1. Topic-
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| Environmental Conservation |
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2. Content-
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Matter Key Vocab: Savannas, closed-canopy forests, old-growth forests,
deforestation, shelter-wood harvesting, strip-cutting, selective cutting
S5.B.3.1.2: Describe the usefulness of Earth's physical resources
as raw materials for the human-made world
S5.B.3.2.3: Explain how different items are recycled and reused
S5.A.3.2.1: Describe how models are used to better understand the
relationships in natural systems
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3. Goals: Aims/Outcomes-
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1. Students will be able to identify steps that will help to restore
natural areas
2. Students will be able to describe the world's most extensive grasslands
3. Students will analyze the causes that affect global forests |
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4. Objectives-
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1. Students will be engage in conversations to discuss why forests
are important
2. Students will conduct research to analyze which biological aspect
create healthier forests
3. Students will summarize their research and collaborate with peers
to develop a presentation of how positive habits can lead to better
forest health |
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5. Materials and Aids-
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| Poster boards, computer & Internet access, markers, tape, printer
access to print informational excerpts and pictures as needed, text-to-speech
software and headphones for those students with visual, reading difficulties,
and hearing impairments |
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6. Procedures/Methods-
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A. Introduction-
Students will read teacher-selected excerpts from the book Disappearing
Forests by Angela Royston. Teacher will create a chart on the board
with the following titles: Current conditions, Desired Conditions,
What I can do to bring about change. Teacher will record students
answers as they reply to the topic.
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B. Development-
| Students will be placed in small-groups. Teacher will distribute
vocabulary/research terms for students. Students will find facts and
pictures pertaining to terms. Students will gather in a large group
and discuss/share their research. While all terms will be discussed,
students will be asked to form an opinion about whether human or natural
occurrences have a stronger impact on the forest. Students will brainstorm
about causes and solutions for deforestation. |
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C. Practice-
| Students will be placed in two groups; they will prepare a presentation.
Using supplies provided by the teacher, students will create a 2D
forest model. Poster boards will be used to tell the forest's story
(What actions and care have lead to the forest's healthy appearance).
Students will create a picture-line and read their written report
detailing which human steps have lead to each picture on their picture
line. The other group will complete the same activity, but will present
the opposite effects. |
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Accommodations (Differentiated Instruction)-
1.During reading and writing activities; students will be paired
in reading partnerships to assist each other (scaffolding)
Teacher will combine verbal instructions with written and presentation
formats to accommodate ELL; visually impaired, and visually impaired
students
Teacher will utilize "Pause to Reflect" strategies; this will allow
students the opportunity to ask for additional help/instruction/detail
that will provide them with clarity of concepts |
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Checking for understanding-
Students will be assessed on their ability to construct a rain forest
model (depicting the forest's canopy, understory, and forest floor)
Students will be assessed on the details and accuracy of information
presented in their speeches and picture-line (boards)
Students will be assessed on the answers they provide during Q & A
and teacher-prompted discussions
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Closure-
| Students will present their presentations and engage audience in
a brief Q & A session. Teacher will summarize the importance of healthy
forests and how people can advocate and contribute to their sustainability. |
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