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Published by marsha_burton, 2016-04-21 21:42:31

Portfolio Project

Portfolio Project

ACP Showcase Portfolio

Marsha Burton
Earth Science
April 18, 2016

Table of Contents

• Student Preparation Strategy
• BOPPPS Lesson
• CAT
• Questions
• Technology
• Reflection

M. Burton- Instructor
Meeting times are Mondays, Wednesdays and Fridays in Room 217 Greenspoint Center

Campus from 9: am-12noon.

Additional Materials: A hard copy of our class calendar and a grading rubric will be available
during our first week of class. Links to resources will be available online.

What to Expect

This is a Science class. We will spend time in discussions such as: “Please, Please, Please” and “Stop in
the Name of Love”, reading scientific texts, research and some lecture. There will be a project due
near the end of the semester. These activities and others are meant to help you think critically about
topics that relate to our environment and practices that will assist you in this class and beyond.

What I Will Do

I will be prepared and on time I will respect you and your opinion

I will be fair I will be available

What You Will Do The same

BOPPPS LESSON PLAN

COURSE: Earth Science
Lesson Title: Temperate and Tropical Rainforest

Bridge: How will you gain learner interest and set the stage for the lesson? I will send an email to the
class posted on our class Face book page the day before class. They will be asked to use on line resources
to identify the two types of rain forest, what are some characteristics of each, locations of at least one of
each, and name several resources for the next class. At the beginning of class each student will be given
a piece of paper with either a statement or a question. They will seek out the person with the correct
information or statement.

Estimated time: 20min.
Course Student Learning Outcome:

Learning Objectives: By the end of this lesson, students will be able to

1. (Identify Bloom level) compare/ contrast the two types of rain forest and some of their
features. Comprehension Level 2

2. Specify locations of at least one of each type of rain forest. Comprehension Level 2
3. (Identify Bloom level) Name several resources and their economic importance.

Comprehension Level 2

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the

student preparation strategy you developed.

I will access prior knowledge based on the bridge exercise, Face book response and a brief discussion at

the end of the bridge exercise.

Estimated time: 20 min

Participatory Learning:

HIGHLIGHT AND LABEL THE FOLLOWING: Class will reassemble and discuss information, statements and

answers.
4 questions with Bloom’s level identified. What are the two types of rain forest? Level 1
What features are alike? How are they different? Level 2
New instructional technology you are trying Class Face book page
At least one classroom assessment technique (CAT) Discussion

Time Instructor Activities Post Learner Activities Lesson Materials
2min directives on Class Face book Respond with any questions they Computer, I Pod
page may have
3min Allow students to choose their Find the person with the statement students
slips of paper or information they need

Post-assessment: How will you assess if objectives have been met? I will access if objectives have been
met by the answers received during the discussion.
Estimated time:

Summary: How will you close the lesson? The end of this lesson will be closed with a brief review.
Estimated time: 45 min.

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Temperate Rainforest Ecosystems

Research and design by Roseanne Weir, Science teacher at John Steinbeck Middle School, National Park Service photo
San Jose, California in conjunction with San Jose State University and NASA Ames.

Focus Questions

What is a temperate rainforest?

How does a temperate rainforest compare to a tropical rainforest?

When people hear the word ”rainforest” they

most likely think of the lush jungle plants,

colorful birds, high humidity, and heavy rainfall

of tropical rainforests. These forests are found

in Southeast Asia, Africa, South America, and

Central America in countries such as Panama.

But there is another kind of rainforest, called

the temperate rainforest that exists right in the

United States along the coastline of the Pacific

Northwest and in Canada, and Alaska.

Temperate rainforests are formed in the Pacific

Northwest because the coastal mountain ranges

in Washington, Oregon, and Northern California

trap the air masses full of moisture that rise

from the Pacific Ocean. As this moisture Walking through the giant
condenses into rain it creates lush rainforests redw ood trees, while sunlight
with trees like the Coastal Redwood in California streams o nto the forest floor.

that grow to enormous sizes and a biomass that exceeds that of the tropical

rainforests.

