Kindergarten

The Jungle

By Ashley Scherle
 Table of Context:
General Information:
a. Topic
b. Grade
c. Scope
d. Rationale

Unit Content:
a. Outcomes
b. Concept Web
c. Essential Question
d. Unit Questions
e. Cross-curricular Connections

Fact/Information Sheet

Unit Outline Chart

Professional Teaching Strategies

Assessing readiness

Unit Assessment and Evaluation

Classroom Management Plan

Adaptive Dimension

Material List

Professional Development plan

Resource List

10 Lessons

Professional Development Plans for each lesson

Assessment tools and charts

General Information:
A) Topic: Jungle/Rainforest

B) Grade: Kindergarten

C) Scope:

This unit is a kindergarten themed unit on the Jungle/Rainforest. This unit has ten
lessons and with room for extensions. The main focus for this unit is how and why
Jungles are important to us. Throughout the ten lessons, students will learn about: what a
Jungle is, what they look like (layers in the jungle), types of animals
(similarities/differences), types of plants (some plants give us food and medicine), and
the gifts the Jungle give us (food, medicine, clean air to breathe). This unit using a variety
of resources to help inform young children about a magical, beautiful part of our Earth
and how Jungles give us many different types of resources that we use on a daily bases.
Throughout this unit the teacher will guide their students though a variety of
diverse activities to help students gain an understanding of the importance of the Jungle.
The outcomes and indicators from each lesson come from the Saskatchewan Curriculum.
Furthermore, each lesson uses a variety of instructional strategies to help support the
diversity in the classroom.

D) Rationale:

It is important for students to learn about the different aspects of the Earth.
Jungles/Rainforests affect our environment and society greatly. It is important for
students to learn that Jungles are not just some far away place that does not affect them,
the Jungle gives us many resources that we need to live. Teaching young children about
our Earth will help them become more aware of the world around them. This unit is a
friendly way to begin to teach students the Jungle/Rainforest.

Unit Content:

A) Outcomes:

Science:

LTK.1 Examine observable characteristics of plants, animals, and people in the Jungle.
LTK.1 Examine observable characteristics of plants in the Jungle.
LTK.1 Examine observable characteristics of animals
NSK.1 Explore features of their natural surroundings (weather conditions)

Arts Education:

CPK.3 Create sound compositions exploring the elements of music including: repeating
patterns
CPK.4 Create art works that express own observations and ideas about the world.
CPK.2 Explore a variety of drama strategies including: role
CPK.1 Express ideas through exploration of the elements of dance including: action,
body and space

Language Arts:

CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.

CRK.4 Comprehend, retell, and respond to basic ideas in stories and oral information
 B) Concept Web:

TYPES

ENVIRONMEN
T

GIFTS OF
THE ANIMALS
JUNGLE

PLANTS TYPES

THE
FOOD JUNGLE
STRUCTURE 4 LAYERS

TYPES LOCATION
WEATHER
RAINFORES
T

HOT AND
WET
 C) Essential Question:

How is the Jungle important to us?

D) Unit/Content Questions:

1. What is a Jungle?
2. What animals live in the Jungle?
3. What are some similarities/differences between the animals?
4. What kinds of plants live in the Jungle?
5. What is the structure of the Jungle?
6. What is a Rainforest?
7. What is the weather like in the Jungle?
8. Where are Jungles located?
9. What kind of food comes from the Jungle?
10. What are the gifts that come from the Jungle?

E) Cross-Curricula Connections:

Language Arts: Is integrated through out the whole unit. Language Arts is an important
aspect in Kindergarten for building the foundation of learning to read and write. Through
out this unit students will listen to stories, work on letters and their corresponding sounds.
It is important that students have many opportunities to listen to stories and oral texts and
become to understand and comprehend the English language.

Health: Many healthy foods grow in the Jungle. In this unit, one lesson discusses
different plants in the Jungle and how some give as food. For example, Bananas,

Pineapples, Cocoa etc.

Physical Education: Many of the lessons involve hands on activity were students are up
and moving around. The students will be creating actions for a story called Over in the
Jungle and also for a short story called the Weather Ride. One lesson will be in the gym
where students will be making a Jungle animal dance.
Mathematics: This unit briefly touches on math. In the story Over in the Jungle it uses
counting from one to ten. You could easily add in more mathematics by looking at
patterns of bird feathers or count plants or animals they see in a picture or story you read
to your students.

Social Studies: This unit touches on the how people are connected to the natural
environment. In this unit students learn that there are many gifts that come from the
Jungle that we use in our everyday life. For example, food, medicine, chairs (made out of
wood), bicycle tires (rubber).

The four Cross-curricular competencies are: developing thinking, developing identity,

developing interdependence, developing literacies and developing social responsibility
are integrated throughout this unit.

Fact Information Sheet:

Jungle: Land covered with thick plants like trees, vines and ferns. There are many
different jungles around the world. More than half of the plants and animals of the world
live in the jungle. Jungles can also be called Rainforests.

Rainforest: They are found in the tropical region. It is very hot all year and rains almost
everyday. Rainforests are very wet.

There are four layers in the Jungle:

Forest Floor: Has very little to no sunlight

Dead leaves
Ferns, mosses and mushrooms grow (only shade plants that need little
sunlight can grow here)
Vines begin at the forest floor and grow through the layers
Insects live here
Tree roots

Understory: From near the ground to about 18 meters

Small trees
Little sunlight
Some birds live here

Canopy: about 18 meters to 40 meters

Thick, green and leafy
Lots of sunlight
Most animals, birds and insects live in the canopy
 Flowers grow here
Fruit grows here

Emergent: 40 meters to about 60-70 meters

Tall trees that tower over the other trees
Tall trees develop buttress roots above ground to help them from falling
over
These trees get the most sunlight

Tropical: Area/region near the equator.

Plants:

Vines: are called lianas. They wind around trees towards the sunlight. When they get to
the canopy layer the vines spread out wrap round trees.

Epiphytes: These plants attach themselves to trunks and high branches of trees. They
do this to reach sunlight. There are about 30, 000 species of epiphytes in
the rainforests. They use the wind to spread their seeds. To get water they
either send out aerial roots to get water from the air or they collect it in
their leaves. Most common are orchids.

Bromeliads: Collect water in leaves that are shaped like a container. Insects lay eggs in
the water. Most common is the Pineapple. Usually have bright coloured
flowers (red, orange, blue, purple)

Pitcher Plants: Eat small insects. These plants have flowers that are shaped like a jug.
Water is collected in the jug and when an insect goes inside a jug it snaps
shut.

Banana: Herb not a tree but grows tall. It takes about 3 to 4 months before a banana
is ready to eat. When it breaks off more begin to grow. 10 or more bananas
grow together forms a hand. Banana stems have about 150 fingers.

Big-Leaf Mahogany: Tall tree reaching 60 meters. Found in Emergent layer of the
Jungle. Big-Leaf Mahogany can leave up to 350 years. Has a gray-
brown fruit and small white flowers.

Cacao: This evergreen tree grows 4 to 8 meters tall. This tree grows pods which turn red
and purple when ripe. Grows well in the wet and shade. Cocoa is
used to make chocolate.

Coffee: Grows to be a 9 meter bush. Coffee flowers are small and white
and when then fall off small berries grow. Start as a dark green
colour then turn red when ripe. It takes 6 to 8 years to be fully
developed. They can live for 100 years.
Kapok:Tallest tree in the jungle reaching more then 60 meters. Many frogs and birds live
in these trees. They lose there leaves in dry season. These trees
have white and pink flowers with an odour that attracts bats which
help pollinate.

