SAVING THE RAINFORESTS

 

Lesson Plan #1

Aim:   How can the rainforests be saved?

Instructional Objectives: students will be able to:

Motivation: personalized questions/ directed dialogue

  Visuals: 

 

Photos from:  http://forests.org 

1)      What do you know about rainforests?

2)      What would you like to know about them?

3)      Where would you look for more information?

4)      How do you find information in a library?

 

Development: Vocabulary in Context- fill in the correct vocabulary word to complete the sentence.

1)      In order to breath, people use their_________.          a. hurricane

2)      The terrible _________destroyed the village.             b. lungs

3)      The library is _________ on the third floor.                c. located

4)      Humans and animals need _________ to live.            d. oxygen

Reinforce the use of contextual clues to determine meaning of unfamiliar words.

 

Clarification of difficulties:

1)      carbon dioxide

2)      to destroy

3)      to survive

4)      industry

5)      lumber

6)      population

 

Actual Reading: “ Saving the Rainforests”

1)      teacher reads, students listen

2)      teacher will have students repeat selected words

3)      individual students will read aloud

             Saving the Rainforests

             What would the world be like without trees? To find out, just hold your breath. Tropical rainforest are the “ lungs” of the Earth. They take carbon dioxide out of the air and give off oxygen for us to breathe. They also help keep the earth’s temperature down.

          But people are destroying the rainforests. They are cutting down trees in order to survive.

          Most rainforests are located in countries with little industry and growing populations. Cutting down trees is a way to make room for farms. The governments in those countries and companies from other countries also cut down trees for lumber and cattle ranches. Lumber, beef, and other products are then sold in the U.S. and other countries.

          But when a rainforest is destroyed, all the plants and animals that live there are destroyed, too. And the Earth will heat up if there aren’t enough trees to take carbon dioxide out of the air. Scientists call this global warming. It’s a serious world problem.

            What can be done? Can people survive without cutting down their rainforests? Many say yes ­- but it will take a lot of planning and work with other countries. The survival of the planet depends on it.

Oral Exercises:

1)      How does this passage differ from the previous one read in class?

2)      Explain fiction vs. non-fiction

3)      How does the author get our attention?

 

Materials: visuals, reading passage

Summary:

What did you learn about rainforests?

Where can you find more information?

 

Homework: Use each new vocabulary word in an original sentence.

 


Lesson Plan #2

Aim:   How do we complete our "Know, Want to Know, Learn " Chart using the Internet?

 

Instructional Objectives:  students will be able to:

 

Motivation:  personalized questions/directed dialogue

  Dictation; True or False

       1._____Rainforests are necessary for survival.

      2._____Rainforests are being cut down.

      3._____Rainforests are mostly located in industrial countries.

      4._____Global warming is a serious problem.

      5._____We must all help save the rainforest.

 

Development:

 a. Matching Column-match the synonyms and/or definitions

 

      1._____survive                 a. all over the world

      2._____located                 b. used by the body to breathe

      3._____lungs                     c. found

      4._____destroyed             d. to continue to live

      5._____global                    e. ruining, making no good

      6._____industry                 f. making of products

     

      b. Homework Review

      c. Written Exercises:

 Break students into groups of two to complete work.

1. Students will think of 6 questions that they would like to know about the rainforest:  complete chart

2. On the computer, students will go to www.yahoo.com.

3. Students will do a word search at yahoo for 'rainforests'

4. Students will find a list of web sites that supply information about the rainforest

5. Students will visit at least two websites and scan information to find the answers to their questions

6. Students will complete the 'know' section of their chart

 

Materials: Computer with Internet access, websites students will find in their search include:

www.ran.org , www.infinitearts.com , www.rainforest.com , forests.org www.therainforestsite.com

 

Summary: What are some facts that we learned from our reading?

      What are some of the questions that you and your partner wanted answered?

      Which websites did you visit?

      What information did you find there?

 

Homework: Rewrite your chart on a large, unlined piece of paper for display. Correct any grammar and spelling errors you might have.

 

Sample Chart:

Know/Want to Know/Learn Chart

K W L
There’s a lot of rain. What kinds of plants grow there?  
Lots of animals live there. What kinds of animal live there?  
  Why are they important?  

 

 

 


Lesson Plan #3

Aim: How do we write a persuasive letter to the Brazilian Consulate concerning the problems in the rainforest?

 

Instructional Objectives:  students will be able to:

  

Motivation:  personalized questions/directed dialogue

      1. What are some problems facing the rainforests today?

      2. How do you feel about the problems?

      3. Can you suggest any solutions?

      4. Who could put our solutions into effect?

      5. How could we contact them?

     

      Elicit: Write a persuasive letter to the Brazilian Consulate

 

  Development:

      a. Answer the following questions in complete sentences:

      1. What two kinds of letters are there? (personal, business)

      2. What are the six basic parts of a business letter? (address, inside address, salutation, body, closing and signature)

      3. What kinds of business letters are there? (complaint, request for information, cover letter, persuasive)

 

     b. Homework Review:

      Review various homework questions and answers. Collect for grading and display.

 

      c. Written Exercises:

  1. Students will write a three-paragraph persuasive letter to the Brazilian Consulate regarding their   suggestions for saving the rainforest

    2. Students will type their letters on the word processor

 

Materials: Computer with Internet access, word processor such as Microsoft Word

 

Summary: What are our concerns about the rain forest?

      How did we choose to address them?

      To whom is our letter addressed?

      What are the principal parts of our letter?

 

Homework: Finish formatting your letter, selecting margins and font.

 


 

 Lesson Plan #4

Aim: How do we edit and send our letters to the Brazilian Consulate?

 

Instructional Objectives:  students will be able to:

     

Motivation:  personalized questions/directed dialogue

 

      1. What is the problem we are writing a letter about?

      2. To whom are we writing?

      3. What kind of letter are we writing?

      4. What form are we using?

      5. How can we make sure that there are no grammar and spelling errors in our letter?

      6. How can we quickly send our letter?

 

      Development: warm-up

      a. Define the following terms/explain where they can be found.

      1. Tools

      2. Format

      3. Times New Roman

      4. Thesaurus

      5. Spell Check

 

      b. Homework Review:

      What margins did you choose?

      What font did you choose?

      What options are available?

 

    c. Written Exercises:

  1. Students will go to Tools and then select grammar and spell check to aid in the revision of their letters.

    2. Students will go to www.ask.com  to find the needed address.

    3. Students will send their letter in attachment form to the e-mail address.

 

Materials: Computer with word processor, e-mail accounts (Note - if students do not have individual accounts, they can send them through the teacher's e-mail, or work in groups with students who do have e-mail at home.)

 

Summary: What did we use to help us revise our letters?

      How did we find the needed address?

      What other websites would help us find such things?

      What steps did we follow to attach our letters to our e-mail messages?

 

Homework:

           Find other website addresses that might help us find general information. 

Click here to see sample student letters