What is a temperate rainforest?

Temperate rainforests receive from 1,500 to 5,000 millimeters (60 to 200 inches)
of rain a year. In California, the rainfall is closer to the lower end of the range and
there is even a concern about drought in the summer months. The climate is mild
(temperate) because the same mountains that block the ocean moisture help
protect the rainforest from extremes in the weather. There are two seasons in the
temperate rainforest; one long, wet season where the temperatures rarely drop to
freezing and one short dry season when the temperatures rarely exceed 80. Even
in the dry season the climate is cool and cloud-covered with fog providing the
necessary moisture to nourish the rainforest. Fog provides about 175-3,000
millimeters (7-12 inches) of rain each summer. Temperate rainforests cover only 75
million acres of earth.

Two-thirds of all temperate rainforests are in the Pacific Northwest. The trees grow
to enormous sizes since the winters are mild and the rain is abundant. Many
epiphytes are found in the temperate rainforests. Epiphytes are plants that grow
on other plants. The maple trees have more epiphytes than any other tree and
researchers cannot yet explain why. The maples here are covered with club
mosses. Other trees have ferns, lichen, and mosses hanging from their branches.
There is a fine mist in the air. The forest is always damp with water dripping from
the tree branches and sunlight filtering through the canopy onto the forest floor.

What is the structure of the temperate rainforest?

Like the tropical rainforest, the temperate rainforest is divided into layers. The
topmost layer is called the canopy, which is dominated by tall evergreen conifers
(trees that produce cones with seeds). Because of the heavy rain and mild
temperatures, these conifers enjoy maximum year-round growth and reach record
heights and girth. Coastal redwood giants in California have reached heights of over
300 feet (the height of a 30 story building!). There are four additional conifers that
grow in the rainforest. The next tallest is the Douglas Fir (up to 280 feet), followed
by the Sitka Spruce (230 feet), the Western Red Cedar (200 feet), and the Western
Hemlock (130 feet). Some of these trees may be up to 500 to 1000 years old and
the trunk can be more than 100 feet around!

Beneath the canopy is the understory. In this layer are found small shade-loving

Courtesy of Dr. Elizabeth Anne Viau trees, such as the dogwood with its’ beautiful
pink and white flowers, and vine maples.
Ferns, salal, and berry shrubs grow in the
filtered sunlight beneath the small trees.

On the forest floor, the lowest layer, there is
a thick covering of low-growing lichens,
mosses, small plants (such as oxalis),
wildflowers, and grasses. The ground is
covered with conifer needles, leaves,
branches, twigs, and fallen dead trees. Mosses
and algae cover the rocks, tree trunks, and
branches. Everything feels rich and moist and
is very green on the forest floor. This shady,
rich environment allows many varieties of
mushrooms, toadstools, and other fungi to
thrive. The soil here is especially full of nutrients because there is much dead
organic material on the ground being broken down by decomposers such as
bacteria and insects. Because the temperatures are cool, the material is broken
down and recycled much more slowly than in the tropical rain forest. Scientists
have measured more biomass (living things) in each square yard of this forest than
anywhere else on Earth.

When a huge tree (usually a Sitka Spruce) dies and falls onto the forest floor, small
seedlings often take root on the horizontal trunk and it becomes a nurse log
nurturing the tiny plants. They are called nurse logs, because young trees grow on
the top mossy surface of the fallen trees. These fallen logs make a moist, soggy
habitat for mosses, ferns, lichens, and new tree seedlings. Colonnades (trees
standing in a row) may form after the nurse log has completely disintegrated.
Trees can also be found standing on “stilts” because they first sprouted on stumps
of dead trees and as they grew over time, the stumps decayed leaving the tree
standing only on the roots.

