SETON HILL UNIVERSITY

Lesson Plan Template

Name Paige Parshall

Subject Science – Ecosystems (Rainforest)

Grade Level 4th grade

Date/Duration 60 minutes

RATIONALE Standards (SAS and PA Keys)

 CC.1.2.4.A. – Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
 CC.1.2.4.G. – Interpret various presentations of information within a text
or digital sources and explain how the information contributes to an
understanding of text in which it appears.
 4.1.4.F. - Distinguish between scientific fact and opinion. Ask questions
about objects, organisms and events. Understand that all scientific
investigations involve asking and answering questions and comparing
the answer with what is already known. Plan and conduct a simple
investigation and understand that different questions require different
kinds of investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to
collect more information than relying only on their senses to gather
information. Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence
and compare them with their current scientific
knowledge. Communicate procedures and explanations giving priority
to evidence and understanding that scientists make their results public,
describe their investigations so they can be reproduced and review and
ask questions about the work of other scientists.
 7.2.4.A. – Identify the physical characteristics of places and regions
 CC.1.4.4.B. – Identify and introduce the topic clearly.
 CC.1.4.4.B. – Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
 CC.1.4.4.E. – Use precise language and domain-specific vocabulary to
inform about or explain a topic.

Big Idea Statement

 Organisms grow, reproduce, and perpetuate their species by obtaining
necessary resources through interdependent relationships with other
organisms and the physical environment.

Essential Question Statement

 How do organisms live, grow, respond to their environment, and
reproduce?
 How and why do organisms interact with their environment and what
are the effects of these interactions?

Objective Statement (Audience, Behavior, Condition, Degree)

  In groups of three or fourth (C), all fourth grade students (A) will create a PowerPoint
(B) through analyzing data about the rainforest (C) with 100% accuracy (D).

 Students (A) will be able to create a PowerPoint (B/D) by analyzing data about the
rainforest (C).

Vocabulary
 Ecosystem
 Emergent Layer
 Canopy Layer
 Understory Layer
 Forest Floor
 Preservation
 Exotic
 Environment

LESSON PROCEDURE Pre-Assessment of Students

 Students will write three things they know about the rainforest on the main board.

Activating Prior Knowledge

 Students will use information used in their paragraphs to fill out the K section in a KWL
chart, as a class.

Hook/Lead-In/Anticipatory Set
 Students will watch a video on YouTube about the rainforest.

Modeling the Concept

 Students will view an example of a PowerPoint about rainforest. Groups of four will be
created, and the grading rubric will be reviewed. *View attached rubric

Guiding the Practice

 Students will work in their groups and start to build their PowerPoint.
 Looking for:
- Students planning equal and fair work for all group members.
- Students equally participating in researching and creating the PowerPoint.
- Students asking questions that are concerning to relevant information.
- Students using PowerPoint correctly.
- Students using reliable resources.

Providing Independent Practice

 Students will research information about the rainforest ecosystem. The information
found will be the foundation for their PowerPoints.

Closure/Summary/Review of Learning
 Each group of students will present their PowerPoint to the class. After everyone
presented, the class will use their new knowledge to complete the L section of the KWL
chart, as a class.

TRANSITIONS  As a whole, the class will complete the W section of the KWL chart.

READING MATERIALS,  YouTube Video (Exploring Ecosystem: Tropical Rainforest Diversity / California
TECHNOLOGY, AND Academy of Sciences) https://www.youtube.com/watch?v=LHPuo0rwM1w
SUPPLIES  Projector/ Smartboard/ TV
 Teacher computer / laptop
 Student notebooks
 Writing materials
  Whiteboard/ chalkboard
 Students laptops / iPads
 PowerPoint rubric

EVALUATION OF THE Formative Evaluation

LEARNING/MASTERY  Students will volunteer answers to complete the L section of the KWL chart, as a class.
OF THE CONCEPT

Summative Evaluation
 Students will be in groups of four to create a PowerPoint of the four layers of the
rainforest. Students will be assessed by a rubric.

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS  Students may take frequent breaks, sit in another area in the school or room, and use
large print.

Modifications
 Students may only focus on the plant life of the layer of the rainforest they are
presenting.

Enrichment
 Students may embed a video that explains their section of the rainforest into their
PowerPoint.

REFLECTION

RUBRIC FOR POWERPOINT ASSESSMENT:

Below
Student Name: Basic Proficient
Basic

Student used PowerPoint for their

presentation
0 1 2

Student presented factual

information in their 0 1 2
PowerPoint

Student included the plant life

in their selected layer of the 0 1 2
rainforest.
Student included the animals
that can be found in their
0 1 2
selected layer of the
rainforest.

Student worked equally in

0 1 2
their group.

Student used correct spelling

0 1 2
and grammar.

Student’s oral presentation

0 1 2
was clear and professional.

Reflection and comments