Final Social Studies Unit

ED352- SOCIAL STUDIES IN THE ELEMENTARY CURRICULUM
Learning Tropical and

Desert Biomes
Unit Plan
Rachel Goggio, Luz Renterira Gomez, Sara Willert, and Andrea
Bowhall-Diaz
4/29/2014
DPI.A.4.4 Describe and give examples of ways in which people interact with the
physical environment, including use of land, location of communities, methods of
construction, and design of shelter.
Table of Contents
Title
Page
Unit introduction Learning Tropical and Desert Biomes 1

Webquest Adventure Around the World 2-14
Lesson #1 Introduction to Tropical Biomes 15-19
Lesson #2 Maps, Culture, and Economics in the Rainforest 20-25
Lesson #3 Culture and Economics in the Rainforest 26-30
Lesson #4 Uses of land in the Tropic Biomes . 31-35
Lesson #5 Uses of land in the Tropic Biomes . 36-43
Lesson #6 Design of Shelter in Tropical Biomes 44-55
Lesson #7 Introduction to Desert Biomes 56-60
Lesson #8 Climate, Culture, and Economics in the Desert . 61-66
Lesson #9 Maps, Thar Desert, Culture, and Economics 67-71
Lesson #10 Uses of land in the Desert Biomes 72-77
Lesson #11 Uses of land in the Desert Biomes 78-82
Lesson #12 Design of shelter in Desert Biomes . 83-92
Lesson #13 Becoming an Expert on a Tropical or Desert Biome 93-102
UNIT INTRODUCTION
This unit plan is designed for 4th grade social studies units. Students will begin to explore
and discover some of the different biomes that are on Earth. Making the biomes come alive,
these lessons teach the students the Department for Public Instruction (DPI) standard A.4.4
which states Describe and give examples of ways in which people interact with the physical
environment, including use of land, location of communities, methods of construction, and design of
shelter. The lessons in the following unit go into depth on each specific aspect of the standard
and then students are given the opportunity to become an expert on a specific biome.
The students will be learning about the tropical and desert biomes specifically. Again,
the in depth and real-life detail the following lessons go into, allow students to feel as if they
know exactly what is it like to live in a biome different than the one they actually live in;
bringing the students global awareness.
This unit is intended to be followed by a field trip to the Mitchell Park Horticultural
Conservatory, located in Milwaukee, Wisconsin. The Mitchell Park Horticultural Conservatory
is a place that has specially created a desert and tropical climate in order to be able to recreate the
biomes and grow specific plants that come from desert and tropical biomes around the world.
The Domes are a wonderful experience, and a great opportunity to bring all the details the
students learned in the unit to life.
Page | 1
Webquest
Adventure Around the World
Introduction
pg. 3
Rubric
pg. 4
Passport Lesson plan

(optional)
pg. 5-6
Passport worksheet
pg. 7
Passport worksheet key
pg. 8
Passport template
pg. 9-14
Page | 2
WEBQUEST INTRODUCTION
In the following webquest, students will be going through a Prezi presentation titled
Adventure Around the World that covers some overall ideas about tropical and desert regions.
Prezi is a web-based presentation tool that instead of using slides, makes use of one large canvas
that allows you to pan and zoom to various parts of the canvas and emphasize the ideas presented
there. This webquest should be completed before continuing on into the lessons contained in the
unit plan based on tropical and desert regions. The lessons following the webquest get into
further detail about the regions. The unit plan as a whole covers the DPI standard A.4.4
Describe and give examples of ways in which people interact with the physical environment,
including use of land, location of communities, methods of construction, and design of shelters.
Focusing in on tropic and desert regions, the students should be told they are going on an
adventure around the world visiting several countries to discover information about tropical and
desert lands. Students will be given a passport to use as a response notebook throughout this
webquest, as well as on the field trip to Mitchell Park Conservatory (See sample passport and
template). If students are unfamiliar with what a passport is and what it is used for, there is an
optional, short activity on teaching students about passports to complete before starting the
webquest (See lesson plan that follows).
After every country that the students stop at, they will be asked to fill out a reflection
response about either the article they just read, or the video they just watched from the Prezi.
Then in order to continue on their journey to the next country, the teacher must okay the
reflection and stamp it just as a real passport. The webquests responses should be scored on a 14 scale rubric that is provided. The teachers can allow the students to have a copy of the rubric
so the students are aware of the expectations. Once they return home, the students should have
some idea of characteristics that exist within tropical and desert lands. The webquest should
spark some interest in the students and initiate some questions they may have about the regions.
They will continue their journey as the lessons continue within the unit plan, and the webquest is
a good way to just give them a taste of what they will be exploring deeper in the near future.
The URL to the Prezi presentation is below. Once there, have the students click on
Present remotely. Next, students should click on Start remote presentation under number 2
to begin. For students to travel through the Prezi they will only need to click on the right arrow at
the bottom of the screen, unless asked to go to a link within the Prezi.
http://prezi.com/itikvt7i7vtt/desert-area/
Page | 3
Webquest Rubric
The webquest will be graded by the reflections made in the students passports. There will be a
score for each reflection and then an overall score that is made up of the average scores found in
the passport. If appropriate, students may get to revisit a section and revise if the reflection was
not to a substantial level.
1 No Reflective
Thinking
Reflection consists of
comments about the
enjoyment of the
learning activity; it
just includes brief
comments about
learning a lot with
no explanation of
what was learned or
clarified.
Does not any give
evidence of learning,
and no reflection on
what was asked in the
section.
Example: I learned a
lot about the Sahara
Desert.
2 Little Reflective
Thinking
Reflection consists of
a summary of what
was learned, but there
is no reflection.
There may just be
repeating of learned
information from
activity, but again no
reflection on what
was asked in the
section.
Example: I learned
that the Sahara Desert
is one of the largest in
the world.
3 Reflective
thinking
Reflection may
include comments
about enjoyment of
the learning activity
and a summary of
learning, but does
include an explanation
of a thoughtful
personal response to
the learning (ahas,
connections,
questions). Also,
responds to the
prompt in the section
with no evidence from
source.
Example: I learned
that the people in the
Sahara desert use
trading as a source of
income rather than
farming like I see in
my community. They
have to use trading
because the land is not
good for farming.
4 Substantial
Reflective Thinking
Reflection includes all
the components from
#3 Reflective
thinking, but also
includes an
explanation by
supporting thinking
with evidence from
the sources in that
section.
Example: I now
understand that the
Sahara desert is not
good land to use for
farming. The article I
read said many people
rely on the trading
market. I live on land
that is good to grow
plants and food. I
grew tomatoes last
year with my
grandpa.
Page | 4
INTRODUCTION TO PASSPORTS (Optional)
Outcomes:
(WI Teacher Standards #1, 2)
State or district standard: DPI.A.4.4 Describe and give examples of ways in which
people interact with the physical environment, including use of land, location of
communities, methods of construction, and design of shelter.
Instructional objective(s): Students will learn what a passport is and what a person needs
to receive a passport.
Assessment:
(WI Teacher Standard #8)
How will you determine if the lesson objective was met?

o Observe the way students use their passports for the webquest and the class
discussion. Students will show their knowledge about passports through their
responses on their worksheet as well.
Materials Needed:
List all of the materials you will need to teach this lesson. Include those you designed.
o Worksheet for the passport video
o Worksheet Answer Key
Total time needed:

Total time needed:
10-15 minutes
Procedures:
Procedures:
___
Introduction:
o Start a conversation about passports
o Ask questions like:
Page | 5
Steps for instruction: (Specify time allotments.)

o Have students watch this brief video about passports and fill in the worksheet
while watching. (5 min)
http://www.youtube.com/watch?v=RyuLXeSUCVA
o When students are done watching the video, have a brief class discussion, guided
by the worksheet.
What do you think a passport is?

Does anyone have a passport at home?
What do you need a passport for?
Answer any questions the students may still have about passports
Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
How will you meet the needs of those who have difficulty understanding the material?
Include any other specific concerns in your classroom and how you will plan to meet
those needs.
o Students who are still confused can talk to the teacher of a more expert other to
understand further.
Closure:
o Students will finish this brief introduction lesson by coloring their passports they
will use for their webquest and fieldtrip
Name: Sara Willert
Content Area: Social Studies
Date: 2014
Grade Level: 4th grade
Page | 6
Name:
Passport Worksheet
1. What are two of the qualification to get a passport?
2. How long does it take to get a passport expedited?
3. Where can you find the application for the passport?
4. What documents do you need to get your passport?
5. How much is one fee for applying for a passport?
6. What is an acceptance agent?
7. What is a passport card?
Page | 7
Name:
KEY
Passport Worksheet (KEY)

1. What are two of the qualification to get a passport?
16 years or older
Prior passport was issued more than 15 years ago
Do not have expired passport
Current passport is damaged
2. How long does it take to get a passport expedited?
Normal delivery: 6-8 weeks or longer
Expedited: 1-7 days
3. Where can you find the application for the passport?
State Department Website
Passport Expediter
4. What documents do you need to get your passport?
Passport
Proof of citizenship: Birth certificate or naturalization certificate
Two passport photos
Travel Itinerary
Check
Drivers License
Letter of Authorization
Passport Application
5. How much is one fee for applying for a passport?
Application fee: $75
Expedited fee: $100 + $60 = $160
6. What is an acceptance agent?
Main branch post office
Verifying your identification
Looking through documents
Oath
They will then seal documents and mark time
7. What is a passport card?
A passport card is to be used when traveling between countries on a daily basis
(between U.S. and Mexico)
Passport can be used for air, land, and sea. The card can only be used by air or sea
(between Bahamas, Caribbean, Mexico, and Canada)
Page | 8
Remember to fill out your passport as

you go on your Webquest!
NOTES
Take notes as you discover new things

about the tropical and desert
climates!
Each blank page is open for you to
write about the new things you learn
and any questions you have.
When you finish learning about one
place, make sure you get your stamp
from the teacher to move on to the
next journey!
Remember to fill out your passport

as you go on your Webquest!
Take notes as you discover new
things about the tropical and desert
climates!
Each blank page is open for you to
write about the new things you learn
and any questions you have.
When you finish learning about one
place, make sure you get your stamp
from the teacher to move on to the
next journey!
NOTES
NOTES
GRADE:
DOB:
POB:
NAME:
SCHOOL:
NOTES
GRADE:
DOB:
POB:
NAME:
SCHOOL:
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
NOTES
Lesson #1
Introduction to Tropical Biomes
Introduction
pg. 16
Lesson Plan
pg. 17-19
Page | 15
INTRODUCTION TO TROPICAL BIOMES

Instructional objective(s):
Students will be aware of the basic characteristics of tropical regions.
In this introductory lesson, students will be exploring the basic

characteristics of tropical biomes. The students will start by creating a KWL
chart about tropical lands. First, the students will refer to background
knowledge they may have about tropical areas and begin to share that
knowledge as a whole-class. Next, they will move on to some ideas they
may still wonder about tropical regions. Before moving onto the learned
section, students will watch a video about the tropics and be given time to
discuss the video with partners and whole-class. Once discussion is
completed the students will fill in the last section about what they learned
about tropical regions. For each section of the KWL chart, the students will
trace a hand and add one statement about they know, wondered, or learned
about tropical biomes. These hands will come together with all of their
peers hands to create KWL trees.
Page | 16
INTRODUCTION TO TROPICAL BIOMES
Outcomes:
communities, methods of constructions, and design of shelters.
Instructional objective(s): Students will be aware of the basic characteristics of tropical

regions.
Assessment:

o Look over the notes the students take for the video to make sure they are
understanding basics about tropical lands
o Look over venn diagram and ensure they are comparing and contrasting properly.
Materials Needed:
o Big paper, chalkboard, whiteboard, or Smartboard
o Green construction paper
o Open billboard prepared with 3 tree trunks and background
o Venn diagram handout
Total time needed:

me needed:
85 minutes
o can split over 2 days or complete as whole
if splitting, stop before showing video.
25-30 minutes one day; 60 minutes the second day
Page | 17
Procedures:
Procedures:
Introduction: (25 minutes)

o Introduce todays subject of tropical lands.
o Create a KWL chart of what the students already know about tropical lands,
what they want to know about tropical lands, and what they have learned will be
filled out later in the lesson.
Allow the students time to think about what they already know before
beginning discussion
When discussion slows, begin prompting to encourage deeper thinking
from the students.
o Pass out green construction paper to every student
Ask them to trace out their hands 3 times
Then ask them to write on one hand one thing they already knew about
tropical lands and on another hand write one thing they want to learn
about the tropical areas. One hand should be left blank for now.
I know that tropical lands
I want to learn about tropical lands.
o Construct the trees at a later free time.
One tree is all the hands that they wrote what they already know and the
other is for all the hands that have what they want to learn.

o Watch introduction video to tropical lands (5 min)
https://www.youtube.com/watch?v=_M8Bqkug9GA
Have students take notes on interesting facts, and what they see in the
videos pictures
o Have students turn and talk about some notes they took and then bring it back to
whole group discussion of what they saw or learned. (10 min)
Make a chart with all the points the students made.
o Next give the students the venn diagram to fill out individually or with a partner.
(10 minutes)
One side should consist of tropical lands and the other of where the
students live
Allow the students to explore the similarities and differences between
where they live and tropical areas.
o Regroup and create a large classroom venn diagram of the characteristics the
students share. (15 minutes)
Allow for discussion if there is disagreement
Page | 18
Prompt if students are struggling to come up with similarities and

differences
Major points to make:
Tropical areas are near the equator
Consists of 4 layers: emergent layer, canopy, understory, and
forest floor
Different species living in the tropics
Different plant life

those needs.
o Students who are struggling with coming up with things they already know about
tropical lands, spark some background knowledge with books they may have
read, areas they may know about, or even movies
o Students who are struggling with coming up with similarities and differences
between the two places, again, get them thinking about the video shown earlier,
books they have read, or other movies they watched and ask prompting questions
that get them to see the differences
Closure: (15 minutes)

o Discuss the venn diagram and ask students to point out which point are new
information they have learned about tropical areas.
These points can be starred on the venn diagram
o Exit Slip:
Each student should use their last traced hand out of green construction
paper to put on the KWL trees.
The hand has to be filled out with either something that the students
learned or something they still wonder about in regards to homes in
desert climates.
I learned about tropical regions.
Name: Andrea Bowhall-Diaz

Date: 2014

Grade Level: 4th
Page | 19
Lesson #2
Maps, Rainforest, Culture, and
Economics in the Rainforest
Introduction
pg. 21
Lesson plan
pg. 22-25
Page | 20
MAPS, CULTURE, AND ECONOMICS IN THE RAINFOREST
Students will be able to identify tropical climate, culture, and economics.
In this lesson titled Maps, Rainforest, Culture, and Economics, students

will learn how to use a map to locate rainforests and what rainforest look
like on a map. Students will be working in groups of 5 or less to collaborate
about the rainforest. Students will then share their finding with the class
during discussion. After the discussion, students will look further into the
Amazon Basin and will be read a booked titled One Day in the Tropical
Rainforest. Students will continue to learn through this reading and group
work.
Page | 21
MAPS, CULTURE, AND ECOMONICS IN THE RAINFOREST
Outcomes:
State or district standard: DPI.A.4.4: Describe and give examples of ways in which
people intact with the physical environment, including use of land, location of
Instructional objective(s): Students will be able to identify tropical climate, culture of the
rainfoest, and what economics mean in the rainforest.
Assessment:

Students will write an exist slip about what they learned during class.
Answer things like; what did you learn that surprised you? What questions do you have
now that you didnt have earlier? What connections did you make during the lesson?
The teacher will assess whether the students saw the main topics of the first lesson and if
students were making connections. This will tell the teacher if there needs to be more
emphasis on a main idea during the next lesson.
Materials Needed:
Maps (paper maps, technology map, atlas, etc)
Social Studies notebooks
Blank Maps
Color pencils or markers
Total time needed:

35 to 40 minutes
Page | 22
Procedures:
Procedures:
Introduction:
o Check in with the KWL tree.
Asking what do you still want to know? And how do you think we can
find out?

