Rainforest Unit Assessment

This is an assessment that I've created for my students to share the content they've learned about the rainforest. The assessment is an assembly that the class will host for the whole school sharing information about the rainforest and promoting awareness. Additionally, the students have an opportunity through this assessment assignment to sell products that help save the rainforest and make other sales for their personal fundraiser for the rainforest.

I have chosen this assignment because it really involves the students and gives them a lot of responsibility. I think that learning about saving the rainforest is something the students would enjoy sharing with their peers and can encourage others to want to participate. This opportunity allows my students to express their true feelings and promote awareness; similarly, it offers an outlet for the students to work on their attempts to help the rainforest.

I understand that this activity takes a lot of preparation but I think it would really pay off. I would hope that the students would set an example and encourage the other classrooms to become involved with the whole school. I look forward to this assessment activity because I know that the preparation of the assembly will reinforce the content and concepts and in turn show in the final product.

I have included the CCSD CEFs relative to the assessment, the letter format that will be sent home to the parents, and the rubrics for assessment.

• Unit Assessment CCSD CEFs *highlighted standards are ones activated through this assessment
  (5)1.10 give examples of interest groups [NS 4.5.3]
  (5)2.9 demonstrate an understanding of supply and demand in a market [NS 3.5.2]
  (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)2.3 demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost [NS 1.5.3]
  (5)2.10 identify the intent of advertisements
  (5)2.13 explain the purposes for establishing for-pro. t organizations [NS 4.5.3]
  (5)2.14 explain the purpose for establishing not-for-pro. t organizations [NS 4.5.4]
  (5)2.17 identify the resources needed for production in households, schools, and community groups [NS 6.5.1]
  (5)2.18 demonstrate an understanding that an individual can be both a consumer and a producer [NS 6.5.2]
  (5)2.22 describe how income re. ects choices people make about education, training, skill
  development, lifestyle, and careers [NS 6.5.6]
  (5)2.29 read and interpret product diagrams
  (5)3.3 read and derive geographic information from photographs, maps, graphs, and computer resources [NS 1.5.3]
  (5)3.18 identify the parts of different ecosystems, including soil, climate, plant life, and animal life [NS 3.5.3]
  (5)3.19 describe the biodiversity of different ecosystems on Earth [NS 3.5.4]
  (5)3.20 investigate an ecosystem by asking and answering geographic questions [NS 3.5.5]
  (5)3.26 investigate an economic issue by asking and answering geographic
  questions about location [NS 4.5.6]
  (5)3.30 describe ways in which changes in the physical environment affect humans [NS 5.5.1]
  (5)3.31 describe places in the United States where the physical environment has been altered by technology [NS 5.5.3]
  (5)3.32 explore the impact of human modification of the physical environment on the people who live in that location [NS 5.5.4]
  (5)3.34 compare the use of the same resource in the United States with another place in the world [NS 5.5.7]
  (5)3.37 discuss a geographic issue from more than one point of view [NS 6.5.3]
  (5)3.38 describe a geographic issue and the possible impact it could have in the future [NS 6.5.4]
  (5)3.41 create complex maps, graphs, tables, or charts to display geographic information
  [NS 7.5.3]
  (5)3.43 draw a conclusion by presenting geographic information in an oral or written report accompanied by maps or graphics [NS 7.5.5]
  

• Letter to the Parents
  Our class will be producing a Rainforest Awareness Assembly on Earth Day. The following components will be included:
  Class Skits:
  Rainforest introduction (6 students)
  Endangered Species (5 students)
  How you can help (4 students)
  How you can help displays (3)
  Try to buy things that are made out of recycled items. If there is an item with an unreasonable amount of wrapping, don't buy it. Don't buy products made from ivory, coral, reptile skins,tortoise shells, or cat pelts - help protect the endangered species of the rainforest.
  A lot of beef used in fast food hamburgers comes from places where rainforests were cut (and continue to be cut) to make grazing land for cattle. Ask next time you buy a burger if they know where their beef was raised... you might educate them as well as yourself! Demand for wood forces poor nations to cut forests. Things made of tropical hardwoods (furniture, doors, etc.) may hurt the rainforests. See if the wood is marked as cut from "sustainable" forests - those are ones that are planted, harvested and replanted for commercial use.
  Nuts/cookies/cereal and t-shirt sales (3 students)
  Students will research food sales whose profits benefit rainforest farmers. A display will be made explaining how these sales prevent trees of the rainforest from being cut.
  Students will brainstorm a t-shirt design promoting awareness; these will be printed onto iron-on paper and be sold as shirts decals during the assembly. All profits will go to RAN (Rainforest Action Network).
  Entrance will be $1 or 2 recyclable items (bottles, cans, papers, plastic) (2 students at the door)
  Students will contact the local recycling center and determine how to acquire recycle crates. The students will request to pick up a recycling crate for each classroom or great room.

• Rubrics (print out)