Amazon Rainforest

An Introduction to South American Landforms

Created by: Kim Schwobe
June 13, 2014
EDUC 650
I will be teaching this unit in conjunction with the 6th grade social
studies teacher. The 6th graders will be learning about the various landforms
found in South America in their social studies class with Mrs. Hanson. The
students will be expected to do a presentation on a landform that is found in
South America. To assist in having the students understand what they are to
do in social studies for their landform presentation, I will be walking the
students through the expectations of the presentation using the landform of
the Amazon Rainforest.
Background and Overview of Unit
Students will work collaboratively in small groups.
Students will identify non-fiction text features.
Students will determine important information needed from a text.
Students will report their findings to their group members.
Students will write using vivid word choice.
Students will create a slide presentation using Google Presentation.
Slides will have varying background colors, while maintaining aesthetic qualities.
Slides will vary in font color.
At least one picture must be imported into the presentation from an Internet source.
At least one picture will be scanned into the presentation from a paper source.
Details on the slide will match the main idea of the slide.
Slides will be edited and revised.





Student Objectives
Students will create an accurate bibliography/works cited page.
All team members will be productive members of their group.
Students will need to create notecards to present from.
Students will practice their presentations in front of their classmates.
Students will present their presentation to the class.







Student Objectives cont.
Wisconsin State Teaching Standards
1. Teachers know the subjects they are teaching. The
teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he
teaches and can create learning experiences that
make these aspects of subject matter meaningful for
pupils.
2. Teachers know how children grow.

The teacher understands how children with broad
ranges of ability learn and provides instruction that
supports their intellectual, social, and personal
development.
1. Teachers understand that children learn
differently.
The teacher understands how pupils differ in their
approaches to learning and the barriers that impede
learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and
exceptionalities.

4. Teachers know how to teach.

The teacher understands and uses a variety of
instructional strategies, including the use of
technology, to encourage children's development of
critical thinking, problem solving, and performance
skills.
5. Teachers know how to manage a
classroom. The teacher uses an
understanding of individual and
group motivation and behavior to create a learning
environment that encourages positive social
interaction, active engagement in learning, and self-
motivation.
6. Teachers communicate well.

The teacher uses effective verbal and nonverbal
communication techniques as well as instructional
media and technology to foster active inquiry,
collaboration, and supportive interaction in the
classroom.



Wisconsin State Teacher Standards cont.

7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction
based upon knowledge of subject matter, pupils, the
community, and curriculum goals.
8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development
of the pupil.
9. Teachers are able to evaluate themselves.

The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on
pupils, parents, professionals in the learning community
and others and who actively seeks out opportunities to
grow professionally.






10. Teachers are connected with other teachers and the
community.
The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support
pupil learning and well-being and acts with integrity,
fairness and in an ethical manner.

Day 1 - Non-Fiction Text Features
On the first day, we will be reviewing the different text features that can be found in
non-fiction texts.

Materials needed: non-fiction texts on the rainforest, non-fiction text features notebook, a pencil, and
coloring utensils.

Review the text features by writing the definition and importance of the text feature being
discussed.
Model what that text feature looks like.
Using the non-fiction texts on the rainforest, students will be finding examples of the text
features being reviewed.
Students will then write/draw/sketch the example of the text feature in their non-fiction text
feature notebook.

Common Core State Standards: CCSS.ELA-LITERACY.RI.6.5 - Analyzing text structure.
CCSS.ELA-LITERACY.RI.6.10 -Comprehending age
appropriate non-fictions texts.

On day two, students will be divided into their groups that they will be presenting with.
There will be four students in each group gathering information on the Amazon Rainforest. Each
student in the group of four will have a specific focus to gather information on. One student will be
in charge of the location and characteristics of the rainforest. Another student will be focusing on
the climate. Lifeforms, which include the people, plants and animals of the rainforest, will be the
focus for another student. The final student will be in charge of learning about the economy of the
rainforest.

Materials Needed: Students will need a notecard, a pencil, and books on the Amazon Rainforest.

Students will be getting together in their assigned Amazon Rainforest group.
The group will be reading and gathering information from a minimum of two books on the
Amazon Rainforest.
The strategy or organizer that each student will use is the Magnet Summary Strategy.
Each member of the group will write the name of their topic (location/characteristics,
climate, lifeforms-people, plants, and animals, and economy) in the center of the notecard.
While the group is reading aloud from the texts, each group member is to be jotting notes
onto his or her notecard about their topic.
Day 2 - Gathering Information
As the group is reading, they will be participating in a conversation about the Amazon
Rainforest.

