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The Rainforest

A First Grade Reading Enrichment Unit Title of Unit: Rainforest Curriculum Area: Writing/Research
GPS Content Standards: ELA1W1 The student begins to understand the principles of writing. The student k. begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. 21st Century Standards:

Grade Level: First Length of Unit: 5 Days Stage 1 - Desired Result

Standard: 3 - Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator: 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Dispositions Indicator: 3.2.3: Demonstrate teamwork by working productively with others. Responsibilities Indicator: 3.3.2: Respect the differing interests and experiences of others, and seek a variety of viewpoints. Self Assessment Strategies Indicator: 3.4.2: Assess the quality and effectiveness of the learning product.

Understanding(s): Students will understand that research is the process of gathering information on a topic some resources may not contain accurate information

Essential Question (s): What resources can I use to find information about a topic? What are credible sources? What strategies can I use to help me find credible sources? Skills: Students will be able to gather information about the rainforest using encyclopedias, the Internet, and other reference materials

Knowledge: Students will know that encyclopedias, periodicals, and the Internet are reference tools used to gather information

Stage 2 Assessment Evidence


Performance Task: Students will work in small groups. Throughout the unit, students will work with their group members to gather information about the rainforest such as facts, pictures, links to websites, and videos from credible sources. They will compile their information and create a Glogster (online, interactive poster). Students will present their projects to the class.

Stage 3 Learning Plan


Week 1 Day 1 What the teacher does Play a CD with animal sounds from the rainforest Conduct a book talk using the book, Slowly, Slowly, Slowly, Said the Sloth, to spark student interest in learning about the rainforest and the interesting animals that live there. Read Chapter 4, Rainforest Creatures, from Magic Tree House: Rainforest, by Will and Mary Pope Osborne Discuss some of the animals that live in the rainforest. Discuss the guidelines for creating the glog (on-line, interactive poster) Assign group members Read Chapter 2, Layers of a Tropical Rainforest, from Magic Tree House: Rainforest, by Will and Mary Pope Osborne Discuss the different layers of the rainforest (forest floor, understory, emergent, and canopy) Identify animals that live in the different layers of the rainforest Read Chapter 7, Saving the Rain Forest, from Magic Tree House: Rain Forest, by Will and Mary Pope Osborne Discuss how the rainforest are being destroyed by deforestation Read Chapter 6, Gifts of the Rainforest, from Magic Tree House Research Guide: Rainforest, by Will and Mary Pope Osborne Discuss some of the things we use every day What the student does illustrate what they imagine they hear

Day 2

will begin creating their rainforest glog. will add at least two facts that they learned to the glog

Day 3

continue to work with their group members on creating their glog will need to add at least two facts that they learned to the glog

Day 4

Day 5

continue to work with their group members on creating their glog will need to add at least two facts that they learned to the glog students will share and have fun exploring the different glogs

3 that come from the rainforest Modifications: EIP Students: teacher assistance in selecting and reading reference materials small group instruction in research Challenge: create a diorama (story box) of the rainforest. It must be based on factual information Balanced Assessments: Check all that apply.

Selected Response Constructed Response Performance Assessment Informal Assessment

Rainforest Reading Enrichment Self-Assessment Rubric Group Members/Job: ____________________________ ____________________________ ____________________________ ____________________________

Participation
I treated my group members with respect. I was responsible and did the job assigned to me. My group worked well together.

I like working in groups. I like working in Glogster.

Rainforest Reading Enrichment Glogster Grading Rubric Group Members: ____________________________ ____________________________ ____________________________ ____________________________ Standard/Element
Glog includes appropriate number of facts

1
Includes less than six facts

2
Includes six facts

3
Includes more than six facts

Glog includes appropriate number of pictures Glog includes appropriate number of videos Glog includes appropriate number of links to websites Glog is well organized and easy to follow

Includes less than three pictures

Includes three pictures

Includes more than three pictures

Includes less than two videos

Includes two videos

Includes more than two videos

Includes less than three links to websites

Includes three links to websites

Includes more than three links to websites

Glog is difficult to follow and links do not work properly

Glog is easy to follow and some links work properly

Glog is easy to follow and all links work properly

Comments:___________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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