First Grade - Rainforest Alliance
First Grade— Knowing the Essential Elementsof a Habitat— Protecting the Critical Habitatof the Manatee and LoggerheadTurtle— How Do Jaguars and HowlerMonkeys in Belize Dependon Us?— Who Takes Care of the MayaForest Corridor?
Lesson 1Knowing the Essential Elements of a Habitat1Maya Mountain Marine Corridor, BelizeConceptChildren will become acquainted with the landscape characteristics of their play space, theirneighborhood and their classroom in order to better relate to the Belize landscape.Essential QuestionWhat sounds does your neighborhood make?Step 1: Connect (the concept to prior knowledge)ChallengeStudents will capture the essence of the landscape surrounding their school on a map that identifies sensoryand landscape information.Materials 8.5" 11" outline/map of the area around theschool (1 per student; prepared by teacher) one larger replica of school area map art suppliesProcedure1. Students will be handed a rough outline of the areaaround their school. They will be oriented to themap by discussing experiences different studentsmight have had walking or playing in those spaces.2.3.Step 2: Literature/Discuss (give expert informationbook; ask questions)Students will take the maps outside and add descriptive information to the rough outline. Theseobservations should include plants (drawings),rocks, dirt areas, random items in the landscape,smells, sounds and temperature changes. Eachchild will fill in what they think is important.ChallengeStudents will begin to see their play space and schoolas a multi-textured landscape.Materials book: Welcome to the Green House by Jane YolenInside the classroom on a large replica of the mapof the schoolyard, the teacher will collect andtransfer the observations using symbols for common landscape elements, drawings cut from mapsand words to describe sensory elements. The classwill decorate this map so that it represents theirschool cedureVisualization: Ask the children to close their eyes andlisten as you read Welcome to the Green House by JaneYolen. Ask them to pay special attention to the soundsand visual pictures that are created in their minds bythis book.-2-
Lesson 1Knowing the Essential Elements of a HabitatStep 3A: Practice (math and learning centers)Step 3B: Create (performance tasks related tostandard indicators)ChallengeStudents will compare and contrast the map of theirschoolyard with different maps that slowly move outin distance encompassing a greater area.ChallengeStudents will write a short "impression" poem (thiscan be a haiku that captures the essences of the "sitting" place).Materials local, national and world mapsMaterials paper, pencils maps from Step 1Procedure1. As in the Powers of Ten (www.powersof10.com),introduce students to maps that locate theirschoolyard within different geographies that arelocal first and gradually geographically furtheraway.2.3.Procedure1. Students return to a place that interested themoutside around the building. Students write a shortpoem about this place that uses sensory images,landmarks, weather observations, sounds, etc.Students carry out a variety of interesting calculations in order to establish the area/dimensions oftheir playspace/schoolyard in relationship to thecity/state they are in.2. The poems will be transferred to the map corresponding to the location in the schoolyard.Looking at their own map of the schoolyard, askstudents to guess how to measure their schoolyard and relate how large it is in comparisonto their neighborhood, city/town, state and tep 4: Present (edit work/students orallypresent projects)ChallengeStudents read their poetry aloud to the class.-3-
Lesson 1Assessment Rubric1Teacher observations of performance tasks with rubrics as listed below, as well as collectedwork samples.AssessmentGuidelines3 P(Proficient)2 S(Satisfactory)Student understands theprocedure for mappinga defined area and thedifferences in scale of adrawing and the actualschoolyard.Student discusses thesensory elements of theschoolyard and how thesehelp define its character.Student compares andcontrasts the scale drawing of the schoolyard withmaps that represent different geographical areas,gradually increasing thescale of the mapped area.Student captures thecharacter of their schoolyard using poetry or otherdescriptive narrative.Student prepares anddelivers an oral presentation of their descriptivenarrative for their peers.www.rainforest-alliance.org/curricula-4-1 NW(Needs Work)
Lesson 2Protecting the Critical Habitat of the Manateeand Loggerhead Turtle1Maya Mountain Marine Corridor, BelizeConceptRegardless of the natural surrounding or the day-to-day conditions in any given place, plants andanimals rely on their environment to provide them with the raw materials they need for life andthe conditions to live safely and without stress. To protect manatees and loggerheads, we needto protect their homes.Essential QuestionWhat do manatees and loggerhead turtles have in common with you and your neighborhood?Step 1: Connect (the concept to prior knowledge)ChallengeStudents will identify the characteristics of the manatee and the loggerhead turtle and give evidence ofsimilarities and differences between these species andhumans. Students will describe the kinds of homes(and playspaces) each species needs to survive (ex:manatee needs clean and deep water).Materials maps of schoolyard from Lesson 1, Step 1 species profiles: manatee and loggerhead turtle story: Manny the Manatee and the Mystery of theMurky Water, an original Rainforest Alliance story map that includes coastal ecosystem of BelizeProcedure1. Students will identify places where they feel mostcomfortable, safe and healthy on the map of theirschoolyard/playspace.2.Students are acquainted with the manatee and theloggerhead turtle using the species profiles fromthe Rainforest Alliance.3.Students will be acquainted with a map of thecoastal ecosystem of Belize and the river systemdiscussed in Manny the Manatee and the Mystery ofthe Murky Water, a Rainforest Alliance ss with students what is different in this landscape compared to their own neighborhoods.Step 2: Literature/Discuss (give expert informationbook; ask questions)ChallengeStudents learn about the Belize environment througha story and hear about changes in land practices thatmay threaten comfort, safety and health, like thosefaced by the manatee and loggerhead turtle in Belize.-5-
Lesson 2Protecting the Critical Habitat of the Manateeand Loggerhead TurtleMaterials story: Manny the Manatee and the Mystery of theMurky Water, an original Rainforest Alliance story1Step 3B: Create (performance tasks related tostandard indicators)ChallengeStudents will create a map similar to their schoolyardmap that represents the area where the manatee andloggerhead turtles live.Procedure1. Students listen to Manny the Manatee and the Mystery of the Murky Water.2.Students discuss the changes in Manny's environment that make life uncomfortable.Materials paper, pencils3.Students discuss things that have changed in theirown neighborhoods that may have changed theway that they play or walk to school or threatenedtheir comfort and safety in these places.ProcedureOn another roughly outlined map, students draw theirconception of the place where the manatee and loggerhead live, based on what they know about the animalsfrom different resources like the slideshow, book andspecies profile.Step 3A: Practice (math and learning centers)ChallengeStudents understand the landscape that Manny livesin by looking at maps that scale sequentially closer tothe coastal ecosystem from a map that includes NorthAmerica.Step 4: Present (edit work/students orallypresent projects)ChallengeTo connect their own sense of place with the placewhere the manatee and turtle live.Materials maps of the world, Central America and BelizeMaterials map of Belize from Step 3BProcedure1. Place the sequentially scaled maps on the floor ina random order and have students order them sothat they begin to focus on the coastal Belize area.ProcedureStudents will describe to others what they think themanatee and the loggerhead need to be comfortable,healthy and safe. They will use the Belize map theyhave created as reference.2. The last map in the sequence should be the onethat contains Manny's home.www.rainforest-alliance.org/curricula-6-
Lesson 2Assessment Rubric1Teacher observations of performance tasks with rubrics as listed below, as well as collectedwork samples.AssessmentGuidelines3 P(Proficient)2 S(Satisfactory)Through the comparisonof the schoolyard andcoastal Belize, studentcompares and contraststhe habitats of humans,the manatee and theloggerhead turtle basedon characteristics thatprovide comfort, healthand safety.Student identifies aspectsof each environment thathave changed over thelast five years and discusses which changescaused threats to health,comfort and safety.Student identifies thedistance between therainforest and their NorthAmerican home. Studentlocates coastal Belize ona map and understandsthe physical relationshipbetween his/her homeand the home of the loggerhead turtle.Student identifies the differences between NorthAmerica and Belize according to their locationson the globe.www.rainforest-alliance.org/curricula-7-1 NW(Needs Work)
Lesson 3How Do Jaguars and Howler Monkeys in BelizeDepend on Us?1Maya Mountain Marine Corridor, BelizeConceptForests that line the rivers within a watershed play an important role in keeping waterwayshealthy, safe and comfortable for animals and people.Essential QuestionHow does the weather (particularly the amount of rain) link the jaguar and howler monkey withthe manatee and the loggerhead turtle?IntroductionInformational Introduction fo the TeacherThe Maya Forest is the watershed for the coastal ecosystem of Belize. If the waterways that carry rainfallare degraded, the soil from the rainforest floor erodesinto the rivers and travels down the coast. When rootsof trees aren't present to hold back the soil, it floodsthe rivers, making them murky and muddy. When thehabitat of the jaguar and howler monkey is deforested,it negatively affects the manatee and loggerhead atthe other end of the watershed. Due to deforestationto meet the needs of rising consumer markets, erosionoccurs because the roots of trees are needed to holdsoil in place. This is true in the North American forestsas well. Step 1: Connect (the concept to prior knowledge)ChallengeIdentify the ways that weather can change landscapes.By simulating an upstream flood and resulting erosion,children will understand why rivers get muddy andmurky in downstream coastal habitats. This will helpthem understand how Manny's home was affected byerosion.Procedure1. Discuss where the water in the school faucets originates. Sources of water are often a great distanceaway from the faucet. The manatee and loggerheadswim in water that originates far from their home,which means that upstream activity around riverscan affect the health and safety of downstreamwater-dwelling species.Materials book: The Magic School Bus: At the Waterworks byJoanna Cole and Bruce Degen map of local watershed (available through theEnvironmental Protection ted watershed system: 3" high baking pan,dirt and clean water2.-8-Read The Magic School Bus: At the Waterworks byJoanna Cole and Bruce Degen.