Poinsettia: The most colourful part of the bush is the leaves. The flower is the
small yellow in the middle of the leaves. These are used as a
decoration for Christmas.

http://www.rainforest-alliance.org/kids/species-profiles?
gclid=CNi93uSyl6cCFQS7KgodDTQtew#plants
1987-2011 Rainforest Alliance

Animals:

Birds:

Hummingbird: Long thin beak for sucking nectar out of flowers. Colourful

Toucan: Long, orange, big beak. Black and white feathers. They eat
berries.

Parrot: Colourful and have a strong beak for cracking nuts. Noisy

Owl: Active at night, can see in the dark, make a hooting noise.

Apes and Monkeys:

Apes do not have tails. (Gorillas, chimpanzees and oranguatans)

They eat fruit leaves, insects.
Monkeys have long tails. Marmosets are the smallest monkeys.
Live in the high trees and swing from tree to tree. Howler
Monkeys make loud calls to other monkeys to tell them to stay
away from their territory.

Snakes:
Anaconda: Usually green, one of the largest snakes in the world.
Boa Constrictor: live in Understory where they eat rats, mice, lizards, fish, birds
and wild pig. They squeeze their prey.

Crocodiles: Hunt for prey by hiding in the water. Have a long mouth with
many sharp teeth.
Fish: Piranhas: They have very sharp teeth.

Capybaras: water hog, largest rodent.

Tiger: Large Cat, meat eater.

Jaguar: Large spotted cat.

Ocelot:Are spotted cats. They are most active at night. They look down for prey up in the
tree branches.

Leaf-cutter ants: collect leaves and bring them to there colonies.

Goliath Bird-eating spider: Biggest spider in the world (as big as a plate)

Butterflies: Morpho butterflies are blue with large wings. Drink nectar gtom
rotting fruit.

Flying lizard: They can glide through the air.

Tree frogs: Can be different colours: green and black, red, blue, yellow and
black. They are poisonous.

Honey Bears: Have long tails for climbing. They live in the canopy. They eat
fruit, insects and honey (from bees’ nests.)

Sloth: Slow animals that live in the canopy. They have long fur and moss grows on it.
They hang upside down when sleeping.
Unit Outline Chart

Content Knowledge Skills/ Processes Attitudes/ Learning Experiences Teaching Strategies Assessment/
Values Evaluation
1. Intro to the Discussion Develop an a. –KWL together as a class Interactive Observation
Jungle interest in talk them write on the chart -Large group discussion
a. What is a Listening learning what they know and what Direct Oral assessment
Jungle? about the to know. -Explicit Teaching
b. What are the Singing Jungle. b. Discussion around
four layers of what does a Jungle look Indirect
the Jungle like. There are four layers -Inquiry
in the Jungle: Forest Floor,
Understory, Canopy, and
Emergent. Discuss what
each layer looks like.
c. Sing a song about the
layers in the Jungle.
2. Layers in the Discussion Develop an a. Sing a song about the Interactive Checklist
Jungle interest for layers in the Jungle. -Discussion
a. What are the Colouring/Gluing the Jungle b. Hands on activity Direct
four layers in habitat. colouring a picture of each -Listening and Viewing
the Jungle? layer of the Jungle then
b. What is the gluing onto construction
correct paper. With guidance use
order? yarn to make into a mobile.

3. Weather and Discussion Develop a. Class discussion of what a Experiential Observation

Location curiosity Rainforest is and where it -role playing
a. What is Interactive Story about the is located. Direct Quick Draw
a (role playing) weather. b. Look at a globe to visually -listening and reviewing
Rainfor see where in the world the Interactive
est? Rainforest is located and -discussion
b. What is learn about what the
the weather is like.
weather c. Interactive story where
like? students become different
types of weather while the
teacher reads the story.
d. Students draw a picture of
their understanding of the
weather in the Rainforest.
4. Jungle Plants Discussion Develop a. Look at pictures and Direct Observation
a. What curiosity/ discuss simple facts about -structured Overview
are some plants Hand-on art Interest in different types of plants Interactive
that live in the activity (fine plants and that live in the Jungle. -Discussion
Jungle? motor skills) how they b. Create a Kapok Tree with Experiential
b. What do you live. paper towel rolls, leaves -Project Work
know about some and glue. Students will
of the plants? work on their fine motor
skills and following
directions.
5. Gifts of the Discussion Students a. Inside a gift bag there are Direct Observation
Jungle develop a many different items that -Explicit Teaching
a. What Fine motor skills respect for come from the Jungle. Interactive Quick Draw
are some gifts the Jungle. Students will take turns -Discussion
that come from Drawing/Writing taking an item out of the Independent Study
the Jungle? bag and discuss what it is -Assigned Question
b. How is and its importance.
the Jungle b. Students will draw a
important to picture of a Jungle item
you? that is important to them.
c. The student can share their
work with classmates and
the teacher.

6. Jungle Animals Listening Develop a a. Read a story together Interactive Observation

a. What are some curiosity for called Jungle Animals. -Story Discussion, Pair
 animals that live in Discussion different b. Discuss the animals that work Worksheet
the Jungle? animals. were in the book. And give
b. Where in the Drawing students the opportunity to
Jungle do these ask questions.
animals live? c. In pairs have students work
on a matching game.
d. Students will glue animal
pieces in the correct layer.
7. Jungle Animal Listening Develop an a. Learn the actions for the Experiential Observation
Dance interest in Chicken Dance then -Exploring movements for Scale Assessment
a. What are some Movement Skills dance. practice with the music. dance
animal (coordination) b. Make monkey movements Interactive
movements? to the music. -Group Interaction
Creativity c. Create a Monkey Dance to
the same music as the
Chicken Dance.
8. Jungle Animals Listening Develop an a. Read the Interactive Observation
a. What are some interest in story Over in the Jungle By -Story
animal movements? Role Playing Role Playing Marianne Berkes looking Discussion
at the illustrations.
Cooperation b. Re-read the story added
actions for each animal
c. Paint diorama boxes for
the next day.
9. Diorama Listening Develop an a. Using Over in the Jungle Experiential Observation
overall By Marianne Berkes to -Project Work
Creativity understandin inspire model clay Oral Assessment
g of what a creations and shoe box
Fine motor Skills Jungle is Jungle.
b. Create animals using
model clay. Students have
a choice to what they
create
c. Create a shoe box Jungle.
Include Kapok Tree from
previous lesson, stickers,
drawings etc.
10. Field Trip/ Listening Develop an a. Group circle Indirect Observation
Closure appreciation discussion of what -Reflective Discussion
Respecting for the you learned and
environment your favourite
around us activity.
b. Discuss field trip
to the Floral
Conservatory
c. Discover plants
and flowers in the
Floral
Conservatory and
plant a plant.
Professional Teaching Strategies

Interactive
-Large group discussion
-Pair Work
-Group Interaction
-Story

Direct
-Explicit Teaching
-Listening and Viewing
-Structured Overview

Experiential
-role playing
-Project Work
-Exploring movements for dance

Independent Study
-Assigned Question

Indirect Instruction
-Inquiry
-Reflective Discussion

Assessing readiness:

The first lesson of this unit is uses a KWL chart which will assess the student’s readiness.
Students will also have the opportunity to say things they want to know about the Jungle,
which will help direct the way the unit will go, where to start and which questions that
will need to be addressed.