Common Core State Standards: CCSS.ELA-LITERACY.RI.6.2 - Determine the central idea and summarize the text.
CCSS.ELA-LITERACY.RI.6.3 - Analyzing how an idea or topic
is introduced, illustrated,
and elaborated on in a text.
CCSS.ELA-LITERACY.RI.6.4 - Determining the meaning of
words and phrases.
CCSS.ELA-LITERACY.RI.6.5 - Analyzing the structure of the
text and developing ideas.
CCSS.ELA-LITERACY.RI.6.7 - Integrating information from
multiple sources.
CCSS.ELA-LITERACY.RI.6.10 - Reading and comprehending
non-fiction text.
CCSS.ELA-LITERACY.W.6.8 - Gather information from
multiple print sources and quote
or paraphrase information.
CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the
discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.SL.6.2 - Interpret information and
explain how it contributes to
the topic.
Day 2 continued
Today students will be meeting with the other students in the class that have the
same subtopic as they do. For example, all of the students who are assigned climate will be
meeting together in one group to discuss their findings.

Materials Needed: Students will need their magnet summary notecard from the day before, a pencil,
and access to the rainforest texts if needed to refer back to.

Students will be meeting with the other students who have the same subtopic as they do.
While meeting, students will collaborate with each other and discuss their findings so far.
Students will compare and contrast the information they have gathered and verify their
findings.
Students are to add information or delete information that they deem necessary in order
to share the most thorough, yet concise information with their whole group.
Day 3 - Comparing Information Across Resources
Common Core State Standards: CCSS.ELA-LITERACY.RI.6.2 - Determine the central idea and summarize the text.
CCSS.ELA-LITERACY.RI.6.3 - Analyzing how an idea or topic
is introduced, illustrated,
and elaborated on in a text.
CCSS.ELA-LITERACY.RI.6.4 - Determining the meaning of
words and phrases.
CCSS.ELA-LITERACY.RI.6.5 - Analyzing the structure of the
text and developing ideas.
CCSS.ELA-LITERACY.RI.6.7 - Integrating information from
multiple sources.
CCSS.ELA-LITERACY.RI.6.10 - Reading and comprehending
non-fiction text.
CCSS.ELA-LITERACY.W.6.8 - Gather information from
multiple print sources and quote
or paraphrase information.
CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the
discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.SL.6.2 - Interpret information and
explain how it contributes to
the topic.

Day 3 continued
After meeting with their same subtopic group, students will meet with their whole group
to share out on their individual subtopic.
Materials needed: Notes that they will be presenting to their whole group and a pencil

Students will meet with their whole group and share about their subtopic.
Students will discuss what pieces of information will be included in each of the subtopic areas.
The group will need to work together to edit material and information.
They will also need to make sure they have included everything that needs to be included in
the presentation.
Common Core State Standards: CCSS.ELA-LITERACY.RI.6.10 - Reading and comprehending non-fiction text.
CCSS.ELA-LITERACY.W.6.8 - Gather information from
multiple print sources and quote
or paraphrase information.
CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the
discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.SL.6.2 - Interpret information and
explain how it contributes to
the topic.

Day 4 - Reporting To Group
Today students will be incorporating vivid words, otherwise known as adjectives, to
make their writing more interesting.

Materials Needed: Students will need their notes that they will be using in their presentation, a pencil,
sheet listing different kinds of adjectives, and the worksheet entitled, Adding Adjectives to Make Writing More
Vivid.

We will begin class by reviewing what adjectives are.
We will then look at a text that contains little, to no adjectives.
Students will realize how adding adjectives makes writing more interesting and exciting.
Students will practice adding adjectives by working with a partner to complete the Adding
Adjectives to Make Writing More Vivid worksheet.
After allowing time to work on sheet, go over some of the examples.
Pass out the sheet with the list of different kinds of adjectives.
Have students write out their information that they will be putting on their slide making sure
that they include vivid adjectives.



Day 5 - Using Vivid Words
Common Core State Standards:CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.L.6.1.E - Use strategies to improve expression in conventional
language.
CCSS.ELA-LITERACY.L6.3.A - Vary sentence patterns for reader/listener interest.









Day 5 continued
Students will be using the MLA format to cite their sources.

Materials Needed: A copy of the MLA Format Help Sheet, a copy of the student worksheet for them to
fill in their sources, note cards for the Human Works Cited Activity, and a pencil.

