Unit plan Overview
- 1. Exploring the Rainforest by Taylor Somerville
- 2. My Students • My kindergarten students consist of 16 Caucasian, 4 African American, 2 Hispanic, and 1 Asian. Two of my students have ADHD, and one student has down-syndrome who is also mildly hearing impaired.
- 3. Main Objective • My students will be able to identify animals in the rainforest, explain their habit, and name fruit and the plants that bare these fruit. Students will color cut outs of animals in the rainforest, listen to the book “Looking Closely in the Rainforest,” and having a tasting of fruits in the rainforest with 96% accuracy.
- 4. Day by Day Breakdown • Monday: Students will be asked their knowledge of the rainforest. I will then read “Closely in the Rainforest” by Frank Serafini and discuss the parts of a book. Students will color animals that have been cut for them already to learn names and appearances. Then the students will have a fruit tasting after lunch to learn about the plants that bear these fruit. Students will be placed in groups for the end of the week project.
- 5. Day by Day Breakdown • Tuesday: I will read “Rain Forests” Nancy Levinson and Diane Hearn. We will again discuss parts of a book. This book discusses where rainforests are located in the world. We will then map out where rainforests are located in the world and why they need to be saved. I will introduce glogster.com to the students.
- 6. Day by Day Breakdown • Wednesday: Students will make an animal or plant of their choice out of geometric blocks (for math). To find examples, students will have a QR code that will take them to this website. http://www.prekinders.com/wp-content/ uploads/2009/09/title_pattern-block-mats.jpg. After lunch, students will collect leaves from outside and place them in categories depending on their characteristics (for math). Students will then be asked to make a short YouTube video with much assistance for their end of the week project.
- 7. Day by Day Schedule • Thursday: Students will get in the groups assigned and make a glogster. Whatever animal or fruit chosen and the specific rainforest chosen that also represents their video will be made with much assistance and presented in class Friday.
- 8. Day by Day Schedule • Friday: Students will present their project. Tell me where their rainforest is located, what animal or fruit they have in their presentation, why the rainforest is important and show the class their video.
- 9. Use of Technology • Glogster • YouTube • QR Code
- 10. Works Cited • Cox, K. (2014). Prekinders. Retrieved from www.prekinders.com • Mahoney, K. Pinterest. Retrieved from www.pinterest.com