Unit Assessment and Evaluation:

The main assessment on a daily basis is observing the students during the lesson and
recording what you see on a data collecting chart. Students will also have an oral
assessment where you meet one on one with the student and write down their answer to
the question asked. Students will also be assessed on quick drawings, since students are
unable to write they will express what they learned through their drawing. The final
assessment will be an individual project where students will be creating a diorama of the
Jungle. Using a variety of materials (with guidance) students will create a mini Jungle in
a shoe box. Students will then share their diorama with the teacher. The student is to
share all the things they have learned about the Jungle using their diorama.
Classroom Management Plan:

Classroom Management will vary depending on the lesson and activities involved. Refer
to individual lessons to see management strategies being used. Some basic management
that is always used in the classroom is when the students arrive in classroom they go to
their lockers, get their running shoes and come sit quickly on the carpet in front of the
chair and wait for instruction. To get students attention I call out Kindergarten, or eyes on
me. The students already know these two strategies. A few students in my classroom are
very active and call out when they are not asked to. A good strategy that works for these
students is to stop, call out their name and tell them to stop and raise their hand if they
have a question.

Adaptive Dimension:

Please refer to individual lessons as each are adapted differently depending on the
activity.
The main adaptive dimension is including making hands on activities that involve
movement. The students in my class are very active and have a lot of energy. Also a few
students in the class are easily distracted. By including many hands on activity students
will do get so easily distracted. Also when students work in pairs it is important that the
teacher makes the groups as some students in my class do not work well together. Also I
choice pair work for one of my lessons so that students can work together. This will help
some of the struggling students in the classroom. Also some students are very quiet and
to themselves, when having group discussion the teacher should call out student’s names
instead of always picking the same students with their hands up. This is important so that
the teacher knows you is understanding the lesson and who isn’t.

Material List:

Each lesson has a list of materials that will be needed. Please refer to each lesson below.

Professional development Plan:

From my experience last semester in the classroom, I learned lot of who I am as a

becoming teacher. Some areas that I feel need improvement are classroom management,
having appropriate/measurable indicators, more engagement with the students, asking
students more in-depth questions and assessment. I found that sometimes I was so
focused on my lesson plan and following every detail that I did not take enough time to
interact with the students. Building a good relationship with your students is a very
important aspect of teaching. I want to also work on assessing my students on a daily
basis. For each of my lessons I have appropriate targets to help improve my teaching in
the classroom.
 Resource List:

***Books that are bolded are used directly in my unit.

Allman, Barbara. (2005) All About the Rainforest PreK-K. Evan-Moor Corp,
Monterey, CA.

Andreae, Giles. (2009) Rumble in the Jungle. Orchard Books, Sydney Australia.

Andreae, Giles. Parker-Rees, Guy. (1999) Giraffes Can’t Dance. Orchard Books, Great
Britain, London. (CD read along)

Berkes, Marianne. (2007) Over in the Jungle: A Rainforest Rhyme. Dawn

Publications, Nevada City, U.S.

Bousman, Cindy. (2006) Put Your Left Paw In! A Jungle Hokey-Pokey.
Kindermusik Inernational, Inc., North Carolina, US. (CD included)

Castaldo, Nancy. (2003) Rainforests: An activity Guide for Ages 6-9. Chicago Review
Press, Chicago, Illinois.

Chinery, Michael. (2000) Secrets of the Rainforest: Plants and Planteaters. Crabtree
Publishing Company, New York, NY.

Cruxton, J. Bradley. (1998) Discovery the Amazon Rainforest. Oxford University

Press, Don Mills, Ontario.

Greenaway, Theresa. (2009) Jungle: Discover life in the tropical rain forest-from
exotic birds to millions of species of insects. DK Publishing, New York, NY

Grupper, Jonathan. (1997) Destination: Rainforest. Publishers Group West, Washington,

D.C.

Harter, Debbie. (1997) Walking through the Jungle. Barefoot Books Ltd., Cambridge,
MA.

Harter, Debbie. (2000) The Animal Boogie. Barefoot Books Ltd., Cambridge, MA.

Johnson, Jinny. Palin, Nicki. (2009) Jungle Animals: Flip the Flaps. Kingfisher,
New York, NY.

Kalman, Bobbie. (2007) A Rainforest Habitat. Crabtree Publishing Company,

Catharines, ON.

Mitton, Tony. Parker, Ant. (2009) Amazing Animals: Rainforest Romp. Kingfisher,
New York, NY.
Morgan, Sally. (1999) Saving The Rain Forests. A divison of Grolier Publishing,
Danbury, CT.

Morris, Neil. (1998) Forests. Crabtree Publishing Company, New York, NY.

Pandell, Karen. (1999) Journey Through the Northern Rainforest. Dutton Children’s
Books, New York, NY.

Purser, Bruce. (2003) Jungle Bugs: Masters of Camouflage and Mimicry. Firefly
Books, Toronto, Ontario.

Osborne, Will. (2001) Magic Tree House Research Guide: Rain Forests. Random
House, Inc., New York.

CD:
Echoes of Nature: Rainforest The Natural Sounds of the Wilderness. (1993) Delta Music
Inc., Santa Monica, CA.

Pictures:
http://library.thinkquest.org/5087/Orchid.htm

http://www.homehydroponics.info/phppmperfect/plant-advanced-nutrients/want-great-
orchids
http://www.flickr.com/photos/praziquantel/2370704464/

http://travel.mongabay.com/gabon/images/gabon_2190.html

http://debtorby.typepad.com/connections/2008/10/rainforest-trees-trails-and-vines.html

http://www.creatingcorridors.org/F&F/Mushrooms.htm

http://www.moplants.com/gallery2/v/Tropicalia/bog+pitcher+plant.jpg.html

http://travel.mongabay.com/pictures/0199_Nepenthes_pitcher_plant.html

http://mset.rst2.edu/portfolios/d/dispenza_l/web_design/rainforests_final/emergent_layer/
emergent_layer.htm
 Lesson Plan #1

Name: Ashley Scherle Date:

Subject: Science/Arts Education: Music Grade: Kindergarten

Content/Topic: Introduction to the Jungle: Instructional Strategies: Direct (Explicit

What is a Jungle? Teaching) and Interactive (Large group
discussion) Indirect (Inquiry)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Students will be able to:
of plants, animals, and people. Record with assistance observable
characteristics of the Jungle.

CPK.3 Create sound compositions Use sources such as stories, visual images
exploring the elements of music including: and music to inspire music making.
repeating patterns

Cross Curricula Competencies: Language Arts: listen, comprehend oral language

CCC: developing thinking, developing literacies

Prerequisite Learning: Students are able to listen and share their ideas by raising their
hands.

Adaptive Dimension: In this lesson there are pictures for students to look at which helps
the visual learners. There is also a song we sing with actions which helps the musical and
kinaesthetic learners.

Preparation: (equipment/materials/set-up)
Materials: 2 pictures of the Jungle, Chart paper, markers, felt board and pieces, “Walk in
the Rainforest”, Music for piano, piano, Lyrics for “Jungle has four layers”
Set-up: Make sure chart paper and felt board are ready.
Set ( 10 minutes) Student Engagement/Classroom
1. Gather students on the floor in front of Management Strategies
the chart paper.
2. Hold up two pictures showing a jungle Gather the students on the floor
atmosphere. Ask students: “What is this facing the teacher chair.
picture of? Why do you think that?”
3. Tell the students this is a picture of a If a student is having a hard time
jungle. We are going to be learning about listening and paying attention move
the jungle. Let’s make a chart of what we them up to sit closer to you.
know about the jungle and what we want
to learn. (KWL chart) Keep an eye on the time to make
4. Ask students to share all the things they sure the lesson does not run too
know about the jungle and want to learn long.
on write it down on the chart paper.
5. Read the short story called “Walk in the Have felt board ready.
Rainforest.”
Jungle: Land covered with thick plants like Ask students to raise their hands if
trees, vines and shrubs and bushes. There are they have a question.
many different jungles around the world. More
than half of the plants and animals of the world Give clear directions so students
live in the jungle. Jungles can also be called always know what to do and stay
Rainforests. on task.