Most of the animals in the temperate rainforest live on or near the forest floor.
Here, the understory and canopy provide protection from the wind and rain and
most of the food is found there. Cones drop from the trees with nutrient rich
seeds, which are eaten by birds and small animals such as voles (mouse-like
creatures) and chipmunks. Insects live in the mossy floor and tree bark. Birds and

amphibians feed on the insects. Many amphibians live in the streams and ponds
and salmon are important consumers. Deer feed on the grass and leaves of the
understory. The top consumers of the food chain in the temperate rainforest
include black bears and cougars.

How does a temperate rainforest compare to a tropical
rainforest?

Mainly because of the differences in temperature and rainfall, the temperate and
tropical rainforests are very different places. The trees, the plants, the structure of
the forest, the animals that live there, and even the type of soil are so different that
if you stood in the middle of each forest, you would have no trouble telling which
forest you were in just by looking around and observing!

In a lush tropical rainforest you would see that the types of trees and plants are
very different than in the temperate rainforest. There would be many varieties
(over 1,100 species of plants in some tropical rainforests!) of leafy trees and plants,
mainly palms, bamboo, and tree ferns. Branches touch and leaves seem to fill
every space in the canopy. Vines, such as the Strangler Fig, hang down from the
trees. Insects are everywhere and there are colorful fruits, and birds such as
parrots. Most of the animals live in the canopy far above the forest floor and you
would also see a greater variety of animals and birds. You may see monkeys,
jaguars, bats, and large poisonous snakes. The forest would be teeming with the
movement and sounds of life. The temperature would always be warm, never cool
in the tropical rainforest.

Standing in a temperate rainforest, the temperature may be warm in the
summer, but most of the time it would be cool and wet. There would be giant
redwood trees mixed with only 3 or 4 other species of tall conifer trees. In the
understory are leafy, delicate trees and shrubs such as dogwoods and maples. The
forest floor is a thick layer of mosses and other low-growing plants with nurse logs
nurturing young plants. This where most of the animals of this forest live because
the soil is rich, there is lots of food, and the tall trees provide protection from the
sun, wind, and rain above. You may see a bear or cougar, birds such as owls or
woodpeckers, raccoons and chipmunks, or a grazing deer or elk. Never a

poisonous snake! This forest is quiet and peaceful with sunlight filtering down in
beautiful beams from the canopy above.

Teachers can use the information below to lead an activity using a Venn diagram.

Temperate Rainforest Temperate AND Tropical Rainforest
Tropical Rainforest

One long, wet winter/spring Both wet and dry Two wet seasons, 2 dry
season with a dry, foggy times of the year seasons
summer

5-16 feet of rain a year Lots of rain! 6-30 feet of rain a year

Cool temperatures most of Warm temperatures most
the year of the year

Located on the western Located in a 3,000 mile
edge of North and South wide belt near the equator
America

Mostly conifer trees, some Huge amounts of Mostly broadleaf
broadleaf trees plants evergreens like palms,
bamboo and tree ferns

Largest biomass of any Huge amounts of Largest biodiversity of any
biome animals biome

3 layers of the forest Canopies, 4 layers of the forest
understories, and Emergent layer
forest floors

Most of the animals live on Most of the animals live in
the forest floor the canopy

Jungle-like appearance with Jungle-like appearance Jungle-like appearance
epiphytes, ferns, and with palms, tree ferns,
mosses and vines

No poisonous snakes Has a food chain with Poisonous snakes and
predators and other creatures
Large predators are bears consumers
and cougars Large predators are
jaguars and large snakes
Soil is rich
Faster recovery from Soil is poor
destruction
Vulnerable to Slower recovery from
destruction destruction

Vocabulary – Temperate Rainforest

Biomass n. The total amount of living things in a region such as a rainforest.

Canopy n. The layer of rainforest made up of the tops of the tallest trees:

Coastal Redwood, Douglas Fir, Sitka Spruce, Western Red Cedar, and Western
Hemlock.

Conifers n. Cone-bearing evergreen trees with needles.

Decomposers n. Microscopic fungi and bacteria that feed directly on dead

matter breaking it down.

