Date: May 23, 2012
Grade Level: 3rd Grade
Number of Students: 25
Subject: Science, History
Major Content: Environmental Science
Lesson Length: 2 (30 minute) sessions
Context /description:
- Students will begin on their entry task that has unit words and definitions on it. Students should draw lines from the unit word to the corresponding definition. (See attached sheet for example). Allow approximately (5 minutes) for the entry task.
- Once the entry task is complete, go over the answers with the class. Then have students join in the ‘gathering area’ (i.e. carpet) – inviting them to sit by calling the table teams (there are five teams of five tables), one-by-one. (2 minutes)
- At the gathering area, discuss/refresh what has been learned so far about the different rainforests. Write ideas/topics on the board. Then read the Deforestation poem, by Joe K.: http://www.ga.k12.pa.us/academics/ls/5th/forestpo/99forpoc/jakforpo.htm. Ask if there are any questions, feelings, or thoughts about the poem (standard 2.B). (5-7 minutes)
- Using the Smartboard, pull up and watch the Youtube video on deforestation: http://www.youtube.com/watch?v=QFxW7juOE-o&feature=fvwrel (standard T2.3)(3 minutes)
- Have students return to their seats by teams, one-by-one. (1 minute)
- Since students already sit in five groups of five, they will go ahead and work in these groups. (There is a list of the five largest rainforests in the world mentioned below: Amazon Basin, Congo River Basin, S.E. Asia, New Guinea, and Madagascar.(standard 2.C – some students will learn about indigenous people during their rainforest study) Have one person from each team come up and randomly select a piece of paper containing one of the five rainforests names. This name will be that team’s dedicated rainforest for this activity. (2 minutes)
- Each group will be assigned one of these rainforests and will use their assigned iPads (standard T2.4) to view the link containing specific information on their particular rainforest. Students will be allowed (8 minutes) to discuss with group members and gather as much information about their rainforest as possible (standard 4.A & 4.C & T2.5). This task requires students to communicate effectively with their peers/group members (standard 2.B).
- After the groups had enough time to collaborate their ideas regarding the deforestation of their assigned rainforest, they will elaborate on “The BIG Question.” à What can we do to STOP or at least lessen the amount of deforestation and conserve our own use of natural resources such as wood, oil and gas, electricity, minerals and elements, and water? While they are brainstorming, I will write a few questions on the board as a way to ignite their thought process (examples are included at the end of this paper).
- Have students create a rough draft version of a poster consisting of important or interesting facts that they’d like to share with the class (standard 4.D). Once a rough draft is done, they may go to lunch. Let them know that upon returning from lunch, they will begin on their final poster project – and will present to the rest of the class.
[Lunch]
-While students are at lunch, the teacher will place supplies (butcher paper/poster board markers and colored paper) near each group.
- After lunch, allow students (15 minutes) to create their poster and to prepare to show the rest of the class.
- Presentation time! (20 minutes total)
Standards (NETS):
* 2.B: Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
* 2.C: Develop cultural understanding and global awareness by engaging with learners of other cultures.
* 4.A: Identify and define authentic problems and significant questions for investigation.
* 4. C: Collect and analyze data to identify solutions and/or make informed decisions.
* 4.D: Use multiple processes and diverse perspectives to explore alternative solutions.
Technology Standards (found at: http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx)
* T2.3: Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3,4)
* T2.4: Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3,4,6)
* T2.5: Identify and investigate a global issue and generate possible solutions using digital tools and resources (3,4)
Objectives:
- To provide learners with the opportunity to practice summarizing content.
- To exercise the learners' reporting and presentation skills.
- To exercise the learners' listening and comprehension skills.
- To assess the learners' understanding of the content.
After this lesson and activity, students will be able to:
- Identify the causes of deforestation.
- Develop an understanding of the causes of deforestation.
- Identify continents where the majority of deforestation occurs.
- Understand that some people may see deforestation as necessary - beneficial.
Assessment:
The form of assessment being used in this lesson is a performance assessment. Students will be evaluated on how well they work together in groups as well as the final product. The work should be distributed evenly among the group members. After each lesson, students have an opportunity to reflect on the lesson and activity by writing a brief entry in their journals. This way, I will be able to keep track of the student’s comprehension of the topic as well as interest in my teaching methods.
Resources, Media and Technology:
- iPad – Each student has one and can search for details about each rainforest.
- Starboard – Interactive
- Youtube video
What is Deforestation?
(Details and discussion topics)
Deforestation refers to the cutting, clearing, and removal of rainforest or related ecosystems into less bio-diverse ecosystems such as pasture, cropland, or plantations (Kricher, 1997).