Rainforest: They are found in the tropical

region. It is very hot all year and rains almost
everyday. Rainforests are very wet.

Development ( 20 minutes)
1. Tell the students that since the jungle is
so big and tall they divided the jungle
into four layers to make it easier to learn
about the different parts of the jungle.
2. Uses the felt board introduce the four
layers.
Forest Floor: Has very little to no sunlight
Dead leaves
Ferns, mosses and mushrooms
grow (only shade plants that need little
sunlight can grow here)
Vines begin at the forest floor and
grow through the layers
Insects live here
Tree roots

Understory: From near the ground to about 18

meters
Small trees
Little sunlight
Some birds live here

Canopy: about 18 meters to 40 meters

Thick, green and leafy
Lots of sunlight
Most animals, birds and insects
live in the canopy
Flowers grow here
Fruit grows here
 “Layers of the Jungle” song:

Tune: “If you’re happy and you know it”

There are four layers in the Jungle.

4 LAYERS!

There are four layers in the Jungle.

4 LAYERS!

Forest floor, understory, canopy, emergent.

http://www.lessonplanspage.com/SSMDRainForestUnitK.htm
 Lesson Plan #2

Name: Ashley Scherle Date:

Subject: Visual Art/Language Arts Grade: Kindergarten

Content/Topic: Layers in the Jungle Instructional Strategies: Interactive (class

discussion), Direct (Listening and
Viewing)

Outcomes: Indicators:
CPK.4 Create art works that express own Students will be able to:
observations and ideas about the world. Observe and identify top, middle and
bottom

Work on their small motor skills

CRK.3 Listen, comprehend, and respond to Recognize letters and their corresponding
gain meaning in oral texts. sounds. Graphophonic cues

Following Directions

Cross Curricula Competencies: Dance: Movement patterns to the song “Layers of the
Jungle”
CCC: developing thinking, developing literacies

Prerequisite Learning: Students understand what a Jungle is and what the four layers
are. Students are able to colour using markers or crayons.

Adaptive Dimension: This lesson focuses on small motor skills which are important for
kindergarten students you need practice in developing these skills. This lesson also is
hands on learning which helps engage student learning. This lesson also focuses on letters
on the alphabet and there sounds. This is good practice for students who need more
practice with letters in the alphabet.
Preparation: (equipment/materials/set-up)

Materials: Pg. 71-73 in All About the Rainforest Book (20 copies), yarn, scissors,
crayons/markers, glue, hole punch, Song “Jungle has four layers”, piano, piano music,
chart paper and markers

Set Up: Photocopy colouring pages, cut out paper and coloured paper (6 pieces/child),
bring a hole punch, have piano music ready.

Set ( 10 minutes) Student Engagement/Classroom

1. Gather on the carpet on the floor. Management Strategies
Review the four layers by writing
them on the chart paper as the
students tell you. Gather the students on the floor facing the
2. Ask the students to tell you the first teacher chair.
letter of each of the words and say
their sound. If a student is having a hard time listening
3. Sing the “Layers of the Jungle” and paying attention move them up to sit
closer to you.

Development ( 30 minutes) Keep an eye on the time to make sure the

1. Move to the table area. Ask lesson does not run too long.
students to grab their buckets and
move to the table. Have Piano music ready.
2. Ask students to put the layers in the
correct order. Walk around to make Have all students’ art supplies on the table
sure all students understand. ready to use.
3. Show students my Jungle Layer
Mobile and review what each layer Ask students to repeat the directions to
is. make sure students understand what to do.
4. Then colour each layer. (using
markers or crayons)
5. Then have students glue their
drawings onto coloured paper.
6. Help student’s hole punch and use
yarn to connect them all together.
7. Ask students to write their name on
the back and collect all students
work.

Closure ( 5 minutes)

1. Review the first letter of each layer

and its sounds.
 2. Read books if students finish early.

Assessment: Checklist:
Students follow directions, are able to put the pieces in the collect order, students
recognize the letters and the letter sounds.
 Lesson Plan #3

Name: Ashley Scherle Date:

Subject: Science/Arts Education-Drama Grade: Kindergarten

Content/Topic: Weather and Location Instructional Strategies: Experiential

Learning (role playing), Direct (listening
and reviewing), Interactive (discussion)

Outcomes: Indicators:
CPK.2 Explore a variety of drama Student’s will be able to:
strategies including: • role e. Listen to others and work co-operatively
in dramatic contexts.
h. Assume roles willingly in contextual
NSK.1 Explore features of their natural drama.
surroundings (weather conditions) c. Describe and illustrate features of the
Tropical Rainforest such as: weather
conditions

Cross Curricula Competencies: Language Arts: listening, speaking, comprehend and

gain meaning from oral texts
CCC: developing thinking, developing identity, developing literacies, developing social
responsibility

Prerequisite Learning: Students know a few weather words (i.e. rain, sunny)

Adaptive Dimension: In this lesson I adapted the science curriculum. It discusses the
local environment however I adapted it to the Tropical Rainforest environment to fit with
my lesson and unit theme.
In this lesson students will be actively involved in the short story by having roles and
actions to participate in. This works well for many of my students as they are very active
and many can not sit still for long periods of time.

Preparation: (equipment/materials/set-up)
Materials: chart paper, marker, globe, short story “Weather Ride” in All about the
Rainforest
Set-up: Photocopy and know the short story well, have chart paper, marker and globe
ready to use.
Set ( 10 minutes) Student Engagement/Classroom
1. Gather students on the carpet. Management Strategies
2. Review what there are many different
types Jungles. Then discuss what a Gather the students on the floor
rainforest is and then talk about the facing the teacher chair.
location of a rainforest.
3. Look at a globe and show where the If a student is having a hard time
tropical rainforests are and then show the listening and paying attention move
students on the globe where we are. them up to sit closer to you.
Tropical: Area/region near the equator
4. Talk about what the weather is like in Keep an eye on the time to make
Rainforest. (It rains a lot, sunlight for 12 sure the lesson does not run too
hours a day, very hot, high humidity long.
(amount of moisture in the air, it always
feels wet), weather stays mostly the same Ask students to raise their hands if
year round.) they have a question.
5. Amazon is the biggest tropical rainforest.
There are also large tropical rainforests in Give clear directions so students
Central America, Africa, Asia, New always know what to do and stay
Guinea and Australia. on task.
6. Make a list on the chart paper of what the
weather is like in the tropical rainforest. Look at the Globe ahead of time so
it is ready to go for the lesson.
Development ( 20 minutes)
1. Read the short story called Weather Ride Have paper ready on table for
on pg. 48 of All about the Rainforest to students to draw their weather
the class and ask them to listen to the picture.
different weather words they hear. (light
rain, heavy rain, wind, thunderstorm)
2. Ask students what words they heard them
write them down.
3. Ask students to make a noise with their
body parts that would represent each
word.
4. Then practice each movement and sound
as a class.
5. Reread the short story and ask students to
make the sound/movements when they
hear the words.

Closure ( 5 minutes)

1. Review what the Tropical Rainforest is

and what is the weather like there.
2. Ask students to draw a quick picture of
what the weather in the Tropical
Rainforest looks like.