Epiphytes n. Plants that live on other plants instead of in the soil.

Forest Floor n. Also called the Ground Layer, this is the lowest layer of the

rainforest and has a thick layer of low-growing plants. It is dark and moist with
rich soil. Most animal life exists here.

Nurse log n. A dead tree that falls in the forest and provides nutrients for tree

seedlings and other plants to grow.

Organic adj. Coming from living material such as plants.

Understory n. The middle layer of rainforest containing broadleaf trees and

shrubs.

Related Web Sites

Redwood National and State
Parks, California

http://redwoodnationalandstateparksca.arp.myareaguide.c
om

This site contains information about the
Redwood National and State Parks. You can view
and print maps to the redwood state parks along the California coast. Another
section provides information about the redwoods. A photo gallery provides images
of the forest. Other information about traveling and visiting the redwood forest is
also offered.

Redwood National and State Parks

http://www.nps.gov/redw
This is the home page for the Redwood National and State parks, part of the
National Parks Service web site. A general description is provided about the

redwood parks. By clicking on the “In Depth” button, detailed information is
provided. Maps, Frequently Asked Questions, information about the trees, a photo
gallery, and on-line games about the redwoods for kids is available.

What’s It Like Where You Live?

http://mbgnet.mobot.org/sets/rforest/index.htm
Discusses and compares the difference between the tropical and temperate
rainforests. Offers several pictures and links to other biomes and ecosystems. A
detailed section on rainforest plants is offered with descriptions, pictures and
illustrations.

The Temperate Rainforest

http://www.scsc.k12.ar.us/2001Outwest/PacificNaturalHistory/Projects/LachowskyR/Default.htm
This page provides a great description of the location, climate, trees, and animals
that make up a temperate rainforest. A glossary of terms is provided as well as a
comparison of tropical and temperate rainforests. Links are also provided to other
related rainforest sites.

Temperate Forest Foundation

http://www.forestinfo.org
This site is designed to provide information regarding the temperate forests. A
teacher’s resource section provides access to photos, posters, videos, field trips,
and links to other related sites.

The Temperate Rainforest Canopy of the Pacific Northwest

http://academic.evergreen.edu/n/nadkarnn/TRFwebsite/TRFhome.htm

This interactive site allows you to explore and learn about the creatures in the
forest canopy. Another section provides 3 activities for children: tree and bark
rubbings, canopy poetry, and “Ask Dr. Canopy!” where questions about the forest
canopy can be submitted. Suggestions for being more environmentally aware are
presented. A link to various teacher resources regarding the temperate rainforests
is also available.

American Rainforest Web Adventure

http://www.teachervision.fen.com/tv/curriculum/weeklywebadventures/american_r
ainforest/t_home.html
This rich site contains resources for students and teachers. The American
Rainforest Main Page contains online activities for students, which educate and test
the student’s knowledge of the temperate rainforest. The teacher section outlines
several lessons and activities that can be used in the classroom. Links to related
web sites are also presented. The Web Adventures Main Page provides links to
several interactive web-based learning activities, including the American Rainforest.
These activities are aimed at grades 5 and 6 and include curriculum connections to
math, language arts, and science.

Olympic Mammals

http://www.nps.gov/olym/edmam.htm
Describes with some photos, the animals that inhabit the Olympic National Park.

World Builders - Rainforests

http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/rainforest/rainintro.html

This site provides a good explanation of tropical and temperate rainforests.
Excellent information and diagrams are also provided for the food webs for each
type of rainforest.

Exploring the Temperate Rainforest Canopy Curriculum

http://academic.evergreen.edu/n/nadkarnn/TRFwebsite/curriculum.html
A six-activity curriculum for grades 4th-12th that includes interactive,
hands-on, student-centered lesson plans. These activities include:
• a canopy hydrology field experiment,
• a tardigrade microscope lab and international database where students can
submit their samples,
• two interactive, cooperative learning activities on canopy structure and ecology,
• two activities that engage the students in creative expression and presentation.

