1.

0 Deforestation, Day 4, Amanda Tustin, 6th Grade, 24 Students

Duration: 45 minutes
Concepts:

Environment
Amazon Rainforest
Agriculture
Oxygen

Vocabulary

Sustainability
Deforestation

Logging
Mining
Oil & gas extraction
Cattle Ranching
Agriculture

Skills

Comparing & Contrasting

Identifying and clarifying problems and issues
Inferring cause-effect relationships

1.1 Integration of Learning Outcomes/Objectives

SWBAT define and describe the effects of deforestation.

SWBAT identify several types and methods of deforestation.
SWBAT identify the role they play in the efforts to save the rainforest.
SWBAT analyze different ways humans interact with the Amazon Rainforest.

1.2 Standards PA Civics, History, Economics, Geography &

NCSS Themes I - X with subthemes

7.4.8.B Interpret the effects of people on the physical systems within regions.
 NCCS.1.1.aenable learners to analyze and explain the way groups, societies
and cultures address human needs and concerns;

1.3 Anticipatory Set

Yesterday, we learned what a rainforest was, the diverse types and layers. What is
a rainforest? You may refer to the flip book you designed in class yesterday if
necessary.

A rainforest is a tall, dense jungle that is very hot and humid!

Great! Can anyone tell me what the two types of rainforests we discussed?

Temperate and tropical?

That is exactly right! What is the difference between these two types of
rainforests?

Temperate rainforests are found along the coasts in the temperate zones,
while tropical rainforests are found close to the equator.

What type of rainforest does the Amazon Rainforest fall under?

Tropical. It is found in South America which is closer to the equator.

To start this lesson, I will begin with a silent talk (gallery walk.) Around the
classroom, I will have pictures pasted onto large pieces of butcher paper. Each piece
of butcher paper will have a different picture showing the effects of deforestation. As
students walk silently around the room they will notice that the pictures go in order
according to the process of deforestation (before, during and after.)
Each student will receive a marker. They will write down their thoughts, emotions
and questions that each picture provokes.
Once each student has had adequate time to reflect on each picture, I will instruct
students to stand by the picture that they felt strongly about.
Alright class, now that you all have had the opportunity to reflect and ponder
each picture throughout the room, I would like you to stand by the picture that you
feel strongly about.
Once students have scattered around the room to the picture of their choice, the
teacher will begin a discussion.
On student at each picture will be asked to share their thoughts, feelings or
questions they may have pertaining to the picture they chose.
This activity will provide the opportunity to introduce deforestation with the
class.
Has anyone heard of deforestation before?
 Ive heard of it before, but I dont remember what it means. Something to
do with forests?

Yes, you are right track.

Teacher will write on the Smart Board the definition of deforestation, as well as
sustainability. Students will be instructed to record the definition into their Social
Studies notebooks.
Deforestation is defined as the action of clearing a wide area of trees
specifically in tropical rainforests.

Are these photos of the Amazon Rainforest? Because that is a tropical

rainforest, and these pictures show the clearing of trees.

Yes, you are exactly right! These pictures are of the Amazon Rainforest.
Deforestation is currently taking place here. Later today, we are going to learn how
we can make a difference!

1.4 Procedures

After students have tapped into their prior knowledge of rainforests and
deforestation through a silent gallery walk, they will be ready to learn about
deforestation specifically pertaining to the Amazon Rainforest.
Before students engage in an activity that will help them better understand how
deforestation occurs, the teacher will provide the students with some statistics.
Alright class, before we get into our activity, I want to share with you some of the
devastating statistics that directly correlate to deforestation and the Amazon
Rainforest.
As the teacher shares these statistics with the class, they will be written onto the
Smart Board.

