. (IMPORTANT! Be sure t save all wild self images! The students may als cmplete in writing the fllwing statements: ) My name is. I live in the. My friends are and. 20

21 Teacher Reflectin n Lessn 4 - Wh Is This New Animal? What wrked well? What did nt wrk well? What wuld I d differently Other cmments r ntes 21

22 Lessn 5 - Let s Intrduce Our New Friends! Lessn 5 f 5 Objective Perfrmance Assessment Expressins Students will be able t discuss living things in the rainfrest. Duratin: 30 Minutes Students will be able t identify and describe features f animals in the rainfrest N new vcabulary r expressins Materials/ Resurces Print ut wild thing creatures frm previus day Wrksheet 3a (frm lessn 3) Wrksheet 2b enlarged with layers clearly labeled Engagement Object, event r questin used t engage students. Cnnectins facilitated between what students knw and can d Explratin Objects and phenmena are explred. Hands-n activities, with guidance. Explanatin Students explain their Lessn 5 Prcedures Little Cquí Wants t Meet Our New Friends T: (Hlding puppet and listening t him whisper in her ear) Little Cquí is saying smething, Cquí, Cquí. T: (Instructing students t ask Little Cquí what he is saying) What is Little Cquí saying? P: (Whispers t teacher) T: Little Cquí wants t meet ur new friends. Let s tell Little Cquí abut ur new friends. Intrduce Our New Friends T: (T individual students) Wh is yur new friend? The teacher prmpts the students t intrduce their wild things t Little Cquí. S: It is. (clrs) It lives in.. (level f rainfrest). (Assessing name f the animals, clr, level f rainfrest) Where D We Live? T: Which new friends live n the frest flr? Let s put ur pictures under the frest flr. 22

23 understandin g f cncepts and prcesses. Lessn 5 Prcedures S: (Students carry their creatures t apprpriate level, Wrksheet 2b) New cncepts and skills are intrduced as cnceptual clarity and chesin are sught. Elabratin Activities allw students t apply cncepts in cntexts, and build n r extend understanding and skill. Which is my Favrite Animal? T: (Pinting t the cllage f images n the bard) Our new friends are happy in the rainfrest. Nw let s lk at the animals frm ur jurnal. (Referring t My Rainfrest Jurnal) T: What are the animals we see here? S: A mnkey, a snake, etc. T: (Shwing thinking and persnal preference) Which is yur favrite rainfrest animal? My favrite is the.. (Demnstrate by hugging etc.) T: (T student) Which is yur favrite? S: The parrt (etc.) T: Hw many like the.? (Raise hand t demnstrate) S: (Raise hands) 23

24 Evaluatin Students assess their knwledge, skills and abilities. Activities permit evaluatin f student develpment and lessn effectiveness. Lessn 5 Prcedures Which Is OUR Favrite Animal? Teacher divides students int grups t cmplete the table. T: (Using sample f Wrksheet 5a) Let s write ur names here. (Shwing where t write names) T: Nw let s see wh likes which animals. Make a smiley face under the animal yu like best. (Shw students hw t draw smiley n the line f their wn names.) S: (Students cmplete the survey, cunting the number f smiley faces fr each animal.) T: Let s see what yur grup thinks. Which animal has the mst smileys, Grup 1? S: (Grup representative answers which is grup favrite.) T: (Cntinue with each grup.) T: (Using sample Wrksheet 5a, put a class smiley under the animals each grup calls ut t decide n a class favrite.) T: Here is ur class favrite. Is this yur favrite animal t? Let s review. Raise yur hand if yu like the..) S: Raise hands. T: (Naming student) Is the yur favrite? S: Answer accrdingly. T: Which animal is the class favrite? S: The. (Name animal). T: Great jb! Cnclusin T: Nw Little Cquí has t g back t his hme in the rainfrest. He wants t take all his new friends with him. Let s shw him ur little sng abut the layers befre he ges. (Students sing and demnstrate the sng.) T: Let s say thank yu t Little Cquí and Gdbye. S: (Led by teacher) Thank yu Little Cquí. Gdbye. P: Gdbye, gdbye. Cme t the Rainfrest, my friends. 24

25 Teacher Reflectin n Lessn 5 - Let s Intrduce Our New Friends! What wrked well? What did nt wrk well? What wuld I d differently Other cmments r ntes 25

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