Assessment: Observe students to see if they are listening and working well with others
in the short story drama. Are students participating in the short story drama?
Collect student’s drawings of what they think the weather in the tropical rainforest
looks like.
(Rain, sun, thunderstorm, hot weather)
Do students show a clear understanding in their drawing what the weather looks like in
 Lesson Plan #4

Name: Ashley Scherle Date:

Subject: Science/ Arts Education: Visual Art Grade: Kindergarten

Content/Topic: Jungle Plants Instructional Strategies: Direct

(Structured Overview), Interactive
(Discussion), Experiential (Project Work)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Student’s will be able to:
of plants in the Jungle. j. Create visual representation of the
characteristics of a plant share with
classmates and others.

a. Pose questions about observable

characteristics of plants (i.e. are all plants
have roots in the ground? Do all plants
need water?)
CPK.4 Create art works that express own
observations and ideas about the world.
h. Demonstrate co-ordination and
development of skills in the use of simple
visual art tools and materials.

a. Discuss choices made in

creating art works.

Cross Curricula Competencies: Language Arts: Listening and comprehending oral

texts.
CCC: developing thinking, developing identity, developing literacies, developing social
responsibility

Prerequisite Learning: Students have already worked with markers and glue sticks.

Adaptive Dimension: In this lesson students not only look at pictures and discuss
different types of plants in the Jungle there is hands-on experience by creating a Tree
with different types of materials. This lesson is also good practice for the student’s fine
motor skills.

Preparation: (equipment/materials/set-up)
Materials: Magic Tree House Research Guide Rain Forests By Will Osborne and Mary
Pope Osborne, Paper toilet/toilet paper rolls, paper, leaves, glue, markers
Set-up: Have paper toilet/toilet paper rolls cut and ready, have leaves on plates around the
tables, write plant message on the chart paper before the class starts.
Set ( 15 minutes) Student Engagement/Classroom
1. Begin by reading message off the chart Management Strategies
paper. Paragraph from Magic Tree House
Research Guide Rain Forests By Will Gather the students on the floor
Osborne and Mary Pope Osborne On Pg. facing the teacher chair.
31
More than half of all the different kinds of plants If a student is having a hard time
on earth grow in the jungles. Many Jungle plants listening and paying attention move
have not even been discovered yet. But some that them up to sit closer to you.
we do know about are truly amazing. There are
plants that eat insects. There are plants with Keep an eye on the time to make
fruits longer than baseball bats. There are plants sure the lesson does not run too
with flowers bigger than bicycle tires. long.
2. Review that there are many different
plants in the Jungle here are some Have art supplies on the table ready
pictures of a few of them. to go.
3. Giant rafflesia flower: Biggest flower in
the world, grows on the Forest floor, can Ask students to raise their hands if
weigh up to 25 pounds and it has a stinky they have a question.
smell. Orchids: grow up in the canopy
on trees where there is a lot of sun. There Walk around the room to make
are many different kinds and colours of sure everyone is on task and to help
orchids. Lianas are vines (hard, woody with any questions or troubles the
stems) Wind around trees towards the students may have.
sunlight. Roots in ground and grow
upwards (lots in the Understory and Only give 3 directions at one time
canopy. Fungi: grow on the forest floor and ask a student to repeat
(don’t need light to grow) Live off of directions to check for charity.
dead plants and animal matter. Example
mushrooms. Pitcher Plant: Eat small When giving directions make sure
insets. These plants have flowers that are students hands are free.
shaped like a jug. Water is collects in the
jug and when an insect goes inside a jug
it snaps shut and the plant eats it for food.
Banana Herb: Banana is fruit that we
eat. Takes 3 to 4 months before we can
eat them. Banana stems have about 150
fingers. Cocoa tree: grows well in shade
and wet areas. Understory. Cocoa is used
to make chocolate. Coffee bush: grows
flowers then berries which are used for
making coffee. Takes 6 to 8 years to e
fully ripe. They can live for 100 years.
Kapok Tree: Tallest tree in the Jungle
reaching more then 60 meters 150 feet.
Lots of plants and animals live on these
trees.

Development ( 20 minutes)
1. After students look at all the plant
pictures ask them if they have any
questions.
2. Tell the class that we are going to make
our own Kapok Tree.
3. Ask students to get their buckets and
move over the tables.
Extension: If there is extra time you could go over the chart paper writing and work on
language skills. (Example: Letter sounds, vowels etc)
 Lesson Plan #5

Name: Ashley Scherle Date:

Subject: Science/Language Arts Grade: Kindergarten

Content/Topic: Gifts of the Jungle Instructional Strategies: Direct (Explicit

Teaching), Interactive (discussion),
Independent Study (Assigned Question)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Student’s will be able to:
of plants, animals, and people j. Create visual representation of the
characteristics of a student-selected plant or
food found in the Jungle that is important
to the student.
CRK.4 Comprehend, retell, and respond to
basic ideas in stories and oral information j. Relate personal experiences, and
represent responses through a drawing

CRK.3 Listen, comprehend, and respond to

gain meaning in oral texts. d. Follow simple directions correctly and
independently (e.g., Please put away your
markers away and put your picture on the
shelf.) and remember instructions given
earlier.

Cross Curricula Competencies: Health: Food/Healthy eating

CCC: developing thinking, developing identity, developing literacies, developing social
responsibility

Prerequisite Learning: Students are able to trace letters and words.

Adaptive Dimension: Not all students can write all of their letters, inside of students
having to print each letter they can trace the letters and words instead.

Preparation: (equipment/materials/set-up)
Materials: chart paper, marker, Magic Tree House Research Guide Rain Forest By Will
Osborne and Mary Pope Osborne, gift bag with banana, tomato, wood, bicycle, rubber,
orange, pineapple, grapefruit, black pepper, cinnamon, coffee, nuts, chicle (makes gum
chewy), cocoa beans (used for making chocolate), rosy periwinkle flower, paper for
drawing “The Jungle is important to me”, markers
Set-up: Write Paragraph on chart paper, have paper on the table ready for the students,
have gift bag ready with all the items.
Set ( 8 minutes) Student Engagement/Classroom
1. Gather students on the floor in front of Management Strategies
the chart paper.
2. Read the message to the class. Paragraph Gather the students on the floor
from Magic Tree House Research Guide facing the teacher chair.
Rain Forest By Will Osborne and Mary
Pope Osborne on pg. 91 If a student is having a hard time
Jungles can seem like magical, far away places. listening and paying attention move
But many things we use every day come from them up to sit closer to you.
Jungles around the world.
3. Bring the large gift bag full of everyday Keep an eye on the time to make
things we use. sure the lesson does not run too
4. Pick one student to come up and pick an long.
item out of the bag. (Items include:
banana, tomato, wood, bicycle, rubber, Ask students to raise their hands if
orange, pineapple, grapefruit, black they have a question.
pepper, cinnamon, coffee, nuts, chicle
(makes gum chewy), cocoa beans (used Walk around the room to make
for making chocolate), rosy periwinkle sure everyone is on task and to help
flower (used in medicines to help people with any questions or troubles the
you have cancer) students may have.
5. Talk about each item. Example questions:
What is it? Do you like eating this? What Give clear directions so students
is it used for? always know what to do and stay
6. Tell students that these foods where first on task.
found in the Jungle and now are grown in
farms around the world. Call out students names for your
7. Tell the students that not only is the helpers instead of picking students
Jungle important because it gives us food who have their hand ups.
to eat it. There are many different plants
that are used for medicine to help people
feel better when they are sick. For
example the rosy periwinkle flower this
is used to treat many different kinds of
cancer. Banana leaves can be cut up and
used on a burn, also many plants help
when you have a cold or cough. Ginger
can be used as a spice for cooking but
also help treat colds (boil root and drink
as a tea)
8. The Jungle is also important to us
because it helps give us clean air to
breathe. Plants give us oxygen which we
all need to live.

