Rainforest Economic Value

This written plan is a one day lesson in the context of the Rainforest Unit. It teaches students the reasons why the rainforest is used and helps them understand the economics behind the controversy of rainforests.

Unit Title: Rainforests
Lesson Title: Economic Value
Subject Area: Social Studies
Grade Level: 5

• Purpose/Goal: Students will examine the uses and resources provided by the rainforest and learn the concept of economic value. They will formulate an opinion on valuable resources after weighing considerations.
  Overview: Student will translate his/her opinion into a short paper using supporting details derived from a class pro and con graphic organizer.
  
• Objectives:
  (5)3.3 read and derive geographic information from photographs, maps, graphs, and computer resources [NS 1.5.3]
  (5)2.9 demonstrate an understanding of supply and demand in a market [NS 3.5.2]
  (5)2.17 identify the resources needed for production in households,
  schools, and community groups [NS 6.5.1]
  (5)2.20 recognize the three types of productive resources: natural (e.g., minerals) human(e.g., educated workers) and capital (e.g., machinery) [NS 6.5.3]
  (5)3.37 discuss a geographic issue from more than one point of view [NS 6.5.3]
  NCSS Standards:
  (I) d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions
  (VI) f. identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations
  (VII) b. distinguish between needs and wants
  c. identify examples of private and public goods and services
  h. describe the relationship of price to supply and demand
  i. Use economic concepts such as supply, demand, and price to help explain events in the community and nation
  (IX) d. explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species
  e. examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection
  
• Needed Materials:
  4 cut-outs mounted on construction paper of a mahogany chair, exotic pets, farmland and medicine (one for each table)
  Inspiration and projection screen
  Paper and pencils for essay writing (one pencil and a few sheets per student)
  United Streaming Video: Deforestation
  Africa’s Child: My Rainforest: Cameroon. Channel 4 (1999). Retrieved March 5, 2007, from unitedstreaming: http://www.unitedstreaming.com/
  
• Procedure
  Sponge Activity
  At each table the students are placed in groups of three or four. They will inspect
  a 4-series set of images that portray uses of the Rainforest’s resources.
  Anticipatory Set
  Ask Students:
  What do you think these pictures all have in common?
  How and where can we acquire these items?
  Can we get these items anywhere else? Does it make it more valuable if we can’t?
  Announce Outline/Objectives
  Content Delivery
  Identify each item displayed from the sponge activity and go into detail about its purpose and relationship to the rainforest. These characteristics will be listed at the bottom of an inspiration page.
  Wood: Teak, rosewood and mahogany are durable and beautiful; commonly used to make furniture, cabinets and even ships (Teak is weather corrosion resistant, making it quite valuable)
  Farm land: much of the land in the rainforest benefits farmers and
  ranchers because it provides wide areas for grazing
  Exotic Pets: Several exotic animals live in the Rainforest. When
  animals like parrots and monkeys are captured they can be sold at high prices as a one-of-a-kind pet or for their body parts.
  Medicine: Potential treatments of diseases such as cancer and AIDS are
  found in the plants living in the Rainforest. Show United Streaming Video forwarded to 1:38
  Can you think of anything else that we can use that comes from a resources of the Rainforest?
  Activity
  Concluding the identification of each item, the students will help construct a
  pro/con inspiration spread on the uses of these resources.
  Students will use the inspiration chart to guide the composition of an opinion
  assignment. The students will choose a stance as their main idea for their
  composition and include at least three supporting details. A completed
  assignment includes a strong introduction and a summarizing conclusion.
  Review
  At the conclusion of class the students will speak about their choices. A panel of eight students will summarize either a pro or con of the four elements discussed; these groups will pull in other students and brainstorm on a large sticky sheet. All student input is encouraged.
  Closure:
  - Review outline
  - Review objectives
  - Assessment/Homework: Students will continue The Vanishing Rainforest and writing in their reading journals.
  - "Teaser" for tomorrow’s lesson: Tonight I want you to think about what could happen if we continue to use these resources.