o Lets Locate! (Looking for Rainforests)
Map activity- has maps for students to explore and ask them to look for
rainforests in small groups.
Each group should have

o One secretary- who will write down research
o One or two researchers- who will look for rainforests on
the maps
o One or two reporters- who will share their findings later
on
Have students work together to locate as many rainforests as possible in
ten minutes.
Have students use multiple different types of maps to find different
rainforests.
Have students report back and tally common rainforests. (to show
commonalities between groups)
o Focusing In!
Amazon Basin
Opening: What groups found the Amazon Basin? Lets see if we
can learn a little more about the rainforest climate, culture, and
economics through looking at the Amazon Rainforest.
Youtube video:
http://www.youtube,com/watch?v=sLErPqqCC54
o Vocabulary: Indigenous People- means to be born in a
country
Reflect on video:
o What did we see that dealt with the culture of the Amazon
Rainforest?
Yakund Indians
Page | 23
Kayapo (Xingu River)

Mayans (Central America)
o What did we see that dealt with the economics of the
Amazon Rainforest?
o What did we see about the climate in the Amazon
Rainforest? Animals?
o Create a chart of students answers and compare alike and
different information as a class.
Pre-reading of One Day in the Tropical Rain Forest
Play jungles sound CD and have students close

their eyes while teacher reads the story.
o Why is the jungle so important to their people?
Have students discus in small groups for a few
minutes and then share as a group. Have students
write ideas on smart board or chalk board.
o Lets break back into our groups and focus on the
different groups of people we found that live in the
rainforest.
Students will continue to research in groups for the
rest of the class period and put together a short
casual presentation about their group/ tribe of
people.
Students will be looking for things like
o Food they eat
o Do they sell or buy goods?
o What kinds of animals live nearby?
o Where do they live?
o What is a special fact about your
people?
o Etc

Teacher can meet needs of students who are understanding the topics easily by
asking them higher level thinking questions. Such as; Why do you think it is the
Page | 24
way it is? What do you think your life would be like if you lived there? How are
the lives of the people who live in the desert different or similar to yours?
Teachers can meet the needs of students who are struggling by supporting them to
make further connections to their own life or topics that they can relate to on a
smaller scale. When explaining such big concepts that are unfamiliar to students
they can get lost in their own imaginations. Therefore when you assist their
connection making process you better aide their thinking. The difference from
the students, who is advancing, is that the teacher is scaffolding the connections
that are being made by the student.
those needs.
Other concerns that could come up are students not knowing, or being
comfortable using a map, be sure to pair these students with students who are
more comfortable. If students in general are not comfortable with using a map
you can take time to show and give examples of how to use a map.
Closure: Exit slip: Each student will create a new exit slip hand out of green paper.
(trace hand on paper and cut out shape to hang on classroom KWL tree)
o The hand has to be filled out with either something the student learned or
something they still wonder about in regards to maps, culture or economics of
tropical lands.
Name: Sara Willert
Date: 2014
Grade Level: 4th Grade
Page | 25
Lesson #3
Culture and Economics in the
Rainforest
Introduction
pg. 27
Lesson Plan
pg. 28-30
Page | 26
CULTURE AND ECONOMICS IN THE RAINFOREST
Students will be focusing in on the Amazon Basin to get a better understanding of
what the rainforest climate is like in that part of the world.
In this lesson called Rainforest, Culture, and Economics, students will

focus in even closer on the Amazon. Students will be focused on answering
questions that refer a lot to the people or communities in the Amazon.
Lastly, the students will be creating a creative writing piece, putting
themselves in the book read in the previous lesson titled One Day in the
Tropical Rainforest.
Page | 27
CULTURE AND ECONOMICS IN THE RAINFOREST

Outcomes:
Instructional objective(s): Students will be focusing in on the Amazon Rainforest to get a

better understanding of what the rainforest climate culture, and economics is like in this
part of the world.
Assessment:

o Students will be asked to write an in depth creative writing piece that will
integrate the English/ Language Arts.
Students will write their own version of One Day in the Tropical
Rainforest. The student will make them self the main character and write
a story based on their own ideas. Students will need to incorporate facts
and ideas that they learned about from the rainforest lessons.
The teacher will assess students based on what ideas they write about,
what facts they support it with, and the originality of the ideas they come
up with. Their story should be a word for word copy of the book that was
read in class, but can share some similar ideas at times.
Materials Needed:
o Social Studies notebooks
Page | 28
Total time needed:

35 to 40 minutes
Procedures:
Procedures:
Introduction:
o Check in with the KWL tree.
Asking what do you still want to know? And how do you think we
can find out?
Steps for instruction:

o Focusing In!
Amazon Rainforest
o Lets see if we can answer these important questions
about the Amazon Rainforest to help us better understand
the Rainforest.
o What do people do when it rains in the rainforest? (People
seek shelter like anyone else)

o What do they eat in the rainforest? (fruits, nuts, animals
they hunt, fish, mushrooms, crops they grow, termites,
honey, and grubs)
o What kind of farming do they do? (Slash burn farming)
o What do people in the rainforest wear? (cloth fabrics,
garments made from things you can find in the rainforest,
leaves, vines)
Give students time in class to research and write their creative
writing stories.
o *During research the teacher can play rainforest sounds to
keep students in the mood of researching and writing.
When students are finished with their stories share their stories with the
class, school, or family.

Page | 29
asking them higher level thinking questions. Such as; why do you think it is the
those needs.
Other concerns that could come up are students not using evidence to support
ideas in their stories. Remind students of resources that were used in class and
encourage students to go back and look at them.
(trace hand on paper and cut out shape to hang on classroom KWL tree)
tropical lands.
Name: Sara Willert
Content Area: Social Studies and English
Date: 2014
Page | 30
Lesson #4
Uses of Land in the Tropic
Biomes
Introduction
pg. 32
Lesson Plan
pg. 33-35
Page | 31
USES OF LAND IN THE TROPIC BIOMES
Students will recognize the importance of the rain forest to other cultures
they will know what kinds of foods and products come from rain forests and
they will see how many different items they can find at home that are from the
rain forest.
In this lesson, students will be listening to a book titled Amazon Boy to

hear what life was like for a small boy who lived in the Amazon
Rainforest. They will be making notes in their journals about what they
think is interesting and new ideas. They will then be introduced to
different foods and fruit from the tropics through an observation
activity. Once all the items are exposed, they will be talking about if they
knew some of these items and if some surprised them. They will end
this lesson by getting a worksheet to take home and find objects that are
from the tropics in their house.
Page | 32
Outcomes:
State or district standard: A 4.4- Describe and give examples of ways in which people
interact with the physical environment, including use of land, location of communities,
methods of construction, and design of shelter
o Students will recognize the importance of the rain forest to other cultures.
o Students will know what kinds of foods and products come from rain forests.
o Students will see how many different items they can find at home that are from
the rain forest.
Assessment:

o Students will write in journal throughout the day that the teacher will be reading.
Journal will have some new ideas that they learned about foods, cultures, the
importance of the rainforest and other products.
o Students will take home a work sheet that asks them to look for and describe a
few items that they found at home that are from the rainforest.
Materials Needed:
List all of the materials you will need to teach this lesson. Include those you
designed.
o Book Amazon Boy by Ted Lewin
o Brown paper lunch bags
o Several rain forest items food items
o Journal for their findings and entries throughout the lesson
o Take home worksheet
Page | 33
Total time needed:

About 40 min
Procedures:
Introduction:
o Students have been introduced to the rainforest biome and given some ideas
about the people of the tropical biomes. Rain forests are important to people all
over the world. Many varieties of foods and other products come from rain
forests. Students need to be aware of these foods and products. Students will
take some of their green hand print cut outs from earlier in the semester and
write down what they think they know about the plants of the tropics and how
the people of the tropics use them. They can also write down some questions
they may have.

o Before the lesson:
In several lunch bags, place items from the rainforest that the student
may or may not have seen before. Number the bags so only you know
what is in there. Fold and staple the top of each bag closed.
o (Introduction and Book- 15 min)
Teacher will give the introduction to the unit and read the book Amazon
Boy by Ted Lewin. Talk about the book anything they learned, anything
they already knew that the book reviewed. How the culture of the
Amazon boy uses the land and how they need the land.
o (Activity 20 min)
Hand out a worksheet with numbers coinciding to the bags. Introduce

one bag at a time and provide the students with clues to its contents but
dont let them touch it yet.
Students can write down their prediction next to the number. After
the students have made predictions to what might be in the bags,
pass the bags around and let them lift, pinch, or smell the bags and
share their new predictions.
Students can write down their new prediction if it has changed.
After they have made predictions about all the items in the bag,
you can remove them from the bags and place the items on display
Page | 34
for all the students to see and ask questions about

o (Wrap up 5-8 min)
Talk about items that they knew can from the rainforest and items that
surprised them. Assign the homework sheet for students to find their own
rain forest products at home.
Strategies for students requiring additional assistance: (WI Teacher Standard

# 3)
How will you meet the needs of those who have difficulty understanding the
material?
Include any other specific concerns in your classroom and how you will plan to
meet those needs.
o Students who finish early can move on to the next bag, once they finish
completely they can start to draw what they think it looks like. This will give the
students who may be behind plenty enough time to finish their observations.
o Making predictions is something they have already covered previously in the
school year or previous years. If not, the teacher can also model how to make
predictions and then have the students join in with their predictions.
Closure: (5 min)
o Students bring back their worksheets the next day
Students share their findings. If some students did not find anything,
then they can look on with a partner. Talk about what new items they
might have found that different from yesterdays items.
Extension:
1. Have students create an advertisement or package for a product from the rain forest. Use
recycled craft materials and paper to design the project.
2. Students can take a field trip to the grocery store to see how many products they can find
that are from the rain forest. These do not have to be all food items. Most rubber
materials and medicines are derived from rain forest natural resources.
Name: Rachel Goggio
Content Area: Social Studies/Science
Date: 2014
Page | 35
Lesson #5
Uses of Land in Tropic Biomes
Introduction
pg. 37
Lesson Plan
pg. 38-41
Parts of a Plant
Worksheet
pg. 42
Parts of a Plant
Answer key
pg. 43
Page | 36
Students will learn about common houseplants that originated in the tropical
rain forests and learn how to care for one that they select.
In this lesson, students are going to be learning about the plants of the
tropics and how they are used in everyday life. They will be caring for
the plant that they pick and creating a journal that coincides with how
and when they care for it. They will be labeling a plant diagram to see
the different parts of a plant and where the seeds and/or fruit come
from. They will learn how the plants are used to make spices. They will
also be putting together a spice chart with all the spices that they have
observed. By the end of the lesson, the will be talking about what they
thought was difficult, what they liked, and what they found interesting.
Page | 37
Outcomes:
State or district standard:

o A 4.4- Describe and give examples of ways in which people interact with the
physical environment, including use of land, location of communities, methods of
construction, and design of shelter
o Students will view an arrangement of common houseplants that originated in the
tropical rain forests and learn how to care for one that they select.
o Students will create a spice collage to show how spices come from different parts
of plants.
Assessment:

o Students will be putting together a spice collage to portray their understanding of
what spices come from tropical plants and where specifically on the plant.
o Students will have a journal/log of how they are taking care of their plant and its
growth.
Materials Needed:
List all of the materials you will need to teach this lesson. Include those you
designed.
o Variety of houseplants for class display: African violet, begonia, bird's nest fern,
Christmas cactus, orchids, philodendron, rubber plant, and zebra plant
o Parts of a Plant worksheet
o Make a charted worksheet of the spices that you have- label it Spice Chart
o Anchor Chart for Parts of a Plant
o Samples of spices: ginger, tarragon, basil, oregano, rosemary, sage, thyme,
allspice, pepper, mustard, caraway, sesame, dill, poppy seed, cloves, and saffron
Page | 38
o Glue
o Extra books about the rainforest
Total time needed:

Total time needed:
__
40-50 min
Procedures:
Introduction:
o Students have been learning about the tropical biomes around the world and the
people that live in the areas. Now they are going to be learning about the plants
of the tropics and how they are used in everyday life. The room should be pre-set
for students to walk into where you have set up a good amount of plants and
spices from the tropical region.

o (15 min for intro and explanation of first task)
Start off the lesson with students immersed in a variety of plants and
spices to get them interested in learning about products from the rain
forest.
Display a variety of common houseplants and ask students to label which
ones are domestic species and which ones originated in the rain forest.
Students will be surprised to find out that all those displayed are
indigenous to the rain forests.
o (2nd Task 8 min)
Continue using the house plant display to teach each student how to care
for one of the plants. Place how to care for your houseplants books and
magazines by the display for student reference. Also have watering cans,
spray bottles and liquid plant food set up by the display. Each student or
in groups/pairs should have a plant assigned to them that they are able to
care for. Each student will write in a class log each time they care for
their plant and initial by each entry so that the teacher can check students
participation in the activity.
Page | 39
o (3rd Task 20-30 min)

Teach students that many spices come from plants that grow in the rain
forest. Explain to the students that they will be making a spice collage to
show how spices come from different parts of plants. Make a large copy,
previously or while the worksheets are being passed out. Model for
students how to identify each part of the sample plant: roots, seeds,
flower, leaves, and fruit. Then read through the list of spices on the chart
sheet. Note that most spices are either leaves or seeds. Set out sample of
the spices on the chart and label them. Direct students to glue samples of
the different spices on the appropriate parts of their plant outline.
Strategies for students requiring additional assistance: (WI Teacher Standard

# 3)
those needs.
o Students who finish early can read other books that are provided about the
rainforest and see if they mention any other spices or plants. These children can
also go around and help/guide other students that may be having problems or
troubles.
o Students who are having trouble with the information can be assisted by
students who finish early and the teacher should be walking around and
observing/helping the entire time.
Closure: (5-8 min)

o Talk about the spices and plants.
What troubles they had with taking care of the plants.
What they liked about the plants or spices
What they found interesting
o Exit Slip
Each student creates a new 'exit slip hand' out of green construction
paper.
(Trace hand on paper and cut out shape to hang on classroom cactus)
Page | 40
learned or something they still wonder about in regards to the life and
plants in tropical climates.
Name: Rachel Goggio
Content Area: Social Studies/ Science
Date: 2014
Page | 41
Page | 42
Page | 43
Lesson #6
Design of Shelter in Tropical
Biomes
Introduction
pg. 45
Lesson Plan
pg. 46-49
Lesson Plan Resources
pg. 50-55
Page | 44
DESIGN OF SHELTER IN TROPICAL BIOMES
Students will learn about and be able to demonstrate their learning about the
designs of shelters in tropical climates.
In this lesson, students will be discussing their prior knowledge about homes
in tropical areas and also their knowledge of homes in Wisconsin. After that
discussion, the students will be learning about some of the major features of
a home suitable for a tropic area. By the end of the lesson, students will
make a floor plan for a house they believe would be suitable for a tropic
area. It must include at least three of the features that were brainstormed as a
class for cooling homes.
Page | 45
DESIGN OF SHELTER IN TROPICAL BIOMES
Outcomes:

DPI.A.4.4- Students will be able to describe and give examples of ways in which
communities, methods of construction, and design of shelters.
designs of shelters in tropical climates.
Assessment:

At the end of the lesson, students will make a floor plan for a house they believe
would be suitable for a tropical area. It must include at least three of the features
that were brainstormed for cooling homes.
Other than that, there will be plenty of observation during discussions to see if
there are any students who do not understand or are confused about the concept of
tropical homes being different from our own.
Materials Needed:
List of the materials you will need to teach this lesson:

Powerpoint/Smartboard lesson with pictures of maps, homes, and designs
Handout for teacher with links to pictures of maps, homes, and designs
Board or Paper easel to brainstorm on
Paper (8x11)
Page | 46
Pencils and erasers

Rulers
Construction paper for hand cutouts
Print outs with examples of house floor plans (IMAGE 3
Total time needed:

Two 50 minute class periods
Procedures:
Procedures:
Introduction: [10 minutes]