Development ( 20 minutes)
1. After hearing about all the good things
the Jungle gives us I want you to pick
one thing you like that comes from the
Jungle and draw a picture of it.
2. Some example are ( bananas, bicycle,
cocoa bean)
3. Together as a class write done on your
paper “The Jungle is important to me”
4. Have students follow each letter as I
write it on the big chart paper.
5. Have students draw their picture on the
 Lesson Plan #6

Name: Ashley Scherle Date:

Subject: Science Grade: Kindergarten

Content/Topic: Jungle Animals Instructional Strategies: Interactive

(story, discussion, pair groups)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Students will be able to:
of animals i. Sort and classify pictures and drawings of
animals, using student-developed criteria.

h. Identify similarities and differences in

observable characteristics among different
animals.

Cross Curricula Competencies: Language Arts: speaking, communicating and working

with others
CCC: developing thinking, developing identity, developing literacies, developing social
responsibility

Prerequisite Learning: Students are able to work with a partner in the class.

Adaptive Dimension: Students are able to work with a partner to help each other and
learn together. This also helps students build their social skills.

Preparation: (equipment/materials/set-up)
Materials: Jungle Animals By Nicki Palin, activity sheet and pieces (one pack/child),
Pages 79 to 85 in All about the Rainforest, glue and large piece of paper, fact sheet about
animals
Set-up: cut out all pieces for activity
Set ( 15 minutes) Student Engagement/Classroom
1. Gather students on the carpet and tell Management Strategies
them today we are going to learn about
some different types of animals that live Gather the students on the floor
in the Jungle. facing the teacher chair.
2. Ask students if they have any ideas of an
animal they think lives in the Jungle. If a student is having a hard time
3. Read the book called “Jungle Animals” listening and paying attention move
By Jinny Johnson and Nicki Palin them up to sit closer to you.
4. Discuss that these are just a few Jungle
animals there are thousands of animals Keep an eye on the time to make
that live in the Jungle. More than half of sure the lesson does not run too
the world’s animals live in the Jungle. long.
5. Does anyone have any questions about
the animals we have learned about so far? Ask students to raise their hands if
they have a question.
Development ( 20 minutes)
1. Tell students we are going to do an Walk around the room to make
activity where you have to match an sure everyone is on task and to help
animal to where it lives in the Jungle. with any questions or troubles the
2. Show an example as a class and check for students may have.
clarity to make sure all understand. Make
sure you put the layers together correctly. Give clear directions so students
It should fit together like a puzzle. always know what to do and stay
Review layers if students are unsure. on task.
3. In pairs let students work around the
room on the activity. Tell students to only take one piece
4. Once a pair is complete have them raise out of the bag at a time so they do
their hands quietly and check to see how not loose the pieces for their
they did. (Record answers) activity.
5. Tell them how they can self check
6. Once they are done have them glue the
pictures in the correct place.

Closure ( 5 minutes)
1. Discuss what some of the animals they
learned about today.
2. Put the cut out animals onto the felt
board.

Assessment: Observe students as they are working on the activity and record what you
see:
Do they know what animal it is? Do they know anything about that animal? Do they
know where in the Jungle that animal might live? How is one animal different from
another animal? How are they the same?
 Lesson Plan #7

Name: Ashley Scherle Date:

Subject: Arts Education: Dance Grade: Kindergarten

Content/Topic: Chicken Dance (Jungle Instructional Strategies:

Animal Dance) Experiential(exploring movements for
dance) and Interactive (group interaction)

Outcomes: Indicators:
CPK.1 Express ideas through exploration Students are able to:
of the elements of dance including: action,
body and space Follow along and demonstrate the
movements be taught in the “Chicken
Dance”
Demonstrate animal movements with the
use of variety of body parts
Put their animal’s movements together to
create a short dance phrase
Students understand the connections
between the “Chicken dance” and their
own animal dance.

Cross Curricula Competencies:

Science: Learning about Jungle Animals and their movements.
Physical Education: Locomotor movements and rhythmical movement
CCC: developing thinking, developing identity, developing literacies, developing social
responsibility

Prerequisite Learning: Students are able to follow simple directions. Students have
already worked in a large open space.

Adaptive Dimension: If larger space is not available use classroom and modify
movements so that they have to pick things they can do in on the spot. You could also
have students draw the movements of the animal.

Preparation: (equipment/materials/set-up)
Materials: CD player, CD: Chicken Dance Song, Large Open Space (Gym)

Set-up: Plug in CD player and have music ready to play.

Set ( 8 minutes) Student Engagement/Classroom
1. Gather students on the floor in front of Management Strategies
CD player.
2. Ask students to quietly listen to the song. Ask students to gather on the floor
3. Once the song is over ask students if they facing the teacher
recognized the song and what the name
of it is. Make sure the space is big enough
4. Go over each movement with the class so the students have enough room
and practice until most students can to move around.
follow along.
Keep your eye on the time so you
5. Then turn on the music and dance to the
do not go over.
Chicken Dance.
Make sure students are choosing
movements that are not too
Development ( 20 minutes) dangerous. (Provide example
1. Tell students to sit back down then tell movements)
them instead of doing the Chicken Dance
we are going to pick an animal from the Give clear directions and many
Jungle and make there movements. examples so students get right on
2. Tell the students to move around the task once they are in groups
space like a monkey.
3. Move when the music is on and freeze If a student is are getting to loud
when the music stops. tell them it is a silent dance. (No
4. Gather students in a large circle talking when you are dancing.)
5. Ask what where some of the monkey
movements you did.
6. Together as a class pick the different
movements from the monkey dance.
7. Three separate different movements
repeated four times.
8. Practice a few times till students feel
comfortable and then add the music.
9. Repeat.

Closure ( 2 minutes)
1. Ask students what are some other Jungle
animals you could use to make a dance?
2. What did they like about the dance?

Assessment: Observe students throughout the class. Student is engaged in activity and
is able to follow along with the teacher’s movement. Student is able to use their body
to demonstrate animal movements. Students are able work together to create their own
animal dance and are able to connect the movements into a short dance phrase.
Student shows creativity and effort.
 Lesson Plan #8

Name: Ashley Scherle Date:

Subject: Science/Arts Education: Drama Grade: Kindergarten

Content/Topic: Jungle Animals Instructional Strategies:

Interactive(Story, discussion)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Students will be able to:
of animals h. Identify similarities and differences in
observable characteristics among different
animals.
a. Pose questions about observable
characteristics of animals such as “Do all
animals have four legs?”, “How do fish
CPK.2 Explore a variety of drama breathe?”
strategies including: role h. Assume roles willingly in contextual
drama.
a. Use sources such as stories to initiate
drama work.

Cross Curricula Competencies:

Mathematics: counting
Language Arts: speaking, listening, comprehending oral text.
CCC: developing thinking, developing literacies

Prerequisite Learning: Students are able to sit and listen to a story being read to them.
Students are able to use paint bushes and paint.
Adaptive Dimension: In this lesson students are actively involved in the story. This will
help keep students engaged and on task. Students will be moving by creating actions to
the words.