What are the causes of deforestation?
I. Logging
II. Mining
III. Oil and gas extraction
IV. Cattle ranching
V. Agriculture: Cash crops
VI. Local, National, and International factors: development, land titles, government subsidies to attract corporations into developing countries, trade agreements (NAFTA, CAFTA), civil wars, debt, lack of resources, and lack of law enforcement.
Largest rainforests worldwide listed in descending order (from largest to smallest).
1. Amazon basin of South America
http://www.youtube.com/watch?v=rm8TyJ2fOaw&feature=related (5:11 minutes)
2. Congo river basin of Central Africa
(6 minutes)
(6:12 minutes)
4. New Guinea
(from 4:00 to 8:14 minute mark)
5. Madagascar
(4:44 minutes)
Overview of deforestation around the world:
Facts:
- Did you know that tropical rainforests, which cover 6-7% of the earth's surface, contain over half of all the plant and animal species in the world!
- Did you know that 57% of all rainforests remaining are located in the Neotropics, with 30% located in Brazil.
- Between 1960 and 1990, most of the deforestation occurred globally, with an increasing trend every decade.
- Brazil has the highest annual rate of deforestation today.
- Atlantic coast of Brazil has lost 90-95% of its rainforest.
- Central America has 50% of its rainforests.
- South America has 70% of its rainforests.
- Philipines have lost 90% of its rainforests!
- Madagascar has lost 95% of its rainforests!
- El Salvador has lost 70-85% of its rainforest due to heavy bombing during the civil war 1984-1985.
- Sumatra has 15% of its rainforests left.
- Only 6% of Central Africa's forests are protected by law.
Statistics on Global Rates of Rainforest Destruction:
- 2.4 acres (1 hectare) per second: equivalent to two U.S. football fields
- 149 acres (60 hectares) per minute
- 214,000 acres (86,000 hectares) per day: an area larger than New York City
- 78 million acres (31 million hectares) per year: an area larger than Poland
- On average, 137 species become extinct everyday; or 50,000 each year!
*If the current rate of deforestation continues, the world's rain forests will vanish within 100 years- causing unknown effects on global climate and eliminating the majority of plant and animal species on the planet*
What are the consequences of deforestation?
Environmental:
Extinctions (loss of biodiversity of microbes (bacteria), plants, insects, animals, indigenous peoples, etc.
Habitat fragmentation. This disturbes the animals' habitat and may force them to enter habitats which are already occupied. This can pose many problems such as territorial conflicts, homelessness (loss of habitat), lack of food availability, migration disturbances, etc.
Soil erosion occurs when trees and plants are removed; the rain water washes the nutrients in the top soil away.
Changes in watershed geomorphology.
Desertification (dry, hot, arid conditions).
Edge effects can change microclimates (small climates) which affect endemic species (native species which can only live in specific environmental and habitat conditions).
Climate change (more carbon dioxide is released into the atmosphere, thus increasing the effects of global warming).
Pollution (ground, water and air pollution from oil extraction and mining chemicals).
Social impacts:
Loss of culture (indigenous peoples subsistence living in the rainforest). People who live in the rainforest depend on the natural environment for food, shelter, materials for cooking, clothing, etc. If the forest is cut down or if their environment becomes polluted from oil extraction and mining, they are forced to move or risk starvation and sickness.
Displacement of people (loss of farmland, forest resources, etc).
Social conflicts and struggles over land and natural resources.
Conflicts over racial and ethnic rights.
Poisoning from oil and mining waste.
Economic uncertainty (price fluctuations and high interest rates on outstanding international loans with The World Bank and International Monetary Fund.
The BIG Question:
What can we do to STOP or at least lessen the amount of deforestation and conserve our own use of natural resources such as wood, oil and gas, electricity, minerals and elements, and water?
Brainstorm...here's a start:
* Always use both sides of paper when writing, drawing, photo-copying, faxing, etc.
* Recycle paper, cans, glass, and plastic.
* Read the newspaper on-line.
* Buy paper products made from recycled paper: notebook paper, paper towels, toilet paper, books, etc.
* Use pencils until they are stubs! Think of pencils as gold (you'll never lose them if you do).
* Encourage your parents, relatives, and friends to buy furniture and wood that is Certified. That means the wood was legally cut-down.
* If you buy a product and you notice they use wood chips to package it, write to the company and suggest they use another packaging material.