Reestablish what a tropical area is likehot, moist, etc.by having students tell
you
Compare to our climate herevery different. Not as hot or wet as a typical

tropical area.
Do you think our homes/buildings were built well to deal with our kind of
weather?
(Create Anchor Chart to record thinking)
- They block out the wind, cold, and dont hold too much heat in the
summer
- The materials are strong and thick to hold in the temperature; bricks,
concrete.
- Windows are small

- Pose the question: Now that you know what tropical areas are like, what kinds
of things do you think their homes would have? Would they want them to be hot?
Or Cool?
(Brainstorm on an anchor chart) [5-10 minutes]
- Talk about climate in Malaysia and Thailand
Page | 47
- Give some examples of homes in Malaysia and Thailand (IMAGES

2,3,5,6,10,11,12) [5 min.]
- Talk about the special features of each home and how they differ from our
homes [10 minutes]
(Some things can be seen in examples, some cant but should be mentioned)
- shading
- raised floors
- minimized east and west windows to have less heat in morning and
evening
- trees planted close to perimeters around homes
- Maximize are of window that can be opened
- Long, narrow floor plan to catch breeze
- Use the breeze for cross ventilation through openings in opposite walls
- Traditional homes mostly made out of wood, leaves, vines and natural
resources
- Show examples of raised floors in Malaysian homes (IMAGES 8, 9) [5
minutes]
- Show example of a contemporary home in Thailand ( IMAGE 4) [10 minutes]

- Talk about how this home was built using newer materials but is not as
efficient as a traditional home (IMAGES 5,6)
- A newer design that incorporates newer, strong materials as well as the
old functional ideas of a tropical home (IMAGE 7)
ON A DIFFERENT DAY (30-40 minutes)

- Review the things that are typically seen in a home in a tropical area
- Split up into clusters of 4-5 students
- Have students make a floor plan for a home in a tropical area such as Brazil
- Can be designed in any way, as long as it has at least 3 of the features that were
talked about
- Must be labeled like IMAGE 3explaining why each feature is important. (Can
Page | 48
be on a separate sheet of paper)

During discussion, explaining things in different ways if students give answers
Repeating things a lot.
Writing the brainstorm ideas down on paper
During creation of floor plan, students will be split up into groups by teacher, so
student goes with people he/she works with well
Teacher will be walking around assisting students that require extra help
preparing their floor plan
Closure:
Pick out someones floor plan that includes good features of a tropical home as an
example
Now that the activity is done, is it easier to see how different a home in Wisconsin
is to a home in Thailand?
Let's keep these things in mind as we continue learning more about how land is
used differently in different climates and how different homes are all around the
world.
Each student creates a new exit slip hand out of green construction
paper.
(Trace hand on paper and cut out shape to hang on classroom KWL tree)
tropical climates.
Name: Luz Renteria Gomez

Date: 2014

Page | 49

TROPICAL HOMES
IMAGE 1
_____________________________________________________________________________________
http://www.academia.edu/1799476/The_Concept_of_Raised_Floor_Innovation_for_Terrace_Housing_i
n_Tropical_Climate
Journal of Surveying, Construction & Property Vol. 1 Issue 1 2010

The Concept of Raised Floor Innovation for Terrace Housing in Tropical Climate
IMAGE 2on page 49
IMAGE 3on page 51
IMAGE 8on page 58
IMAGE 9on page 62
_____________________________________________________________________________________
http://www.cuepe.ch/html/plea2006/Vol2/PLEA2006_PAPER725.pdf
Lessons from traditional architecture: Design for a climatic responsive contemporary house in Thailand
IMAGE 4on page 2 (Figure 1)
Page | 50
(IMAGE 2) ^
(IMAGE 3) ^
Page | 51
IMAGE 4 ^ Contemporary house in Thailand
IMAGE 5 ^ Traditional house in Thailand
IMAGE 7
improved
contemporary
design
IMAGE 6 ^ Traditional house in Thailand
Page | 52
IMAGE 8 ^
IMAGE 9 ^
Page | 53
IMAGE 10 ^ http://www.nongnit.net/thaihouse.html
IMAGE 11 ^ http://arisachentaphun.wordpress.com/2012/10/16/october-16th-examining-circulationof-a-thai-traditional-house/
Page | 54

Image 12
http://teakdoor.
com/building-inthailandfamousthreads/59290my-traditionalthai-house-too4.html
(just for picture)
Page | 55
Lesson #7
Introduction to Desert Biomes
Introduction
pg. 57
Lesson Plan
pg. 58-60
Page | 56
INTRODUCTION TO DESERT BIOMES

Students will be aware of the basic characteristics of desert regions.
In this introductory lesson, students will be exploring the basic

characteristics of desert biomes. The students will start by creating a KWL
chart about desert lands. First, the students will refer to background
knowledge they may have about desert areas and begin to share that
knowledge as a whole-class. Next, they will move on to some ideas they
may still wonder about desert regions. Before moving onto the learned
section, students will watch a video about the desert and be given time to
discuss the video with partners and whole-class. Once discussion is
completed the students will fill in the last section about what they learned
about desert regions. For each section of the KWL chart, the students will
trace a hand and add one statement about they know, wondered, or learned
about desert biomes. These hands will come together with all of their peers
hands to create KWL cacti.
Page | 57
INTRODUCTION TO DESERT BIOMES
Outcomes:
Instructional objective(s): Students will be aware of the basic characteristics of desert

regions.
Assessment:

o Look over the notes the students take for the video to make sure they are
understanding basics about desert lands.
o Look over the students individual venn diagrams and ensure they are comparing
and contrasting properly.
Materials Needed:
o Big paper, chalkboard, whiteboard, or Smartboard
o Sandy or brown construction paper
o Open billboard prepared with 3 cacti outlines and desert background
o Venn diagram handout
Total time needed:

Total time needed:
___
85 minutes
o can split over 2 days or complete as whole
if splitting, stop before showing video.
25-30 minutes one day; 60 minutes the second day
Page | 58
Procedures:
Procedures:
Introduction: (25 minutes)

o Introduce todays subject of desert lands.
o Create a KWL chart of what the students already know about desert lands, what
they want to know about desert lands, and the what they have learned will be
filled out later in the lesson.
Allow the students time to think about what they already know before
beginning discussion
When discussion slows, begin prompting to encourage deeper thinking
from the students.
o Pass out sandy or brown construction paper to every student
Ask them to trace out their hands 3 times
Then ask them to write on one hand one thing they already knew about
desert lands and on another hand write one thing they want to learn about
the desert areas. One hand should be left blank for now.
I know that desert lands
I want to learn about desert lands.
o Construct the cactus at a later free time.
One cactus is all the hands that they wrote what they already know and
the other is for all the hands that have what they want to learn.

o Watch introduction video to desert lands (2 min)
http://videos.howstuffworks.com/discovery/28106-assignmentdiscovery-desert-biomes-video.htm
o Have students take notes on interesting facts, and what they see in the videos
pictures
o Have students turn and talk about some notes they took and then bring it back to
whole group discussion of what they saw or learned. (10 min)
Make a chart with all the points the students made.
o Next give the students the venn diagram to fill out individually or with a partner.
(15 minutes)
One side should consist of desert lands and the other of where the
students live
Allow the students to explore the similarities and differences between
where they live and tropical areas.
o Regroup and create a large classroom venn diagram of the characteristics the
students share. (15 minutes)
Page | 59
Allow for discussion if there is disagreement

Prompt if students are struggling to come up with similarities and
differences
Major points to make:
Land is very dry because little precipitation
Harsh living conditions for plants, animals, and humans
Large differences in temperature from day and night
Regs, ergs, hamadas, wadis, chotts, and oasis

those needs.
o Students who are struggling with coming up with things they already know about
desert lands, spark some background knowledge with books they may have read,
areas they may know about, or even movies
o Students who are struggling with coming up with similarities and differences
between the two places, again, get them thinking about the video shown earlier,
books they have read, or other movies they watched and ask prompting questions
that get them to see the differences
Closure: (15 minutes)

o Discuss the venn diagram and ask students to point out which point are new
information they have learned about desert areas.
These points can be starred on the venn diagram
o Exit Slip:
Each student should use their last traced hand out of brown construction
paper to put on the KWL cactus.
desert climates.
I learned about desert regions.
Name: Andrea Bowhall-Diaz
Date: 2014
Page | 60
Lesson #8
Climate, Culture, and
Economics in the Desert
Introduction
pg. 62
Lesson Plan
pg. 63-66
Page | 61
CLIMATE, CULTURE, & ECONOMICS IN THE DESERT
Students will be able to identify a desert climate, culture, and economics.
In this lesson, Students will discover the world through exploration of a

map. Students will work in groups to discover desert lands and report back
with their findings. Students will then start focusing in on the Thar Desert to
expand their knowledge about climate, culture, and economics.
Page | 62
CLIMATE, CULTURE, & ECONOMICS IN THE DESERT