Preparation: (equipment/materials/set-up)
Materials: Over in the Jungle: A Rainforest Rhyme By Marianne Berkes, Animal Fact
sheet, Shoe box(painted), paint and paint bushes for the students (blue, green, brown),
Animal movements for the story sheet.
Set-up: Set up paint and bushes at the tables.
Set ( 8 minutes) Student Engagement/Classroom
1. Gather students on the carpet in front of Management Strategies
the chair.
2. Ask students if they know what clay is Gather the students on the floor
and if they have ever made anything with facing the teacher chair.
clay before.
3. Introduce the book called Over in the If a student is having a hard time
Jungle: A Rainforest Rhyme By listening and paying attention move
Marianne Berkes and Illustrated by them up to sit closer to you.
Jeanette Canyon.
4. Discuss how the pictures are made out of Keep an eye on the time to make
clay. sure the lesson does not run too
5. Read the story. long.
6. Discuss what kind of animals did you see
in the book? Do you know that they are? Have art supplies on the table ready
7. Talk about any of the animals they did to go.
not know in the book.
Ask students to raise their hands if
Development ( 30 minutes) they have a question.
1. Reread the book to the class and add the
actions of each animal. Walk around the room to make
2. Tell the students to freeze when you want sure everyone is on task and to help
them to stop doing an action. with any questions or troubles the
3. Ask the students their favourite part of students may have.
the book was?
4. When students are finished asking Give clear directions so students
questions about the book tell them we are always know what to do and stay
going to make our own animals using on task.
modelling clay and animal cutters.
5. Show students an example including how Make sure all students can see the
to use the clay and cutters. book’s pictures while you read.
6. Ask students to repeat directions then go
find a place to sit at the table. Tell the students you are using the
7. Remind students to be patient if someone word freeze when you want their
is using a cutter that you want to use. attention.
8. Tell students when they are done that
they should put their animal inside their
shoe box and go look at a book.

Closure ( 2 minutes)
1. When students finish have them
read/look at books.

Assessment: Observe students:

Are students engaged in the story? Do they ask any questions about animals? Do they
see similarities/differences between animals? Can they remember some of the animals
that live in the Jungle? Are students engaged in the role playing? Are they listening and
working cooperatively with their classmates?
Over in the Jungle: A Rainforest Rhyme By Marianne Berkes
Animal Movements to the story:
Marmosets: Swing right arm across body on the word “swing”, then left arm on second
“swing”. (Arms are now crossed). Raise them up high on hung and grab the air with
fingers.

Morphos: Slowly wave both arms at the sides for “flit”, then bringing hands together in
front, flutter fingers quickly.

Parrots: Stamp right foot on first “squawk”; left foot on second “squawk”. Then with
tiny sideward steps walk stiffly.

Leaf Clutter Ants: Get down on hands and feet and quickly scurry to the right and hurry
to the left.

Honey Bears: With arms at sides, raise one shoulder to ear on “scramble”; then the
other. On “scrambled” and “rambled”, move both shoulders forward in a circular motion.

Boa Constrictor: On the floor, curl on one side, stretching arms way out in front and
pull in as if squeezing, on the words, “squeezed” and “pleased”.

Poison Dart Frog: Hop on one foot then the other and quietly fall down on “plop”.

Ocelot: Bending forward place hands under chin as if waiting. Then jump forward on
first “pounce” and backward on second “pounce”. Then jump up and down on
“bounced”.

Sloth: Get on back and move shoulders backwards slowly on “creep”. On the word
“slept”, raise legs as if hanging and hold without moving.

Howler Monkey: Place one hand under armpit on first “hoot”, and other hand under
armpit on second “hoot”. Now move both arms with hands still under armpits and “hoot
and holler”.
 Lesson Plan #9

Name: Ashley Scherle Date:

Subject: Science/Arts Education: Visual Art Grade: Kindergarten

Content/Topic: Jungle Diorama/half day Instructional Strategies: Experiential

Learning (Project Work)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Students will be able to:
of plants and animals in the Jungle j. Create a visual representation of the
characteristics of a student-selected plant or
animal to share with classmates and others.
CPK.4 Create art works that express own
observations and ideas about the world. h. Demonstrate co-ordination and
development of skills in the use of simple
visual art tools and materials.

i. Discuss choices made in creating art

works.

f. Select from a variety of art materials,

tools, and paper size when creating a visual
art expression

Cross Curricula Competencies: Language Arts: Listening and Comprehending and

following directions.
CCC: developing thinking, developing identity, developing literacies

Prerequisite Learning: Students have used stickers, glue and markers before.

Adaptive Dimension: Students have choice in what they create for their shoe box Jungle.

Preparation: (equipment/materials/set-up)
Materials: Over in the Jungle By Marianne Berkes, Shoe Boxes, Kapok Tree, moss,
stickers, model clay (variety of colours), markers.
Set-up: Have clay ready on tables, Have an example of the shoe box Jungle.
Set ( 30 minutes) Student Engagement/Classroom
1. Gather students on the carpet on the Management Strategies
floor.
2. Begin with opening tasks. Gather the students on the floor
3. Tell them today we are going to make our facing the teacher chair.
own mini Jungles.
4. Show students you shoe box Jungle. Keep an eye on the time to make
5. Tell the students some things you can sure the lesson does not run too
include. First we are all going to make a long.
animal using clay.
6. Remind students of the story from Have art supplies on the table ready
yesterday by looking at some pictures. to go.
7. Ask students what are some animals you
want to make. Ask students to raise their hands if
8. Show students how to use the clay. (roll they have a question.
it, rip a piece off, flatten it etc)
9. Tell students to think of animal in their Walk around the room to make
hand then go over to the table. sure everyone is on task and to help
with any questions or troubles the
Development ( 125 minutes) students may have.
1. Make animal out of clay.
2. Once students are done making their Give clear directions so students
animal tell students what else they can always know what to do and stay
put in their shoe box. (Kapok Tree, on task.
stickers, moss etc)
3. Help guide students, remind them to When student is off task go stand
think about where you put some your beside them and ask them if they
stickers. Example a butterfly shouldn’t go need any help.
on the forest floor, it should be in the
canopy layer.
4. Have students put shoe boxes on the side
shelf when done.
5. (Play time and Recess will fit in here as
well)

Closure ( 10 minutes)
1. Tell the students that tomorrow you will
share your shoe box Jungle with me.
2. Folders.
3. Home time.

Assessment: Observe Students as they create their shoe box Jungle. Students show an
understanding of what a Jungle and looks like? Students use a variety of materials to
create their Jungle? Students understand that they have choice when creating their
Jungle? Students show co-ordination when using a variety of materials?
Oral Assessment: one on one discussion about shoe box Jungle. Ask students to share
all they know about the Jungle.
 Lesson Plan #10

Name: Ashley Scherle Date:

Subject: Grade: Kindergarten

Content/Topic: Field Trip /Closure Instructional Strategies: Experiential

Learning (Field Trip)

Outcomes: Indicators:
LTK.1 Examine observable characteristics Students will be able to:
of plants, animals, and people in their local c. Seek out information about the
environment. observable characteristics of plants,
animals, and people from a variety of
sources, such as family members, friends,
Elders, knowledge keepers, and scientists.

e. Show respect for the needs of other

people, other living things, and the
environment when observing and
interacting with living things

Cross Curricula Competencies: Social Studies: Students will learn how people are
connected to the natural environment around them.
CCC

Prerequisite Learning: Students have gone on field trips before and know the bus rules.