Lesson 3How Do Jaguars and Howler Monkeys in BelizeDepend on Us?3.Show the students a map of their watershed. Tracethe route your drinking water takes as it travelsthe course of the watershed and comes out in theschool faucets.4.Discuss how water picks up loose materials as itmoves.5.Show students how water picks up materials alongthe riverway by creating a simulated watershedin a classroom or play space. Fill a 3" high bakingpan with dirt. Sculpt the dirt into a landscape thatroughly simulates a downward incline to the oceanfrom the hills. Have students take a sample ofthe clean water at the start and compare it to themurky water that lands in a pool at the end of thewaterway.6.Procedure1. Show students A Walk in the Rainforest, availablefrom Bullfrog Films. In this video, an 8-year-oldboy takes his friends on a tour of a rainforest inBelize. The video portrays a variety of plants andanimals that live there.Discuss how the trees on a riverbank can affectchanges in water quality with large amounts ofmoving water. (You could simulate another environment using pieces of sod to stabilize the riverbank.) This will show students how rooted plantslining a river hold in soil. Ask them to comparethe results in water clarity to the previous experiment. Or, do both experiments outside using twodifferent sites in the schoolyard and have studentsdescribe the differences.2.Read At Home in the Rain Forest by Diane Willowand Laura Jacques. This story describes the sightsand sounds of the rainforest, introducing thereader to the plants and animals that inhabit thisprecious ecosystem.3.Read Here is the Tropical Rain Forest by MadeleineDunphy. This story has a cumulative text, takingthe reader on a journey through the rainforestfrom the mossy forest floor up to the emergentlayer at the top.4.Show students the species profiles of the jaguarand the howler monkey. Describe where they livein the rainforest (i.e., the canopy, understory, forest floor) and discuss their relationship with theriver or watershed.6.Make comparison to how these four species useand live within the Maya Mountain Marine Corridor. Remind students of how their watershedis similar. What effect would erosion have on thejaguar and monkey in the Maya Mountain MarineCorridor compared to the manatee and the loggerhead at the mouth of the river?7.Look at the Rainforest Alliance Adopt-A-Rainforestpages about Belize that discuss threats to theenvironmentally important Maya Mountain MarineCorridor and efforts to protect it.Step 2: Literature/Discuss (give expert informationbook; ask questions)ChallengeStudents discover the habitat of the howler monkeyand jaguar. They begin to conceptualize how life forthe jaguar and monkey is tied to the manatee and loggerhead and ways that it is similar to their watershed.Additional references: Nature's Green Umbrella by GailGibbonsMaterials video: A Walk in the Rainforest, available fromBullfrog Films book: At Home in the Rain Forest by Diane Willowand Laura Jacques book: Here is the Tropical Rain Forest byMadeleine Dunphy species profiles: jaguar and howler monkey webpage: Adopt-A-Rainforest .rainforest-alliance.org/curricula1Step 3A: Practice (math and learning centers)ChallengeStudents carry out a number of comparisons to judgehow muddy the water at the end of their simulatedwatershed is when lined with sod or just dirt.-9-
Lesson 3How Do Jaguars and Howler Monkeys in BelizeDepend on Us?the perspective of each one regarding the watershedand how important it is to their livelihood.Materials simulated watershed system from Step 1 sod dirtMaterials paper, art suppliesProcedure1. Using the simulated watershed system, one withsod and the other bare dirt, create a chart thatgives indicators of muddiness. Have studentsname the various gradations and align them withthe health of the water for living species, includingthe manatee and the turtle.2.Procedure1. Students draw pictures of themselves using waterand write one or two sentences about how important water is to their lives.2.Collect water samples from each "watershed" aftera bucket of water has been poured down. Matchthe samples with the chart of muddiness.Students draw pictures of the different species using the water source and write one or two sentences on how important the water is to their lives.Step 4: Present (edit work/students orallypresent projects)3. Annotate the samples with gradations of "healthyfor land animals" or "healthy for water animals."ChallengeStudents will each begin to compile a book called TheRainforest and Me. In this will go their maps of localplaces and Belize as well as the new information onwater sources.Step 3B: Create (performance tasks related tostandard indicators)ChallengeStudents are challenged to research the four differentspecies highlighted in this unit and write a story fromwww.rainforest-alliance.org/curricula1-10-
Lesson 3Assessment Rubric1Teacher observations of performance tasks with rubrics as listed below, as well as collectedwork samples.AssessmentGuidelines3 P(Proficient)2 S(Satisfactory)Student identifies howweather impacts a landscape, particularly rain/erosion through the watershed simulation task.Student begins to understand the concept of awatershed through themapping activity. Studentwill understand how different animals living in awatershed depend on itshealth and services.Student collects data fromthe watershed simulationand shows how erosionimpacts the health of awatershed.Student representsthrough pictures the relationship different animalshave to watershed andthe importance of maintaining the health andfunction of watersheds fortheir welfare.www.rainforest-alliance.org/curricula-11-1 NW(Needs Work)