Outcomes:
Instructional objective(s): Students will be able to identify a desert climate, culture, and
economics.
Assessment:

Students will write an exist slip about what they learned during class.
Answer things like; what did you learn that surprised you? What questions do you have
now that you didnt have earlier? What connections did you make during the lesson?
The teacher will assess whether the students saw the main topics of the first lesson and
if students were making connections. This will tell the teacher if there needs to be more
emphasis on a main idea during the next lesson.
Materials Needed:
Maps (paper maps, technology map, atlas, etc)
Blank Maps
Page | 63
Color pencils or markers
Total time needed:

35 to 40 minutes
Procedures:
Procedures:
Introduction:
o Check in with the KWL cactus.
find out?

o Lets Locate! (Looking for deserts)
Map activity- has maps for students to explore and ask them to look for
deserts in small groups.
Each group should have

o One secretary- who will write down research
o One or two researchers- who will look for deserts on the
maps
o One or two reporters- who will share their findings later
on
Have students work together to locate as many deserts as possible in ten
minutes.
Have students use multiple different types of maps to find different
deserts.
Have students report back and tally common deserts. (to show
commonalities between groups)
o Focusing In!
Thar Desert
Opening: What groups found the Thar Desert? Lets see if we
can learn a little more about the desert climate, culture, and
economics through looking at the Thar Desert.
Page | 64
Youtube video:
http://www.youtube.com/watch?v=5gmMX2cfqos (watch for as
long as time allows)
Reflect on video:
o What did we see that delt with the culture of the Thar
Desert?
o What did we see that dealt with the economics of the Thar
Desert?
o What did we see about the climate in the Thar Desert?

those needs.
(trace hand on paper and cut out shape to hang on classroom KWL cactus)
Page | 65

desert lands.
Name: Sara Willert
Date: 2014
Page | 66
Lesson #9
Maps, Thar Desert, Culture, and
Economics
Introduction
pg. 68
Lesson Plan
pg. 69-71
Page | 67
MAPS, THAR DESERT, CULTURE AND ECONOMICS
Students will be focusing in on the Thar Desert to get a better understanding of
what the desert climate is like in that of the part of the world and how it affects life.
In this lesson, students will have a discussion about climate, culture, and
economics. After the discussion, students will put themselves in the shoes
of the people, who live in the Thar and write about what they think their life
would be like.
Page | 68
MAPS, THAR DESERT, CULTURE AND ECONOMICS
Outcomes:
Instructional objective(s): Students will be focusing in on the Thar Desert to get a better
understanding of what the desert climate is like in that part of the world.
Assessment:

o Students will write a creative writing piece about the Thar Desert.
Students will be asked to write in response to the following prompt: IF
you lived in the Thar, what would you do for fun? What jobs do you think
you would have in your family? Do you think it would be similar or
completely different and why? Overall what would your life be like? (Use
the knowledge you gained in class to support your ideas.)
o Teachers will be able to assess student knowledge based on their writing and the
ideas they talk about in their writing.
Materials Needed:
Technology for research
Poster board or poster paper
Colored pencils or markers
Total time needed:
Page | 69
35 to 40 minutes
Procedures:
Procedures:
Introduction:
o Check in with the KWL cactus.
find out?

o Lets Focus In MORE!
The Thar Desert
Climate- hot, windy, sand storms, sunny, etc...

Culture- bright colored clothing, sandstone fort, live with extended
family, etc
Economics- tourism (Fort of Jaisalmen), Crumbing Sandstone fort
(plumbing issues), and water is an important resource, camels, goats,
spices, other trading items, etc
Watch YouTube video:
o Have student turn and talk throughout the movie to
compare main ideas and take notes.
Discuss what students found interesting and how it helps further
their understandings about the desert.
Creative Writing: Students will be assigned to write a creative writing
piece about the Thar Desert.
o Students will be given the prompt of: IF you lived in the
Thar Desert, what would you do for fun? What kinds of
jobs do you think you would have? Do you think it would
be similar or completely different than here you live now?
And why? Overall, what would your life be like if you
lived in the Thar Desert?

Page | 70
those needs.
Assessment/ Homework: Students will write a creative writing piece about the Thar
Desert.
The teacher will assess based on what the student talks about in their
essay.
Things to look for in the writing:
o Does the student understand what the climate is like in the
Thar Desert?
o Does the student understand where the Thar Desert is
located on a map?
o Does the student understand the culture of the Thar Desert?
o Does the student understand the economics and types of
jobs that are in the Thar Desert?
(trace hand on paper and cut out shape to hang on classroom KWL cactus)
desert lands.
Name: Sara Willert
Date: 2014
Page | 71
Lesson #10
Uses of Land in the Desert
Biomes
Introduction
pg. 73
Lesson plan
pg. 74-76
Desert Webquest
Worksheet
pg. 77
Page | 72
USES OF LAND IN THE DESERT BIOMES
Students will learn about the Hohokam Tribe, where they originate from, what
a day in their life was, what they ate, and how they used the land for
resources.
In this lesson, the students will be introduced to the Sonoran Desert of

Arizona. They will learn about the Hohokam tribe and how they used
the land for resources including building, hunting, clothes, food, and
medicine. They will be given a worksheet to fill out information as they
go on a webquest of the Hohokam Tribe. They will finish this lesson by
comparing the people of the people of the Thar Desert to the Hohokam
tribe. They will also compare a day in their life to a day in the life of a
Hohokam Tribe member.
Page | 73
Outcomes:
o Students will learn about the Hohokam Tribe, where they originate from, what a
day in their life was, what they ate, and how they used the land for resources.
o Students will go on a web quest to fill out information on a chart that they will use
the following day.
Assessment:

o The teacher will watch to see that the students are taking what they learned from
the reading and incorporating it into their artwork. I will make sure the students
can describe what they used and connect it to how the Hohokam tribe used it.
Materials Needed:
o Gathering the Desert by Gary Paul Nabhan and Illustrated by Paul Mirocha
o WebQuest: http://www.nps.gov/cagr/historyculture/the-ancient-sonoran-desertpeople.htm
o A computer for pairs or groups of three students
o Handout that is attached
o Large pieces of paper to join everyones ideas together. (what they did for fun,
what they ate, how the used their plants and resources, how they made their tools
and for what, etc.) al time needed:
___
Total time needed:

60 min
Page | 74
Procedures:
Procedures:
Introduction:
o The students in the 4th grade classroom have learned about different deserts
around the world and certain deserts climate, cultures, economics. Students will
be learning who the Hohokam tribe is and all about them.