Rainforests once have covered 14% of earths land surface; now they cover a
mere 6%.
Experts say that we are losing 137 plants, animal and insect species every single
day due to deforestation. That equals to 50,000 species a year!
(savetherainforest.org)
To make the statistics real to the students about the effects of deforestation in the
Amazon Rainforest, the teacher will provide students with a visual representation.
Alright class, I would like you all to stand up and line against the back of the
classroom. Together, as a class, you represent the trees in the Amazon Rainforest.
Got it?
Now I would like 15 of you (out of 24), to come over to the other side of the
classroom. You have just been cut down.
There is only 9 of you left in the rainforest, until someone else comes along and
decides to chop you down as well.
 Does that create a better picture of deforestation for you? It is happening rapidly
and not only effects the animals that live there, but us too (SWBAT define and
describe the effects of deforestation.)
After students have gained a better understanding of deforestation in the Amazon
Rainforest and its rapid progression, students will be placed into groups of 4.
Each group will receive a group that use the Amazon Rainforest in different ways.
After reading their given description, the group will determine if they are a
sustainable or non-sustainable group (Cattle Ranchers, Sellers, Loggers, Native
Amazonians, Environmental Groups, Rubber Tappers.) Does your group use the
Amazon Rainforest in a sustainable way?
Each group will receive a picture with a brief description (SWBAT analyze
different ways humans interact with the Amazon Rainforest.)
Once students have come to an agreement on whether their group is considered
sustainable or not.
After each group has had enough time, the teacher will reel students in for whole
class discussion.
The teacher will have a T-chart written on the Smart Board, one side written
sustainable and the other non-sustainable. Students will be asked to record the T-chart
into their Social Studies notebooks.
Each group will share their name, whether they are sustainable or not and their
reasoning.
Each group will come up to the Smart Board after sharing and record their groups
name in the appropriate box: sustainable or non-sustainable. (Skill: Inferring cause-
effect relationships)

1.5 Differentiation

Students with visual impairments will receive the article in a larger text format, or
will be able to view it on their iPad.
The brief description of each group will include Spanish vocabulary for our level
4 ELL Spanish speaking student.
Lower level classes will receive a T-chart with words omitted. This will allow
students to focus on what the teacher and other students are discussing rather than
being fixated on writing down the sentences.

The pictures displayed during the Anticipatory set will allow students with visual
intelligences to make connections to the content being taught.

1.6 Closure

After discussing the difference between groups that use the Amazon Rainforest in
sustainable ways verses non-sustainable, students will be ready to discuss how we can
help save the rainforest.
 Students will turn and talk with their neighbor and brainstorm ways they think
would benefit the rainforest from afar.
Once students have had enough time to discuss their thinking with a partner, we
will engage in whole-group discussion.
Students will record these thoughts and ideas into their Social Studies notebooks.
The teacher will record them onto the Smart Board for students. They will refer to
this list later one when they complete their homework assignment.
The teacher will provide students with a link that they will use for their homework
assignment. The website contains 7 ways that people around the world can help save
the rainforest. Students will use this information to create a bumper sticker that
encourages people to make a difference!
We will close the lesson with a question, Why do you think it is important to help
save the rainforest? What is one thing you will do this week that will be a step
towards saving the rainforest? (Using less water, taking short showers, showering
instead of taking baths, washing dishes by hand instead of using the dishwasher, etc.)
(SWBAT identify the role they play in the efforts to save the rainforest)
The Amazon is home to many plants, animals which is why it is important to help
save it!

1.7 Formative/Summative Assessment of Students (P-12)

Formative: As students are working in their groups, the teacher will monitor both
student engagement and understanding.
Students will also receive an exit ticket at the end of class. It will ask students to
list 2-3 ways they can make a difference in the fight to end deforestation and save the
rainforest.

(7.4.8.B Interpret the effects of people on the physical systems within regions.)

Summative: For homework, students will be asked to create a bumper sticker that
encourages people to help save the Amazon Rainforest. Students will need to include
a slogan, a design and 2 ways they can make a difference!

(7.4.8.B Interpret the effects of people on the physical systems within regions.)

(NCCS.1.1.aenable learners to analyze and explain the way groups, societies and cultures
address human needs and concerns;)

1.8 Materials/Equipment
Student Materials/Reading Resources:

Students Social Studies notebooks

Adapted T-chart
Markers
Butcher Paper
Vocabulary worksheet, with words omitted (provided for lower level classes)
Brief description and picture of each group (Cattle Ranchers, Sellers, Loggers,
Native Amazonians, Environmental Groups, Rubber Tappers)
Exit Slips
List of links they can use for their homework assignment (Bumper Sticker)

Teacher Materials:

Deforestation Lesson Plan (YouTube video)

kids.mongabay.com

www.adventure-life.com/amazon/what-can-i-do

www.pbs.org/journeyintoamazonia/teacher.html

rainforesteducation.com

http://www.savetheamazon.org/rainforeststats.htm

westada.org/cms/lib8/ID01904074/Centricity/Domain/2059/readings%20for%20%studentsns.pdf
 Content Notes: Deforestation and The Amazon Rainforest

1. What is deforestation?

1. the action of clearing a wide area of trees.

2. What is sustainability?

1. the ability to be maintained at a certain rate or level.

