Creating a Rainforest Layer Power Point Presentation

Art, English Language Arts, Reading, Science, Technology

Topic or Unit of Study:
Rainforest Plants and Animals


As a result of this lesson, students will be able to write 9 complete sentences about one of the four rainforest layers using correct spelling and grammar. Students will be able to present their understanding of the information, through an oral presentation using power point.

Students will work in pairs. Each group will be assigned a rainforest layer (Canopy,Understory,Forest Floor and Emergent Layer). Students will compile facts about their layer. Each slide show will have ten slides for the presentation, focusing on a different area (what it looks like, what kinds of plants, what kinds of animals live there, etc.) Each group will present their power point to the entire class at the end of the unit.

Learning Context:
This activity is one of the final activities of an entire unit on Rainforest Plants and Animals. Students have learned about Rainforests through lectures, videos, art projects and library/computer research. Prior to this activity students have made a class mural of a rainforest showing each of the layers.

Students have already learned about each of the rainforest layers prior to this activity. Students have basic wordprocessing skills.
Each pair will be given a layer of the rainforest to present using power point. Each pair will be given a fact sheet about their particular layer. The group will be given 2 class periods (50 minutes each) to select the information to feature and decide which order it will be presented in. The presentation will have ten slides. Each slide, except for the first slide, must have one fact written in a complete sentence and one graphic.
Each pair will create a rough draft of their slides on a predesigned flow chart paper.
Rainforest graphics will be compiled in advance for students to copy and paste into their presentation.

Day 1 and Day 2 (50 minutes each):

Pairs will compile 9 facts of their choice and write them in a complete sentence. Pairs will use the predesigned flow chart to create a rough draft of their presentation.

Day 3 (50 minutes): Pairs will create the background of ten slides and SAVE.

Day 4: Using rough draft on paper,pairs will insert text onto slides (one sentence on each slide) and SAVE.

Day 5: Students will insert one graphic onto each slide from compiled graphics and SAVE.

Day 6: Students will insert transitions and action buttons and SAVE.

Day 7: Catch up day! This will be a day to catch up.

Day 8,9,10: Students will present their Power Point Presentations to the class!

Option: Have the students construct the visuals for the PowerPoint first, completing all pictures and animations. Students then write the sentences using the images as the inspiration. This would help the visual learners and give the students images to help remind them of the facts.

Sample Student Products:

Students will work collaboratively. Students will work in groups of 2.

Time Allotment:
10 class periods. 50 Min. per class.

Author's Comments & Reflections:
Using a predesigned template saves a lot of time for students this age. It is a good way to learn the basics of completing a presentation. I would make sure that the students have a basic plan and idea before going to the computer, at least about what they are going to write, so that it is more efficient and accurate. For this, I would create a rough draft flow chart on paper. Because this project requires working with another person, I would make sure this wasn't the first time students have worked in pairs!

Instructional Materials:
 1. Rainforest Website

  • The number of computers required is 1 per 5 students.
  • Technology resources:
    Netscape, PowerPoint, Large screen for presentations
  • Materials and resources:
    Exploring the Rainforest by CopyCat Press.
  • Students Familiarity with Software Tool:
    Students have basic word processing skills.

CA- California K-12 Academic Content Standards
• Subject English Language Arts
• Grade Grade Three
• Area Written and Oral English Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
• Standard 1.0Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
• Concept Grammar
 Benchmark or Example 1.4Identify and use subjects and verbs correctly in speaking and writing simple sentences.
• Area Listening and Speaking
• Standard 1.0Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
• Concept Organization and Delivery of Oral Communication
 Benchmark or Example 1.8Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
• Subject Science
• Grade Grade Three
• Area Life Sciences
• Standard 3Adaptations in physical structure or behavior may improve an organismís chance for survival. As a basis for understanding this concept:
 Benchmark or Example bStudents know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Assessment Plan:
Students will be assessed based on the organization of their rough draft prior to going to the computer. Students will be assessed by their Power Point Presentations and meeting the criteria of the assignment. (one sentence on each slide,one graphic, etc.)

Power Point Rubric