o Read the book Gathering the Desert by Gary Paul Nabhan and Illustrated by
Paul Mirocha
After reading the book, talk about all of the different ways that the people
used the plants of the desert.
What were some of the names of the plants they used?
What did they do with them?
o Intro into the People of Sonoran Desert (8 min)
Teacher gives a brief over view about the Sonoran Desert and where it is.
Then the teacher will go over the worksheet that they will have to fill out
on their webquest. Then the teacher will read over the worksheet (Who
the Hohokam tribe is, where they were from (Sonoran Desert of
Arizona), how a day in the life of a tribe member was, how they used
plants for medicinal uses, spices, food, tools, clothes, shelter and
weapons, how they used the land, like sand and clay, for building houses,
pots, bowls, etc., and how they used there tools to dig canals for water.)
o Webquest (20-30 min)
Students are paired or grouped and given a computer for a group.
Students are given the website written on the board
http://www.nps.gov/cagr/historyculture/the-ancient-sonoran-desertpeople.htm

those needs.
o Students will be working in groups or pairs and have the other people in the group
Page | 75
to aid them if they fall behind. The teacher should be walking around at all times to
make sure students are staying on task and understanding the worksheet.
Closure: (5 min)
o Talk as a Class
Compare to people of the Thar Desert to the Hohokam Tribe of the
Sonoran Desert.
Talk about a day in the shoes of a Hohokam member and how it
compares to their daily life.
Compare and contrast, likes and dislikes.
Name: Rachel Goggio
Date: 2014
Page | 76
Desert Webquest
Name______________________________________ Date______________
Who is the Hohokam tribe?
Where they were from?
What was a day like in the life of a tribe member?
How did they use plants for medicinal uses, spices, food,
tools, clothes, shelter and weapons?
How did they use the land, like sand and clay?
What did they use their tools for?
Page | 77
Lesson #11
Uses of Land in the Desert
Biomes
Introduction
pg. 79
Lesson Plan
pg. 80-82
Page | 78
Students will use background knowledge from previous lesson to become a
member of the Hohokam tribe through creating an object.
In this lesson, students will be reviewing their worksheets and findings

from the previous lesson and pulling together all their information.
They will be reviewing the book from the previous lesson and together
as a class, they will be coming up with objects that were made by the
Hohokam Tribe. After brainstorming, they will start to build and make
their Hohokam objects. The will also write a detailed description of
what they made and how it was used. They will end this lesson by
sharing their creations and explaining them to the class.
Page | 79
Outcomes:
o Students will use background knowledge from previous lesson to become a
member of the Hohokam tribe
o Students will be able to create a piece of artwork from the materials provided.
o Students will be able to explain how the Hohokam tribe would have made the
object it and how it would be used.
o Students will be able to write a detailed description, pertaining to their
explanation of their object that they created.
Assessment:

o Look to see that the students are taking objects from what they learned about.
o I will observe and take note on the resources the student used and how they
explain how the Hohokam tribe would have used it.
o I will read over their detailed description of their object and make sure it matches
up to what they made.
Materials Needed:
o Handouts from the previous day
o Materials for making objects from the Hohokam Tribe (Clay, twigs, branches,
sand, water, aloe Vera plant, shells and other rocks beads with holes in them,
string.)
Page | 80
o Colorful paper
o White lined paper
o Glue
Total time needed:

Total time needed:
___
40-50 min
Procedures:
Procedures:
Introduction:
o Students have learned about the Hohokam Tribe from the Sonoran Desert. The
have learned how this tribe used their resources from the desert for their
everyday needs. They will be pulling information and background knowledge
from research webquest and make an object that a Hohokam tribe member
would use.

o Review Hohokam (5-8 min)
Look over the book from the previous day and their worksheets that they
filled out.
o Introduce the Art Object (10 min)
Give them a list of ideas that they can use for their object and ideas of
how they can make it.
Students can draw a plant, specific item or game that was used by
the Hohokam tribe and explain how it was used.
Students can make pottery and explain use
Student can build desert dwellings with wet sand, clay, and sticks
and explain how they were built.
Student can make jewelry and talk about how it was used for
exchange and trading.
Show them how they are going to write a detailed description of their
object on the lined white paper and then glue it to a piece of colored
paper to make a colorful border.
Page | 81
o Start their projects (40 min)

those needs.
o Students can look back to the website or in the book to get ideas on what the
Hohokam used
o Teacher will be walking around to check the progress and ideas of all the
students.
This will ensure that all students are getting off to a good start and able
to go on their own from there.
Closure: (5-8 min)

o Share
Students will be finishing up their Hohokam objects and sharing them
with the class
Discuss some difficult tasks that they ran into and how they fixed it.
Talk about appreciation of what we have and how hard we should work
to maintain and respect what we have
o Exit Slip
Each student creates a new 'exit slip hand' out of brown construction
paper.
(Trace hand on paper and cut out shape to hang on classroom cactus)
learned or something they still wonder about in regards to the people and
plants in desert climates.
Name: Rachel Goggio
Date: 2014
Page | 82
Lesson #12
Design of Shelter in Desert
Biomes
Introduction
pg. 84
Lesson Plan
pg. 85-88
Lesson Plan
Resources
pg. 89-92
Page | 83
DESIGN OF SHELTER IN DESERT BIOMES
designs of shelters in desert climates.
In this lesson, students will be discussing their prior knowledge about

features in homes in Wisconsin, in general tropical areas (which we would
have talked about already) as well as homes in desert areas. After the
discussion, the students will learn about some of the major features of a
home suitable for a desert area. By the end of the lesson, students will make
a floor plan for a house they believe would be suitable for a desert area. It
must include at least three of the features that were brainstormed as a class
for cooling homes.
Page | 84
DESIGN OF SHELTER IN DESERT BIOMES
Outcomes:

DPI.A.4.4- Students will be able to describe and give examples of ways in which
communities, methods of construction, and design of shelters.
designs of shelters in desert climates.
Assessment:

At the end of the lesson, students will make a floor plan for a house they believe
would be suitable for a desert area. It must include at least three of the features
that were brainstormed for cooling homes.
Other than that, there will be plenty of observation during discussions to see if
there are any students who do not understand or are confused about the concept of
desert homes being different from our own in certain features.
Materials Needed:
List of the materials you will need to teach this lesson:

Powerpoint/Smartboard lesson with pictures of maps, homes, and designs
Handout for teacher with links to pictures of maps, homes, and designs
Board or Paper easel to brainstorm on
Paper (8x11)
Page | 85
Pencils and erasers

Rulers
Construction paper for hand cutouts
Print outs with examples of house floor plans (IMAGE 3)
Total
timeneeded:
needed:
Total time
___
Two 50 minute class periods
Procedures:
Procedures:
Introduction: (10 min)

- Establish that we have talked about our own homes and also homes in tropical
areas.
- From the knowledge that we now have, talk about what homes in desert areas
would look like
Would there be different materials? Locations?
(Brainstorm on an anchor chart to record thinking )

- Pose the question: Now that weve talked about tropical homes, Wisconsin
homes, and now you know what desert areas are like, what kinds of things do you
think people who live in the deserts would like their homes to be like? Would
they want them to be hot? Or Cool? (Brainstorm) [5-10 minutes]
- Give some examples of desert homes [15 minutes]
IMAGE 13 Traditional beehive houses of northern Syria. Found in villages near
Aleppo, structures were designed to trap cool air and keep out the hot sun.
IMAGE 14Wind Catchers: used to create natural ventilation in buildings- used
as a refrigerating device as well. They can store water at near freezing
temperatures
IMAGE 15Buildings are generally not built more than 2 stories high in desert
areas.
SHOW IMAGES 16, 17
Page | 86
IMAGE 18for a more contemporary and useful house

- Talk about the special features of each home and how they differ from our
homes [15 minutes]
(Some things can be seen in examples, some cant but should be mentioned)
- Very similar to our homes, except for exterior material
- Wood sided houses are not seen often unlike tropical homes
- Some materials are fire hazards
- Usually 1 or 2 story buildings (generally no basements)
- Stucco is a common siding material because it holds up well in hot and
dry climates
- Paint colors are typically beige or tan because it reflects the strong light
and also hides the dust that collects on the side of the house because of
strong wind
- Concrete tiles are used often because they insulate the home well
- Wood window frames are not used often because of dry and hot weather.
Instead, metal window panes
- Shade screens (like in the tropical homes are used as well)
Lets remember these things as we go off to our next class and later, start thinking
about what you would want your desert home to look like. We will be making
another floor plan tomorrow.
ON A DIFFERENT DAY (30-40 minutes)
- Review the things that are typically seen in a home in a desert area
- Split up into clusters of 4-5 students
- Have students make a floor plan for a home in a desert area of their choosing
- Can be designed in any way, as long as it has at least 3 of the features that were
talked about
Page | 87
- Must be labeled like the last one that they made.

- Can be any kind, even the beehivebut they have to be able to explain why
they chose that design for their desert home.