Lesson 4Who Takes Care of the Maya Forest Corridor?1Maya Mountain Marine Corridor, BelizeConceptThe work of conservationists is tireless. It demands a knowledge of the ecological dynamics andthe relationship that humans have in each region. A ranger is responsible for balancing humanuse with the health of the environment.Essential QuestionMaking sure animals and people are safe in their habitats is a big job. Who makes sure we aresafe, healthy and comfortable?Step 1: Connect (the concept to prior knowledge)ChallengeStudents identify the rules, laws, jobs and people whohelp them feel safe, keep them healthy and make themcomfortable and happy. They identify the rules, laws,jobs and people who look after the livelihood of animals, particularly those in the Maya Forest Reserve.Materials paper, pencils art suppliesProcedure1. Students make a list of all the rules, laws, jobs andpeople who make their playground and school safe.They extend this list to include their homes.2.Students identify changes that have been made totheir playgrounds or homes to increase safety orcomfort.3.Students may draw a picture to show one incident/person who helps them feel safe in their neighborhood or play space.Materials book: The Great Kapok Tree by Lynne Cherry story: My Dad the Ranger, a Rainforest AlliancestoryProcedure1. Read The Great Kapok Tree by Lynne Cherry. Identify the threats to the animals and the rainforestthat are identified in this book. Discuss the reasons that people might be cutting down trees inthe rainforest.Step 2: Literature/Discuss (give expert informationbook; ask questions)ChallengeStudents identify the people who are trying to keepthe rainforest safe for the four focus -Read My Dad the Ranger, a Rainforest Alliancestory. Talk about the ways that the ranger is protecting the four species of focus. Discuss people inthe lives of the students who provide safety and
Lesson 4Who Takes Care of the Maya Forest Corridor?health. What do they do that is different than theranger?Mountain Marine Corridor (both the forest and thewatershed).3. Visit the Adopt-A-Rainforest pages about Belizefor a discussion of threats to the environmentallyimportant Maya Mountain Marine Corridor andefforts to protect it.4.3.ChallengeUsing the materials they have studied, students willtranslate what they know into a symbolic representation.Materials paper, art suppliesProcedure1. Students will create a 3D model of the two environments in small groups. This might be in the form ofa diorama or a flat cookie sheet-sized model.2.ChallengeStudents carry out a variety of interesting comparisons between the two environments: their neig
First Grade — Knowing the Essential Elements of a Habitat . and words to describe sensory elements. The class will decorate this map so that it represents their school landscape. . The poems will be transferred to the map corre-sponding to the location in the schoolyard. Step 4: Present (edit work/students orally .
Brazil, Peru and Colombia have 46 % of the world's tropical rainforest Brazil has 33 % of the world's tropical rainforest Brazil has 47 % of all tropical rainforest in RFN's priority countries Papua (both provinces) has 39 % of Indonesia's tropical rainforest Democratic Republic of Congo (DRC) has 53 % of Africa's tropical rainforest 5
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
rainforest. Step 6 Find out which animals live in the different layers of the rainforest and add them to your box. You could use any toy animals you have or you could try drawing your favourite rainforest animals. We've provided a few rainforest animals from different rainforests around the world to get you started.
THE GUARDIANS OF THE RAINFOREST LESSON 1 WWW.GUARDIANESDELANATURALEZA.COM 2 EVALUATION GOALS DEVELOPMENT Students will be able to: 1 Identify the names of rainforest animals and where they live. 2 Match pictures of rainforest animals and say their names. 1 WARMUP 10 mins. Ask students what animals live in the rainforest and write their answers on the board.
This week, we would like you to add to your rainforest layers picture by drawing some animals that live in the rainforest. Rainforest animals usually like a particular layer e.g. Forest Floor, Understorey, Canopy or Emergents. Draw two (or more if you would like to) animals for each layer of the rainforest. Aim to draw them in the right layer.
The Peru Amazon Rainforest Project works with carefully selected partners to actively help protect the Amazon rainforest. The Amazon rainforest, which is the biggest and most diverse rainforest in the world, covers more than half of Peru and is home to thousands of unique and endangered animals, plants and ecosystems. You will be based with our .
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
The Rainforest Gully at the Gardens The Rainforest Gully has been developed from a naturally occurring dry gully. This gully once supported scattered eucalypts, shrubs and grasses. The stream in the gully flowed only after rain. The first rainforest pl
