These questions should prompt students thinking before they begin their research. Once the students have a good idea of what monthly precipitation is, have them do research to find out how much rain falls each month in the two different locations. Tell them that they need accurate information because they will make bar graphs afterwards. Encourage students to also look for general differences in climate between the United States and these other nations with rain forests. After all their research is done, they should begin work on their bar graphs. The bar graphs could be done in several different ways, but the graph on the following page works well because it compares the both places precipitation by month. Discuss with students the need for clarity of the information in their graph. Thus, students should see the need for having the data for each location next to each other on the graph for direct comparison.
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Landau, rain Forest. Cowcher, gis and Animals of the rain Forest. Evaluation : Use the journal writings to assess the students knowledge about the rain forests. Remember that some students will have more prior knowledge than others about the rain forests, so look mostly at the new information that they learned. Adaptation/Extension : have students create a poster to advertise the book that they read. They should include information about the book itself, the illustrations, and information about the rain forests. Lesson 3 : Graphing Precipitation Objectives : The students will create bar graphs comparing local precipitation levels to precipitation levels in another nation that contains rain forests, such as Costa rica, brazil, or Ecuador. They will also be able to make comparisons based upon the graph that they create. Content : Math, graphing, statistics, and research (Internet) Description : Begin the lesson by introducing the concept of monthly precipitation. Ask students whether it rains more where they live or in the rain forests.
After the students have finished their books (at the end of the unit) have them use their journals to help them discuss in class what they learned from the books. Talk with the students about the different animals and plants native to the rain forests. Discuss with the students what they liked or did not like about each book and the illustrations. After house the discussion is finished, allow students to write in their journals a final time about what they learned from the discussion. Materials : As many books on the rain forest as possible. Examples include: Discover rain Forests. Baptista, whats in the rain Forest. Ross, Tropical rain Forest: Around the world.
They will take part in paperwork a class discussion hibernation on what they have learned. Content : reading, journal keeping, and discussion Description : kwl would be an effective strategy to start off this lesson as well as the entire unit itself. What they know can be used to activate students prior knowledge, what they want to know can be used to provide students with a meaningful reason to read and research, and what they learned can be used in assessment or to evaluate the effectiveness. What they learned will also be useful in keeping the knowledge that they have gained in their head, will allow for students to share information with others, and will provide students with evidence that they really did learn a lot through the unit. Instruct the students to take out a notebook to keep their journal. Introduce the books on the rain forest, and have students write down the three books they would want to read the most. Use these votes to distribute the books to the class. Once the students have received their books, instruct them to keep a journal as they read. Suggest that they write in their journal after every chapter or a specified number of pages.
Through group work, the students will create a rain forest along a wall of the classroom or in the hallway. The students will write a diary entry from the perspective of someone who lives in a rain forest. Using musical instruments, the students will recreate sounds from the rain forest to the best of their ability after listening to a cd or cassette with rain forest sounds. After discussing the importance and relevance of the rain forest, students will create posters expressing their desire to save the rain forest. They will include specific reasons for saving the rain forest on their posters. As a final activity, students will write about their imagined experience of walking through a rain forest; what they see, hear, and feel, and their experiences in general. Lesson Plans Lesson 2 : reading about the rain Forests Objectives : The students will keep a journal describing the information they have gained from different books.
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It is also a topic that I believe fourth grade students will have a large degree of interest. Overview of Activities : days 1 2 : Mapping the rain forests. Day 3 : reading about the rain forests (throughout life the unit day 4 : Graphing precipitation, days 5-7 : Creating a rain forest, days 8 9 : diary of a rain forest dweller. Day 10 : Creating sounds of the rain forest. Day 11 : save the rain forest posters. Days 12-14 : A walk through the rain forest.
Day 15 : Return to readings about the rain forests; discussion. Activities / Objectives. Students will fill in the locations on a global map that contain rain forests. Students will keep a journal based on their readings. The students will construct a graph comparing local precipitation to precipitation in the rain forests.
For further information, consult your state's handbook of Science safety. Related learning Resources, copyright m, Inc. Exploring the rain Forest, through Print, Graphics, and sound, a thematic Unit. Kyle yamnitz, overview of the rain Forest Unit. Title : Exploring the rain Forest Through Print, Graphics, and sound, content : Art (creating a rain forest, save the rain forest posters Writing (a walk through the rain forest, diary of a rain forest dweller reading (about the rain forests, research math (graphing precipitation. Grade level : Third through Fifth, rationale : I have chosen to use the rain forests for this thematic unit because it can provide numerous meaningful reading and writing activities.
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Cut the animal shapes out and tape them or simply place them inside the bowl. Securely place cling wrap over the lid of the bowl. Place rain forest in window with partial direct sunlight. Monitor rain forest over several weeks. How to make analysis a terrarium With Kids. Rainforest Alliance, author: Brooke greco, disclaimer and Safety Precautions m provides the Science fair Project Ideas for informational purposes only. M does not make any guarantee or representation regarding the Science fair Project Ideas and is not responsible or liable for any loss or damage, directly or indirectly, caused by your use of such information.
Two distinct layers should be seen from the side of the glass bowl. Insert the roots of the fern (or chosen plant) into the soil. Add another 1 inch of dirt to the bowl essay to ensure the plant is sturdily planted in the soil. The plant should fit completely inside the bowl; trim any additional leaves that may be sticking out of the top. Slowly add 2-3 cups of water (depending on size of bowl and amount of soil added) to the plant. The soil should be fully saturated. Provide construction paper to each student and ask them to draw a bug or animal they would find in the rain forest. The drawing should be small enough to fit inside the bowl (several images may be added to each bowl).
a rain forest function? The concept of the layers of the rain forest and the habitats these layers provide for plants and animals are essential. Rinse fish bowl (or container) thoroughly with water. Begin by adding a layer of about 1/2 inch of sand to the bottom of the bowl. Next add a layer of about 1 1/2 inches of soil on top of the sand. Ensure each layer is spread evenly and flatly, and that the layers are not stirred or mixed.
Difficulty of Project, medium, cost 8 per student, approximate time required to complete the Project 2-3 weeks. The 'build a rain forest' Project is a group activity in which students friendship can apply their knowledge of greenhouse effects and the rain forest climate to a small terrarium. Students will create a small 'rain forest' and monitor it over several weeks to watch how heat and water effect the plant growth and habitat conditions. The goals of the 'build a rain forest' Project are for students to better understand the layers of the rain forest and how water is used efficiently by the plants of a rain forest. Teamwork and caring for living plants is also an underlying lesson and theme of this project. Glass fish bowl (or similar sized see-through container;. Pickle jar, large water bottle, etc.). Sand, potting soil, fern (or other tropical plant construction paper. Cling wrap, background information, the below diagram provides the top to bottom sequence of item placement in the glass jar: Sand Potting soil Plant construction Paper Animals/bugs water Cling wrap.
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M, rainforest liana vine decorative string, make a rainforest liana vine to decorate a room. This simple-to-make string make a great classroom or home decoration. It represents a rainforest vine full of leaves, flowers, butterflies, caterpillars, snakes, lizards, sloths, and other life. You can drape the front colorful string around the classroom, from the ceiling, or over the windows. Liana is a woody, climbing vine that grows on tree trunks in order to reach sunlight in the rainforest. Rattan, used for making wicker furniture, is made from liana vines. Science Project:.8 based on 43 ratings by Brooke greco, type, earth Science, grade 6th-8th grade.