Title:
The Rainforest Biome
Subject Areas:
Biology, Ecology
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will utilize criteria, such as: climate diagrams, to characterize the rain forest biome.
2.) Students will be able to compare and contrast the rainforest biome with another biome.
Introduction and
Motivation (ìHookî):
Use of a rain stick and a cassette tape with sounds from the rain forest of Costa Rica (Ecos del Bosque Lluvioso).
Materials:
Rain stick
Tape of sounds from the rain forest
Pictures from the rain forest of Costa Rica
Plant field guides
Internet
Safety Procedure:
No specific safety concerns exist for this lesson.
Activities:
1.) I will present the characteristics of a rainforest biome including how to interpret the climate diagram of the rain forest.
2.) I will give background information on the Monte Verde rain forest in Costa Rica and show pictures from the rain forest.
3.) I will assign ìbiome groupsî of 4 or 5 students to investigate a specific biome using their textbook and the Internet.Ý
4.) Jigsaw activity: Groups will be made consisting of one representative from each ìbiome group.îÝ Each student will present his or her biome to the group.
Assessment:
Students will write a report comparing and contrasting two biomes (one biome being the rainforest).Ý The rubric for the report will include the following requirements: a minimum of 2 references, report included climate diagrams for both biomes, report included similarities between the two biomes, report included differences between the biomes, report included accurate information, report included an illustration or picture.
Teacher Reflection:
What went well?
What would I do differently?
Title:
Who should use the Rainforest?
Subject Areas:
Biology, Ecology
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will investigate exploitation of the rainforests of the world.
2.) Students will be able to debate the positions of those who believe they are entitled to use the rainforest.
Introduction and
Motivation (ìHookî):
Ask students: Many people utilize the rainforest for which of the following products?
Pharmaceuticals
Oil and natural gas
Furniture
Exotic pets
Herbs
Fruit
Crops
Fabric
Chocolate
Answer: all
Materials:
1.) Article: ìDrawing a Green Lineî by D. Tenebaum, Earth Action Network, Inc. Mar 1995.
2.) Article: ìInternational Ecotourism and the Valuation of Tropical Rainforests in Costa Ricaî by S. Menkhaus and D. Lobor, Journal of Environmental Management (1996) 47, 1-10
3.) Internet
Activities:
1.) Have half the students read ìDrawing a Green Lineî by D. Tenebaum utilizing the IDEAL problem solving strategy.Ý Have the other half read ìInternational Ecotourism and the Valuation of Tropical Rainforests in Costa Ricaî by S. Menkhaus and D. Lobor.Ý Implement a think-pair-share activity where students share their information and reactions with their partner.
2.) Have a class discussion of the various groups who have interests in the rainforests (for example: pharmaceutical companies, tourists, natives).Ý Have groups of 3-4 students sign up for one of these groups.Ý Each group should then use the Internet and other resources (newspapers, periodicals, etc.) in order to defend why this group should be entitled to use the rainforest.Ý
3.) Have a debate on who should be entitled to use the rainforest.Ý Have students bring props and visuals to support their position.
Assessment:
Rubric for debate includes the following: group stayed within their time limits, everyone in the group participated verbally in their presentation, the group defended their position, the group used a visual aid to support their position, group participated during the rebuttal.
Teacher Reflection:
What went well?
What should I do differently?
Title:
Flora and Fauna of the Rainforest
Subject Areas:
Biology, Ecology, Taxonomy, Botany
Grade levels:
9-12 grade
Time allocation:
90 minutes (1 block)
Objectives:
1.) Students will investigate the diverse flora and fauna of a rainforest.
2.) Students will be able to locate at least 3 rainforests on a map in of the world.
3.) Students will be able to classify a species of plant or animal using the kingdom, phylum, class, order, family, genus, and species.
Introduction and Motivation (ìHookî):
Interesting facts about the rainforests, such as:
ìAlthough they account for less than 7 percent of the land mass on earth, they contain more than 50 percent-some scientists estimate as high as 90 percent-of its plant and animal speciesÖabout 2.5 acresÖof tropical rainforest may contain 600 species of trees.Ý By comparison, the forests of the United States and Canada combined contain only around 700 tree species.Ý One study found more species of ants living on a single rainforest stump than exist in all of the British Isles.îÝ
http://encarta.msn.com (29 Sept.2001)
Materials:
Video: ìCosta Rica Naturally ñ a marvelous journey into the essence of natureî
The Tropical Rainforest poster from Costa Rica
Pictures in a PowerPoint presentation as well as postcards of the flora and fauna in the rainforests of Costa Rica
A world map or globe
Costa Rica field guide charts and/or other field guides from the library
Internet
Activities:
1.) I will present information on the diversity of the flora and fauna of the rainforests.Ý
2.) I will specifically spend some time talking about the flora and fauna of the rainforests of Costa Rica using the video ìCosta Rica Naturally,î the Tropical Rainforest poster from Costa Rica and pictures taken from my camera as well as postcard pictures of the plants and animals in Costa Rica.
3.) Students individually will choose an ìunknownî animal or plant from my presentation.Ý They will use the Costa Rica field guide charts and/or other field guides from the library and their textbook to determine the kingdom, phylum, class, order, family and genus species of their plant or animal.
4.) Students will then locate at least 3 rainforests on the world map or globe.
5.) In groups of 4, students will investigate the diversity of flora and fauna found in one of these 3 rainforests using books from the library and the Internet.Ý Students will present their findings to the class as an oral presentation.
Assessment:
1.) Students will show me the picture of their plant or animal found in the rainforest of Costa Rica and the field guide they used.Ý I will grade them on the accuracy of their information (kingdom, phylum, class, order, family and genus species).
2.) There will be a rubric for the group presentations on the diversity of flora and fauna of a rainforest which will include requirements, such as: the group was able to locate the rainforest on a map, the importance of maintaining the diversity of flora and fauna in the rainforest and visuals were included in the presentation.
Teacher Reflection:
What went well?
What would I do differently next time?