Adaptive Dimension: Going on a field trip is a good way to adaptive the environment
going to a new location with guest speakers helps students learn in a different/ exciting
way.
Preparation: (equipment/materials/set-up)
Materials: permission slip
Set-up: Book Trip, book bus, collect permission slips and bus money, review field trip
rules
Set ( 8 minutes) Student Engagement/Classroom
1. Sit in a circle and tell students that today Management Strategies
is our last day learning about the Jungle.
Lets go around the circle and you can Gather the students on the floor in a
share something that you learned about large circle.
the Jungle and what you liked the most.
2. Tell students that we are going on a Field Keep an eye on the time to make
Trip to the Floral Conservatory. A Floral sure the lesson does not run too
Conservatory is a place where plants long.
grow inside. These plants can live all
year round because it is warm inside the Go over rules for going on a Field
building. Trip. (What do you do on the bus
3. In the floral conservatory we are going to and when you have a guest
walk through and look at all the pretty speaker)
plants and flowers. You might even see
plants that live in the Jungle so keep an Ask students to raise their hands if
eye open for any plants you remember they have a question.
learning about.
4. Load the bus for the Floral Conservatory. Split up students that do not work
well together.
Development ( 75 minutes)
Floral Conservatory (10:00 till 11:15)
Tour of Plants
Plant your own plant to take home.

Closure ( 10 minutes)
1. Discuss what you saw, and connections
to the Jungle/Rainforest?
2. Home time.

Assessment:
Observe students: Do they ask questions to the guest speakers? Show curiosity? Show
respect to the environment and people around them?
 Professional Development Plan

Topic: Lesson #1 Intro to the Jungle Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

I will try to spread my questions around the

Questioning- Distribution and room.
incorporation of higher level thinking I will ask some pupils even if they do not
questions have their hand up.
I will ask questions from a variety of levels

Management: I will continually scan the so that I am

aware of what students are engaged in.

3. Instructions for Observer:

Did I give all students the opportunity to speak? (even those without their hand up). Give
students the opportunity to think (appropriate wait time). Did I try to avoid of yes-
no questions? How often do I scan the room and am I aware of what all students are
engaged in?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #2 Layers in the Jungle Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

I will begin with a hook to capture the

Giving Directions: students attention/interest

I will give brief, understandable directions

I will check for understanding

3. Instructions for Observer:

Did I have capture the students attention/ interest at the beginning of my lesson?
Were my directions clear and did students understand what they were suppose to do?
Did I ask a student to repeat my directions to check for understanding?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #3 Weather and Location Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

I will begin with a hook to capture the

Class/student involvement – to involve all students attention/interest
the students in the lesson so they are
engaged participants I will assign ‘jobs’ to all students so they
can be active participants

3. Instructions for Observer:

Did I capture the student’s attention with an appropriate ‘hook’? Were students excited to
participate? Did I encourage students who were not participating to get involved?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #4 Jungle Plants Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Explaining I will use suitable language when

explaining the different types of plants that
live in the Jungle.

I will use examples such as pictures and

illustrations.
Management I will have materials ready

3. Instructions for Observer:

Did I use appropriate language when teaching about the plants of the Jungle? Was my
explaining clear and concise? Did I have smooth transitions from the carpet
discussion to the tables for art time? Were the art materials ready to help reduce
“dead” time?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #5 Gifts of the Jungle Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Distribution of Questions I will distribute questions to as many

students as possible to increase
involvement

Learner Engagement I will interact with the students as they

engage in the learning task

3. Instructions for Observer:

What students did I allow to answer more questions then others? Is there a pattern to
the way I ask questions?

Give examples when I demonstrate the intended group focus and evidence of learners
being engaged.

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #6 Jungle Animals Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Learner Engagement My activities involve hands-on

experiences.

I will ask students if they have any

questions before beginning independent
tasks.

I will interact with the students as they

engage in the learning task.

Management I will position myself so that all students

can see the book while I’m reading it.

3. Instructions for Observer:

Do I ask students if they understand or have any questions before working on
independent tasks? Do I walk around the room and interact with students as they are
working? Are all students able to see the book and pictures as I’m reading?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #7 Jungle Animal Dance Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Communication Skills I will speak clearly and loud enough so all

students can hear.

Management I will use verbal and non-verbal cues to get

students attention.

I will move towards disruptive students.

3. Instructions for Observer:

Are all students able to hear my directions in a larger environment like the gym? Do I tell
students that I will put my hand up as a signal for students to stop what they are doing
and listen? Am I aware of off task behaviour? Do I move towards disruptive students?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #8 Jungle Animals Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Questioning- Distribution and I will try to spread my questions around the

incorporation of higher level thinking room.
questions I will ask some pupils even if they do not
have their hand up.
I will ask questions from a variety of levels

Management I will involve all the students to help keep

students engaged and on task.

When a student if off task I will call out

their name and deal with the situation
before moving on.

3. Instructions for Observer:

Did I give all students the opportunity to speak? (even those without their hand up).
Give students the opportunity to think (appropriate wait time). Did I try to avoid of
yes-no questions? Are all students involved in the lesson? Am I aware of poor
behaviour and deal with it appropriately?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #9 Diorama Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Giving Directions I give 3 concise directions at one time.

I will check for understanding by

asking a student to repeat the directions
of the task.

Management I will walk around the room to make

sure all students know what to do and
are on task.

3. Instructions for Observer:

Please list ant points throughout the lesson where the pupils are really following.
Please list any points throughout the lesson where pupils are not following. Do I walk
around and observe students working and help students who need it?

4. Data Collection:

5. Other Comments:
 Professional Development Plan

Topic: Lesson #10 Field Trip Date:

Teacher: Ashley Scherle Observer: Sharon Gudereit

1. Professional Goal 2. Steps to Achieve Goal

Management I will make sure students understand

the expectations of going on a field trip.

I will assign students with a pair.

I will stand and sit by disruptive

students.

3. Instructions for Observer:

Please mane a note of the time, student, name, and student action. What effect did my
response have?

4. Data Collection:

5. Other Comments:
 Assessment Chart Lesson #1

Student’s Name Students are actively What is a Jungle?

participating in singing and
following the actions (YES
OR NO)
 Checklist Assessment Lesson #2

Student’s Student’s Student’s Student’s Student’s are Students are

Name are able to demonstrate are able to know the able to
put the good small identify the correspondin follow
layers in the motor skills correct letter g sound to the directions
correct order letter
 Checklist Assessment Lesson #3

Student’s Name Students listen and Student’s are Student’s show a

work well with actively clear understanding
other students in the participating in the of the weather in the
short story drama lesson tropical rainforest
through their
drawing
 Observation Assessment Lesson #4

Student’s Name Student’s are Student’s are Student’s show Student’s are
listening and able to express co-ordination able to list two
asking their thoughts with the art or more facts
questions about about the materials about of the
different plants Kapok Tree trees they
through their learned about
art work
 Checklist Assessment Lesson #5

Student’s Name Student’s can Student’s remember Students are able to

explain what they directions and trace the letters and
drew came from the follow them words with little
Jungle and how it is correctly trouble.
important to them
Scale Assessment Lesson #6

Rubric

Level 4- Exceeds expectations

Level 3-Meets expectations

Level 2-Miniamlly meets expectations

Level 1-Needs improvement

*Circle the number necessary*

• Student is engaged in activity and is able to follow along with the teacher’s
movement.

1 2 3 4

• Student is able to use their body to demonstrate animal movements.

1 2 3 4

• Students are able work together to create their own animal dance and are able to
connect the movements into a short dance phrase.

1 2 3 4

• Student shows creativity and effort.

1 2 3 4
 Observation Checklist Assessment Lesson #7

Student’s Name Do they know Do they know Do they have a How is one
what animal it anything about god idea where animal
is? that animal? that animal different/same
might live in from one
the Jungle? another?
 Observation Checklist Assessment Lesson #8

Student’s Name Student’s are Students are Students are Students are
engaged and able to engaged in role working
ask questions remember two playing cooperatively
about animals or more Jungle with their
in Jungle Animals classmates
 Assessment Chart Lesson #9

Student’s Name Students show Students use a Students show Students

a good variety of good co- understand that
understanding materials ordination they have
of what a using a variety choice
Jungle is of materials