Introduce the MLA Works Cited Format making sure that students realize the importance of
citing their sources.
Model citing a source(s) with the class.
Practice with a group doing the Human Works Cited Activity.
o Human Works Cited Activity
In ziploc bags there will be note cards that contain the different parts to citing a
source.
As a group, students are to put the cards in the correct order of citing a source.
Allow time for students to start filling out their works cited pages.

Common Core State Standards: CCSS.ELA-LITERACY.W.6.8 - Provide basic bibliographic information for sources used.

Day 6 - Citing Sources
Students will create a Google Presentation with their Amazon Rainforest Landform
group.

Materials Needed: Notes on their landform subtopic and a computer with Google Chrome

Students will access their Google account and create a Google Presentation.
Students will need to share their presentation with their group members, as well as, the
teacher.
Students will create a title slide that includes the landform name (Amazon Rainforest),
picture of the group members, and names of the group members.
Students will create a slide on the location of the landform, the characteristics of the
landform, the climate of the landform, the life forms found within the landform, and the
economic activities that occur in the landform.
Students will create a final slide that contains the bibliographic information of the sources
used.
Students will create slides with varying background colors and font colors, making sure that
the presentation is readable and aesthetically appealing.
Students need to import one picture into the presentation from an Internet source.
Students need to scan one picture into the presentation from a paper source.
Day 7 - Creating a Google Presentation
Students will make sure their details on their slides match the main idea of their slide.
Students will revise and edit their slides.
All team members will work cooperatively to complete the project to the best of their
abilities.

Common Core State Standards: CCSS.ELA-LITERACY.W.6.2.A-F - Write informative text to examine a topic and
convey ideas, concepts and information.
- Introduce a topic and organize information, using
strategies, including formatting, graphics, and
multimedia.
- Develop a topic with facts, definitions, concrete
details, and examples.
- Use appropriate transitions.
- Use precise language and specific vocabulary to
explain the topic.
- Establish a formal writing style and stick with it.
- Provide a concluding statement or paragraph that
follows the content presented.


Day 7 continued
Common Core State Standards: CCSS.ELA-LITERACY.W.6.4 - Produce clear and understandable writing that is
developed and organized.

CCSS.ELA-LITERACY.W.6.5 - Develop and strengthen writing by revising and
editing.
CCSS.ELA-LITERACY.W.6.6 - Use technology
to produce and publish writing, as
well as, to interact and collaborate with others.
CCSS.ELA-LITERACY.W.6.8 - Gather information from multiple print sources;
quote or paraphrase information; provide
bibliographic information.


Day 7 continued, again.
Students will be creating note cards for their oral presentation of their Amazon
Rainforest Landform Project/Presentation.

Materials Needed: note cards, information gathered, and a writing utensil

Students will be creating note cards that contain information (subpoints) that is not on their
slides.
Students are to write in their own words any information that they would like to share that is
not already on the slides.

Common Core State Standards: CCSS.ELA-LITERACY.RI.6.7 - Integrating information from multiple sources.
CCSS.ELA-LITERACY.W.6.8 - Gather information from
multiple print sources and quote
or paraphrase information.

Day 8 Create Note Cards for Presentation
Students will be using the time given in class to practice their presentation to their
peers.

Materials Needed: Google Presentation, note cards, group members, and copies of the practice rubric.

Students will practice presenting their presentations to a group of fellow classmates.
The groups will fill out a practice rubric while listening to the other groups presentation to
give the group feedback on what went well, what to improve on, change, or tweak before
tomorrows official presentation.

Common Core State Standards: CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.SL.6.4 - Present findings logically using
eye contact, adequate
volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5 - Use multimedia components
and visual displays.


Day 9 - Practice Presentation
Today is the big day! The students will be presenting their presentations!

Materials Needed: Google Presentation, note cards, group members, listening ears, and a positive
attitude!

Each group will present their Google Presentation on the South American landform, the
Amazon Rainforest.
Audience members will listen attentively as each group takes its turn presenting.

Common Core State Standards: CCSS.ELA-LITERACY.SL.6.1.A-D - Come prepared to the discussions, follow the rules
of an age appropriate discussion, respond and elaborate
by making comments on information discussed, review
key ideas expressed, and understand different
perspectives.
CCSS.ELA-LITERACY.SL.6.4 - Present findings logically using
eye contact, adequate
volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5 - Use multimedia components
and visual displays.
CCSS.ELA-LITERACY.L.6.3.A and B - Use knowledge of
language when writing,
speaking, reading, or listening; vary sentence patterns
for meaning and reader/listener interest; maintain
consistency in style and tone.
Day 10 - Presenting the Presentations!