- During discussion, explaining things in different ways if students give answers
- Repeating things a lot.
- Writing the brainstorm ideas down on paper
- During creation of floor plan, students will be split up into groups by teacher, so
student goes with people he/she works with well
- Teacher will be walking around assisting students that require extra help
preparing their floor plan
Closure:
Pick out someones floor plan that includes good features of a desert home as an
example
Now we know what homes look like in tropical and in desert areas
When we look at homes around the world now, do you think itll be a little easier
to think about why they built their homes that way?
Each student creates a new exit slip hand out of brown construction
paper.
(Trace hand on paper and cut out shape to hang on the classroom KWL
cactus)
learned or something they still wonder about in regards to homes in desert
climates.
Name: Luz Renteria Gomez
Date: 2014
Page | 88

DESERT HOMES
http://www.ehow.com/list_6719212_kinds-houses-deserts.html
IMAGE 13 ^ http://roundhouses.wordpress.com/category/30s/
Traditional beehive houses of Northern Syria
Page | 89
IMAGE 14
Traditional Wind
Towers
http://www.thelo
ngestwayhome.c
om/blog/besttravelphotography/win
dcatchers-froman-iranian-ghosttown/
IMAGE 15 ^
Page | 90
IMAGE 16 ^
Page | 91
IMAGE 18
http://www.jetsongreen.com/2009/06/desert-modern-rimrock-ranch-house.html
Page | 92
Lesson #13
Becoming an Expert on a
Tropical or Desert Biome
Introduction
pg. 94
Lesson Plan
pg. 95-98
Criteria Sheet
for students
pg. 99-100
Self-assessment
for students
pg. 101
Teacher rubric
pg. 102
Page | 93
BECOMING AN EXPERT ON A TROPICAL OR DESERT BIOME
Students will be able to describe and give examples of ways in which people
interact with the physical environment, including use of land, location of
In this final lesson students will become an expert on either a tropical or

desert country. They will be given time to investigate the country of their
choosing to be able to present their knowledge to their peers. The students
will be given specific criteria on how to be successful with this final project.
Students will create a final product to demonstrate what they have learned
over the course of the unit in relation to their country. Lastly, they will be
asked to self-assess and reflect on their final product.
Page | 94
BECOMING AN EXPERT ON A TROPICAL OR DESERT BIOME
Outcomes:
Instructional objective(s): Students will be able to describe and give examples of ways in
which people interact with the physical environment, including use of land, location of
Assessment:

o The students will have a final product that will be scored with a rubric (see
attached)
Materials Needed:
o Criteria sheet for students (see attached)
o Rubric for grading (see attached)
o Self-assessment template (see attached)
o Computers
o Books
o Possibly:
Construction paper
Markers
Page | 95
Crayons
Glue
Scissors
Total time needed:

Total time needed:
___
An estimated 5 school-day week for students to work on project, put it together,

and present
Procedures:
Procedures:
Introduction: (15 min)

o Review the KWL cacti and trees with the students and discuss what the students
have learned over the course of the unit.
o Students will then be introduced to the final project
Tell students they will become an expert on either a tropical or desert
country
They will give evidence of their knowledge of:
o Peoples interaction with communities (culture)
o Physical environment
o Use of land
o Method and design of shelter
Hand out criteria sheet for students projects so they know the
expectations
Go over and describe each criteria with them
Describe that the students will have to create a product that displays their
knowledge of the country and criteria and do a presentation for the class
This product may include a:
o Powerpoint
o Poster
o Model
o Travel brochure
o Written report
o Video blog
o Etc.
o If students creates own idea, needs to be approved by
teacher

o Students can either work individually or with a partner on this project.
Page | 96
Make sure an even amount of students work with a desert or tropical

country
o Allow time for students to research and pull from background knowledge from
unit to create a final project that meets all the criteria (3 days)
They can fill in their criteria sheet with their notes from their research
and their prior knowledge formed from the unit.
They can use books, internet, webquest, passport, and KWL cacti or trees
o The teacher is now only a guide for questions the students may have
No new teaching points should be planned.
o When students research is complete, allow time in class to start putting their
final product together (1 day)
If able, provide materials such as:
Construction paper
Markers
Crayons
Glue
Scissors

those needs.
o For students who finish early, have students go back and revisit their products to
see if they have met all criteria, and if they can add more.
o For students who are struggling, prompt them with websites or books that may
aid their research and help meet the criteria needed.
Closure: (1 day)
o Have the students or student pairs present their final product to the class
They should tell what their country was
Whether it was tropical or desert
Describe the peoples interaction with the community
Describe the use of land
Page | 97
Describe the physical environment

Describe the methods and designs of shelter
o When students are finished with the presentation have them complete a selfassessment
Page | 98
Name: ______________________
Criteria Sheet
Directions: As you research write down what you learn specific to your country.
Country Name____________________________________
Interaction of People within Communities (Culture) Notes:
Physical Environment Notes:
Uses of Land Notes:
Page | 99
Method and Design of Shelter Notes:
Description of Final Product- Draw a sketch below of what your final product
might look like.
Page | 100
Name: _______________________
Self-Assessment on Becoming an Expert Project
What part of this project did you find the most fun?
What part of this project did you feel you did a great job on?
What part of this project did you feel you struggled?
How could you make it less of a struggle next time?
What would you change about your project if you could do it again?
Page | 101
Final Project Rubric

This is the rubric that should be filled out by the teacher while the students are
presenting their final product. Column 2 is if the student(s) have met all the
criteria. Column 1 is if the student(s) are missing information that was necessary
to meet the criteria, and describe what they are missing. Lastly, if the student(s) go
above and beyond, they should be placed at column 3, and describe what aspect of
their product went above criteria.
1
Use of land
Physical Environment
Peoples interaction
with communities
(culture)
Methods and designs

of shelters
Presentation/product
2
The student describes
how the people
within the biome use
their surroundings in
a resourceful way.
The students
accurately describe
the climate, the
location, and the
physical
characteristics of
their chosen
biome/country.
The student describes
the culture of the
people living within
their biome. This may
include economics.
The students
accurately describe
how the people,
within their biome,
construct their homes
and describe how
they are designed.
The students
presentation is clear,
organized, and neat.
The product should
be easily understood,
and represent their
knowledge on their
biome accurately.
Page | 102

Final Social Studies Unit

Uploaded by

Copyright:

Available Formats

Final Social Studies Unit

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Social Studies Unit

Uploaded by

Copyright:

Available Formats

ED352- SOCIAL STUDIES IN THE ELEMENTARY CURRICULUM

Learning Tropical and

Unit introduction Learning Tropical and Desert Biomes 1

Passport Lesson plan

Passport worksheet key

INTRODUCTION TO PASSPORTS (Optional)

(WI Teacher Standards #1, 2)

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

(WI Teacher Standard #3)

Total time needed:

(WI Teacher Standard #7)

Steps for instruction: (Specify time allotments.)

What do you think a passport is?

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

Name: Sara Willert

Content Area: Social Studies

Grade Level: 4th grade

2. How long does it take to get a passport expedited?

3. Where can you find the application for the passport?

4. What documents do you need to get your passport?

5. How much is one fee for applying for a passport?

6. What is an acceptance agent?

7. What is a passport card?

Passport Worksheet (KEY)

Remember to fill out your passport as

Take notes as you discover new things

Remember to fill out your passport

INTRODUCTION TO TROPICAL BIOMES

In this introductory lesson, students will be exploring the basic

INTRODUCTION TO TROPICAL BIOMES

Instructional objective(s): Students will be aware of the basic characteristics of tropical

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

Total time needed:

(WI Teacher Standard #7)

Introduction: (25 minutes)

Steps for instruction: (Specify time allotments.)

Allow for discussion if there is disagreement

Prompt if students are struggling to come up with similarities and

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

Closure: (15 minutes)

Name: Andrea Bowhall-Diaz

Content Area: Social Studies

MAPS, CULTURE, AND ECONOMICS IN THE RAINFOREST

In this lesson titled Maps, Rainforest, Culture, and Economics, students

MAPS, CULTURE, AND ECOMONICS IN THE RAINFOREST

(WI Teacher Standards #1, 2)

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

(WI Teacher Standard #3)

Total time needed:

(WI Teacher Standard #7)

Steps for instruction: (Specify time allotments.)

Each group should have

Kayapo (Xingu River)

Play jungles sound CD and have students close

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

Name: Sara Willert