3. Various ways groups use the Amazon Rainforest

1. Cattle Ranchers (kids.mongabay.com)

1. When cows live on a pasture and graze the land.

2. Not sustainable.

3. Leading cause of deforestation.

2. Sellers

1. Commercial agriculture

2. After the commercialization of a new variety of soybean

developed by Brazilian scientists to flourish in rainforest climate,
soy emerged as one of the most important contributors to
deforestation in the Brazilian Amazon from 1990s to mid 2000s.

3. Loggers (kids.mongabay.com)

1. The process, work or business of cutting down trees.

2. The timber is used to build homes, furniture, etc.

3. The pulp is used to make paper and paper products.

 4. Selective: when loggers choose wood that is highly valued
(mahogany.)

5. Clear cutting: loggers are interested in all types of wood,

therefore they cut down all the trees, clearing the forest.

6. Not sustainable.

4. Native Amazonians
(westada.org/cms/lib8/ID01904074/Centricity/Domain/2059/readings%20for
%20%studentsns.pdf)

1. Have lost much of their land to loggers

2. Have lived in the rainforest for about 12,000 years.

3. They hunt and fish and grow crops on small plots of land
they have cleared in the forest. When field is no longer fertile, they
clear a new one somewhere else. New forest covers the old field over
time.

4. Sustainable way of life.

1. Uses resources of the Amazon Rainforest without causing

long-term damage.

5. Environmental Groups

1. Sustainable group

2. Many companies are working to end deforestation

(onegreenplant.org)

1. LOreal

2. Hershey

3. Disney

4. What can YOU do to help save the rainforest?

1. Reduce your paper and wood consumption

1. Logging companies are cutting down the most endangered

forests on the planet to make paper products (office paper, phone
books, toilet paper, etc.)
 2. Reduce your oil consumption

3. Reduce your beef consumption

4. Buy good wood

1. Big leaf mahogany- threatened in the Amazon rainforest

because of deforestation (DO NOT BUY)

1.9 Technology

Students iPads
Smart Board

Silent Gallery Walk Deforestation of the Amazon

Rainforest

These pictures will be posted onto butcher paper throughout the classroom. Students will walk
around the room silently, with a marker, and write down any thoughts, feelings or questions that
come to mind when looking at each picture.
 SUSTAINABLE, NON-SUSTAINABLE OR BOTH

Students will be placed into groups of 4. Each group will receive a different group and a brief
description of how they use the Amazon rainforest. Students will have to determine whether the
group uses the rainforest in a sustainable or not.

Native Amazonians:

This group partakes in hunting and fishing, growing crops on small plots of land they have
cleared in the forest. When the field is no longer fertile, they clear a new field somewhere else.
New forest covers the old field over time.
Rubber Tappers:

This group removes sap from rubber trees by making diagonal cuts into the bark. They then
collect the sap in cups, leaving the tree unharmed.

Loggers:

The process, work or business of cutting down trees. The timber is then used to build homes,
furniture, etc. While the pulp is used to make paper and paper products. There are two types of
logging, selective and clear cutting. Selective logging is when loggers choose wood that is highly
valued and only cuts down that tree. Clear cutting is when loggers are interested in all types of
wood, therefore they cut down all the trees, clearing the Amazon rainforest.

Cattle Ranching:

When cows live on a pasture and graze the land. Cattle ranching covers 80% of deforested land
in the Amazon rainforest. An area of the rainforest the size of Portugal has been converted to
cattle pasture. They use land that is already cut down and they never grow it back. Bring in a
billion dollars into the Brazilian economy a year, as well as provides jobs.

Sellers:
Commercial agriculture. After the commercialization of a new variety of a soybean developed by
Brazilian scientists to flourish in the rainforest climate, soy emerged as one of the most
contributors to deforestation.

Environmental Groups:

They work with Native Amazonians to protect the land. They are afraid that once the rainforest
is destroyed it will be lost forever.

Create your
own
 bumper
sticker

Directions: After learning about deforestation taking place in and throughout the Amazon
rainforest, and how we can help our environment here in the United States, you will be able to
create a bumper sticker. The goal of your bumper sticker is to encourage those around you to
protect our environment.

Your bumper sticker should include:

A slogan or statement
A drawing or design
3 ways someone can help the environment

Key vocabulary terms

Deforestation:

The action of ___________ a wide area of ________ specifically in tropical

rainforests.

Sustainability:

The ability to be ____________ at a certain rate or _________.