* Trees get cut down for cattle to graze. Instead of eating meat, think of eating other sources of protein such as fish, soy, beans, whole-wheat, and nuts.
* Buy organic fruits and vegetables. That means there are no insecticides or pesticides (poisonous chemicals) sprayed on the food. If these chemicals kill insects and pests that try and eat the vegetables, think about how harmful they can be to you and the environment.
* Instead of buying gold or diamonds, which are mined and cause environmental damage, consider jewelry that is made from materials that are not mined...such as glass.
* Encourage your parents, relatives, and friends to drive fuel efficient cars that get good gas mileage. Hybrid and bio-diesel cars get great mileage and use less or no gasoline.
* Even better, whenever possible, walk, bike, carpool or use mass transit (bus or train).
* Save electricity by turning off lights, t.v., radio, computer, etc when you are not using them.
* Save water by NOT taking baths; instead take quick showers (turning off the water while you soap up) and then turning it back on to rinse quickly.
* While washing your hands and brushing your teeth, turn off the water. You'll save gallons if you do.
* When washing the dishes or your parent's car, turn off the water while washing it with soap.
* Rinse quickly after washing.
* Hmmm, can you think of other ways to conserve wood, oil and gas, electricity, minerals and elements, and water, etc...? Brainstorm with your pen pal or a family member.
Okay, now show YOURSELF what you have LEARNED by answering the following questions:
What does deforestation mean? (Hint: The prefix de- means to remove or reduce).
2. Why does deforestation happen? For what purpose(s)?
3. The largest rainforest in the world is located in:
a.) The Philipines
b.) The Congo Basin in Central Africa
c.) Peru
d.) The Amazon Basin of South America
4. If 2 U.S. football fields are destroyed every second, how many football fields are destroyed in 5 seconds?
5. If 50,000 species become extinct every year, how many will become extinct in half a year?
6. T or F: Rainforests contain over half of all plant and animal species in the world?
7. Fill in the blank: One environmental consequence of deforestation is __________. This occurs when heavy rains wash nutrients from the soil.
8. Name two things you can do as a global citizen to decrease deforestation.
9. Biodiversity refers to:
a.) The loss of animals and plants
b.) A variety, or many different kinds of living things
c.) When animals lose their living space or habitat
d.) An increase in the earth's temperature
10. Fill in the blank: Indigenous people _______ in the rainforest. They depend on the forest for their food, clothing, medicine, cooking and building materials.
Answers are located after the references (please don't look until you have completed all 10 questions).
Pen Pal Letter: Imagine you're in class and your teacher reads an article about a U.S. company which is deforesting a rainforest in Brazil. Your teacher encourages you and your classmates to write letters to the company. Using the information you have learned in this lesson, write your letter to convince the company to STOP the deforestation. Use the facts you have learned to support and provide evidence for your position. Write your letter in the Comments Section after this lesson. You and your Pen Pal will read each other's letters and provide positive feedback to each other.
References:
Kricher, J. (1997). A Neotropical Companion: An introduction to the animals, plants, & ecosystems of the New World Tropics. New Jersey: Princeton University Press.
Rainforest Action Network web-site: http://ran.org/info_center/factsheets/04b.html
NASA web-site: http://eospso.gsfc.nasa.gov/ftp_docs/Deforestation.pdf
WRM Briefing: This is an excellent site on deforestation! http://www.wrm.org.uy/publications/briefings/underlying.html
Answers to questions:
1. Deforestation refers to the cutting, clearing, and removal of rainforest or related ecosystems into less bio-diverse ecosystems such as pasture, cropland, or plantations.
2. Logging, mining, oil and gas extraction, cattle ranching, agriculture, and International, National, and Local reasons.
3. d.) The Amazon Basin in South America
4. 2 U.S. football field= 1 second, then
? U.S. football fields= 5 seconds
You can set it up as a proportion: 2/1= n/5, n=10
5. 1/2 of 50,000 or 1/2 x 50,000 or 50,000/2= 25,000 species
6. True
7. erosion
8. Buy paper products made from recycled paper and become a vegetarian
9. b.) a variety, or many different kinds of living things
10. live
So? How did you do? I bet you did fantastic!
Unit Word Match-Up
(Warm Up)
Unit Words Acre |
Forest
|
Rainforest
|
Species
|
Surface
|
Definition
|
The removal of a forest or stand of trees where the land is thereafter converted to a non forest use.
|
|
|
A unit of area in a number of different systems, including the imperial and U.S. customary systems.
|
Originating in and characteristic of a particular region or country; native
|
A woodcutter, a person who harvests lumber
|
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