Understanding the Jungle

1. CENTRAL FOCUS:  What is the central focus for the learning segment? The central focus of this lesson is to study the different layers of the rain forest and different types of animals that live in each part.

2. LESSON DURATION: 2 Hours

3. OBJECTIVES/STUDENT LEARNING GOALS:  (What will the student know or be able to do as a result of this lesson?)

• Students will distinguish which part of the rain forest animals live based on characteristics
• Students will be able to analyze different characteristics of animals we are studying that live in the rainforest
• Students will be able to identify characteristics of different layers of the rain forest.

4. CONTENT STANDARDS:  What standards are most relevant to the learning goals?(text included, not just the numbers)

• Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. ▪ Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2)

5. MATERIALS/RESOURCES:

• ELMO Cam
• Large white sheet of paper
• Printed out images of the rain forest
• Printed out images of rain forest animals
• Scissors
• Glue
• Markers
• VR Headsets with Jungle Experience

Create a diagram from their VR experience and knowledge from the Jungle. Each group will create a diagram that consists of the 4 layers of the jungle and include different animals they saw in the VR experience.

1. LESSON INSTRUCTIONAL PROCEDURES

1. Introduction (motivation/warm-up/lead-in)
   1. 1. Write objectives on board
      2. Get students brains warmed up by connecting our upcoming lesson with the documentary we watched last week in class.
      3. Ask students if they can remember any of the animals we watched last week.
      4. Ask students if they can recall any of the layers of the rain forest
      5. Get students excited about telling them we’ll be making our own rainforest diagram
2. Teacher will give students VR headsets and set them up to be on the program at the same time.
   1. Teacher will start the program and have the students listen to the attributes of each layer of the jungle and ask students to raise hand if they have any questions
   2. Students will be able to see certain animals and insects they want to research later on
   3. The experience will include sounds, animals, layers of the jungle, and information on each layer for about 10 minute a piece.

3. Development: Instruction and Activities:
   1. Review with students the 4 different layers of the Rain Forest on the ELMO Cam
      1. Emergent
         1. Describe Emergent while showing an image on the ELMO Cam
         2. List characteristics for students to saw
      2. Canopy
         1. Describe the canopy while showing an image on the ELMO Cam
         2. List characteristics for students to saw
      3. Understory
         1. Describe understory while showing an image on the ELMO Cam
         2. List characteristics for students to saw
      4. Forest Floor
         1. Describe forest floor while showing an image on the ELMO Cam
         2. List characteristics for students to saw
   2. Hand out materials to each group (each group will receive a large sheet of paper, 4 animals, and images of the rain forest)
      1. Teacher will explain the students will out the images and place them on the paper in the order of the rain forest.
      2. Introduce the 4 new animals (similar to the ones we went over on the ELMO cam) and explain they need to place them on each layer of the rainforest they believe is accurate.
      3. Lastly, teacher will explain they need to label each layer, so we can hang these up on the walls outside of our classroom to show which biosphere we are learning about.
   3. Teacher will walk around and make sure students are labeling and placing each animal and layer in the correct spot.

            C.         Differentiated Instruction

                  ·    ELL Students: I will be using cognates for the animals and layers, and if there are none, I will use the translated words from their native language. During group work, ELL students will be sitting with some of our gifted students. Images at their desks will also have cognates or translation.

                  ·    Special Education: SPED students, depending on what is needed for their IEPs, will be inclusive and working with the rest of the classroom. Due to IEP’s having different requirements, this will need to be decided on an individual’s requirements. However, they will work alongside other students.

                  ·    Talented and Gifted: Talented and Gifted students will work alongside our lower/ELL students, as well as SPED students. They will assist their peers with writing the correct words for each layer on the large sheet of paper.

Evaluation will be informative and formative. Students will be observed during work time and teacher will use observation check list. Formative will be grading students work they completed with the diagram.