Why Should We Care about the Rainforest?

An Inquiry unit in 7th and 8th grades

"If we destroy rainforests, we are destroying potential medicines that could cure fatal diseases like cancer and AIDS."

Osvaldo Alvarado, 8th grade student, Chase Elementary School, 2001-2002 school year

To begin the unit, students were given a homework assignment to find one book and one article about the rainforest. They were asked to bring these to class. In class, students were shown the on-line expeditions website and told we would be studying the Amazon rainforest. Students were asked to read and summarize their article for homework.

 

For the next week or two, the class focused on strategies for reading non-fiction,; using highlighters, note taking, cause and effect, identifying important details, skimming for specific information, etc. Students then were asked to choose an inquiry question that they would like to research. They were told that they would be creating reports and making prints about their chosen issue, then writing a letter to ask for help in addressing their issue.

 

Through work with an artist, students explored drawing techniques such as using shape to draw figures, utilizing perspective and looking at the direction of the light source.

 

Students were then asked to create a suite of four drawings depicting four rainforest issues. For each drawing they were asked to identify the question that defined the issue they were representing. From these drawings, students then chose the drawing and issue that they would focus on for the rest of the project.

 

PART II Individual Inquiry(Back to top)

Students then began researching their specific issue and creating the single detailed drawing that would represent it. In researching their issues, students relied heavily on information from the online expeditions website, as well as links from that site. Students were also thrilled to receive answers back from e-mailing the experts through the expedition site.

Once students had begun their drawings and research, the art form of printmaking was used as a motivator for completing their research reports. Each stage of their writing process was encouraged by a task within the printmaking process.

Before students received the paper for their final drawing (sized for the cutting medium)… they had to have their issue with three main ideas approved.

Before students could transfer their image onto the cutting medium …

they had to have a herringbone outline for each main idea ( herringbone is a graphic organizer where the main idea is written on the “spine” and details are filled in on “bones” that extend diagonally on either side of the “spine”.)

 

Before students could begin carving their image …

they had to turn in rough drafts of the three main ideas they had researched ( the body of their report).

Before students could “proof” their print and make changes to their carving …

they had to turn in the introduction and conclusion to their report.

Before students could make their final prints …

they had to turn in their final draft of their research report.

 

Once students had completed their research reports and prints they were asked to take part in a letter writing campaign.

 

Each student used their print to make a greeting card with the print on the front. They were then asked to identify a government official or business, which could help them address their issue. Students then wrote letters to their selected audience asking that action be taken based on their research findings,

 

Students were thrilled to get responses back from several individuals and businesses. They also helped to set up a “gallery display in the hallway, sharing their prints and issues with the rest of the school.

 

Assessment      The following rubrics were used to assess the student work:

Report Rubric

Each area below is assigned a value based on the following:

5 Superior

4 Above Average

3 Average

2 Below Average

1 Incomplete or Inappropriate

Focus
Information is focused on the report topic. All sections within the body of the paper support the general issue. The Introduction and Conclusion provide explanation of the general theme and lead the reader to action.

Support
Report shows evidence of research and study. Quotes are used to substantiate claims. Individual examples prove general statements.

Writing
Writing enhances the readability of the paper. Correct grammar, spelling and punctuation are used.

Content
Report is interesting and informative. Information is presented in a persuasive manner and encourages action by the reader. The reader learns about the topic area.

Organization
All elements are present in paper (Title Page, Table of Contents, Introduction, 3 Subtopic sections, Conclusion and Bibliography). All sections are organized to promote readability; providing an opening idea, supporting statements and a conclusion.

Print Rubric(Back to top)

Each area below is assigned a value based on the following:

5 Superior

4 Above Average

3 Average

2 Below Average

1 Incomplete or Inappropriate

Creativity

Project shows style and originality. Abstract ideas work together with realistic images.

Theme

Project is united with a general theme. Project conveys a message to its audience. Project shows evidence of information studied. Drawings work together to support the assigned topic.

Artistic Technique

Project is neat and attractive. Images are used together in a pleasing manner. Student experimented with technique

Focus

Project is complete and on-time. Project shows effort. All pictures support the main idea. Inclusions seem logical and appropriate.

Inquiry-Based Curriculum Unit Outline

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Name:

School:

Subject/Grade:

Topic:

Academic Standards:

Activating Prior Knowledge

Activities:

Building Background Knowledge
activities:

Developing Inquiry Question Focus:

Activities:

Accessing Information

Activities:

Analyzing and Organizing Information

Activities:

Displaying Student Knowledge – Creating Student Knowledge Artifacts

technology artifacts:

arts artifacts:

Local Action Projects

project:

activities:

Assessment

activities: