Title: Layers of the Rainforest Grade 3. (LS2.C) Ecosystems dynamics, functioning and resilience.

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1 Title: Layers of the Rainforest Grade 3 Standards: Science (Next Generation Science Standard) Technology (International Standards for Technology in Educ.) Engineering (Next Generation Science Standard) Mathematics (Common Core State Standard) (LS2.C) Ecosystems dynamics, functioning and resilience. (3-D) Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use informational resources to support research and learning. Essential Learning Objectives: Understand that: There are 4 layers in a rainforest that contain plants and animals. Plants and animals rely on each other to thrive in their ecosystem. Know: Forest floor Canopy Understory Emergent Ecosystem Mural Do: Label the layers of the rainforest Identify 2-4 animals that live in each layer Identify 2-4 plants that live in each layer Work in groups to create a mural of 1 layer of the rainforest Acceptable Evidence: What would you have to observe to believe that the students have mastered the objective? What product or activity would provide proof that the students can use this knowledge and these skills to show that they understand? Acceptable Evidence (Rubrics to be written?): 1

2 Students will be able to: Students will be able to create a mural illustrating one layer of the rainforest, Students will be able to label their plants and animals that live in their layer of the rainforest. Students will be able to work in small groups to plan their mural and assign tasks to each member. The Lesson/Unit Focus: The Challenge: What is the sentence or question that sums up the specific learning challenge students will undertake? Create and label a mural of the rainforest layer that your group was given. Draw and label the plants and animals on your mural. Summative Assessment Criteria and Scoring Guide: (Criteria matches the acceptable evidence listed above.): What is the language that best describes the expected evidence that meets the learning expectation (meeting)? What language describes evidence that surpasses the expectations? What language describes evidence that has not met the expectations (basic, approaching)? Category Basic Approaching Meeting Surpassing Planning/Organizing Drawings Leaps into action without any evidence of planning or focus Drawn objects are difficult to recognize and/or not accurate. Nothing is labeled. Student has planned his/her part of the mural and can describe how he/she will get the work done and a vision for his/her own part. Does not solicit much group input when making plan. and reasonably accurate. They are copied printed, or traced rather than original. Some labeling is on the mural. Student has planned his/her part of the mural and can describe how he/she will get the work done and a vision for his/her own part. Gets team input for his/her contribution before beginning. and colored accurately. Some labeling is on the mural. Overall the drawings are original and done with some skill. Student can describe the intent and plan of complete mural and how his/her part will contribute to the whole. Works with team to come up with general plan of what will be done before beginning. and colored accurately. The plants and animals are labeled. Overall, the drawing is original and skillful. 2

3 Collaboration and Teamwork The mural appeared to be the work of only 1-2 students in the group and/or there was little discussion, working together or active listening. The group worked fairly well together with all members contributing some work. Most group members participated in discussion and actively listened to others, The group generally worked well together with all members contributing some quality work. All group members participated in discussion and actively listened to others. The group worked well together with all members contributing significant amounts of quality work. All group members participated in discussion and actively listened to others. Planning for Implementation: Pre-Assessment: What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and what background knowledge will be needed? Describe pre-assessment. Students will be given a written pre-test asking them to identify the layers of the rainforest, list what animals live there and list what type of plants grow in each layer. Lesson Plan What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be met and acceptable evidence be generated? Describe the sequence of events. 1. Students will be given a pre-test over the layers, animals, and plants of the rainforest. 2. Facilitate an opening discussion about the rainforest. Introduce the four layers to peek interest. 3. Students will work in pairs to research the layers rainforest using websites, books, and magazines. 4. The pairs will share what they have learned and each student will complete a graphic organizer defining and describing the layers of the rainforest. 5. A guest speaker will provide more information and a slideshow of pictures/videos from the Amazon Rainforest. Students will add more information to their graphic organizers. 6. Students will continue to read books and watch videos about the rainforest. 7. Student will meet Kristen Cornett, meteorologist, from channel 4. She twill talk about her career and weather. 8. Students will travel to the Missouri Botanical Gardens to visit the Climatron. The will be able to identify plants, different types of roots, and plant their own plant sprout. A discussion will also take place about the rainforest and its layers. 9. Students will be placed into 4 groups to plan and create a mural of one layer of the rainforest, 10. Each group will present their mural to the class and explain their illustrations and labeling. Formative Assessment: What is the learning that will need to be checked during the lesson to be sure students have a secure understanding of important content. Describe assessment. They will complete the post-assessment test and will be graded on their group mural project. 3

4 Student Engagement What can be planned to help make this unit relevant to all students? Who uses spices at home for cooking? Who has rubber on their shoes? What supports will be offered so all students will be successful? Multi-level books for research, hands on activities, field trip, and guest speakers. What are ways to validate and recognize STEM capable learning? Encourage students to read and learn o n t heir own. Students sharing information with each other. Affirm them when discoveries are made. Use and instead of but when discussing projects and progress STEM Careers What career paths can be connected? There are many career paths that were connected from veterinarians helping injured animals, meteorologists, herpetologists, and other scientific jobs. What career resources can be shared? You tube- What Does a Scientist Do?, What does a scientist do? Time and Materials: How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will enhance learning? This lesson plan took place over a month. Materials that enhanced learning were the books, websites, spices, and people who spoke to the class. They continue to make connections/comparisons to the rainforest in every thing we do. Resources: What resources are available? What resources are needed? What resources will enhance learning? Vanishing Rainforests Unit of Study Resources needed are multi-leveled books from public library. Possibilities for Further STEM Connections: Have the groups of students problem solve the deforestation of the rainforest. Create a 3-d model of one of the layers of the rainforest. Banana decomposition to simulate the forest floor, graph results and measure amounts of ingredients that are needed for the experiment. Student Reflections (after implementation): 4

5 Student Self-Reflection (suggested questions) 1. I used the following practices (engineering, math) and cross-cutting concepts 2. I contributed in the following way(s) 3. I learned the following new information. 4. Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas Author(s) Dawn Claggett Patricia Reeves District: Ferguson-Florissant 5

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