Lists over 100 links to rainforest information.

http://www.kidskonnect.com/Rainforest/RainforestHome.html

Free Stock Photos

http://www.freestockphotos.com
This site contains many images that are free to use in your publications and also
includes links to other public domain photography web sites.

-----------------------

Free Lesson Plans, WebQuests, Worksheets

http://www.edhelper.com
(Rainforest info only deals with tropical rainforests – temperate rainforests not
discussed.)

BIOME: Rainforests – An AskERIC Lesson Plan

http://askeric.org/Virtual/Lessons/Science/Ecology/ECLO24.html
(Nothing on temperate rainforest)

Rainforest Teaching Theme – Lesson Plans, Worksheets

http://www.bestteachersites.com/themes/science/rain/
(Tropical rainforest ONLY)

Wealth of the Rainforest – Pharmacy to the World

http://www.rain-tree.com
(Great site, BUT only addresses the Amazon rainforest)

Geology of Redwood National Park

http://www2.nature.nps.gov/grd/parks/redw/index.htm
(This site covers geology of the redwood parks, but does not discuss temperate
rainforest)

Bay Area Field Trips

Coyote Point Museum
For Environmental Education

1651 Coyote Point Drive
San Mateo, CA 94401
(650) 342-7755
www.coyoteptmuseum.org
Classes on Bats, nocturnal animals, and the Redwood forest as well

as “Deep Into the Forest” (formerly “Temperate rainforest”) and
multiple additional courses. Fees. Please call.

Bay Area Science Alliance (BASA)

http://www.basa.info/cs/basa/print/docs/basa/about.html

The Bay Area Science Alliance (BASA) is a non-profit partnership of education and
business leaders committed to fostering science education and literacy
throughout the Bay Area. BASA provides access to resources for teachers,
parents, providers and the general public; encouraging participation in fun and
educational activities related to the environment and science. BASA members
collaborate to enhance science understanding and K-12 educational practices, in
both formal and informal science instructional experiences. 99 links to Bay Area
science resources.

Additional Resources

Into the Forest – Nature’s Food Chain Game

Ampersand Press
(800) 624-4263
www.ampersandpress.com
This unique card game has beautiful color cards listing what each animal eats and
what it is eaten by. The game works just like the natural food relationships in the
forest helping students discover the world of food chains in nature. The animals
are all from the temperate rainforest. There is a well-designed mini-poster
included.

Biomes Atlases: Temperate Forest

By John Woodward, 2003
Heinemann Educational Books - Library Division
ISBN: 1844211568
Each book in this series provides readers with a deeper understanding of the
world's biological communities, with each title focusing on a particular biome. The
books contain an introduction to the Earth's principal biomes with enough depth for
project work.

The Tree in the Ancient Forest

By Carol Reed-Jones, Illustrations by Christopher Canyon, 1995
ISBN: 1883220319
DAWN Publications
[email protected]
The remarkable web of plants and animals living around a single old fir tree takes
on a life of its own in this stunningly illustrated story, written in a poetic verse
style. Complete with a guide to the forest creatures and their relationships.

America’s Rainforest (video)

Connecticut Valley Biological Supply Science Catalog – 2003
(800) 628-7748
Beautiful cinematography portrays the temperate rainforest of the Pacific Northwest
as an endangered biosphere. Documents the 300 years of unsound commercial
timbering practices that have led to this delicate and complex ecosystem coming to
a crossroads.

Life in the Temperate Rainforest (#655)
Milliken Primary Science Resource/Activity Guides

Colorful books provide transparencies and activities that encourage scientific
thinking such as predicting, inferring, classifying, measuring, etc. Grades 2-3.

NASCO EcoQuest Biodiversity Temperate Rainforest Kit

Nasco Science Catalog No. 522 - 2003

(800) 558-9595
www.eNasco.com
Students can explore and model the rainforest using a multidisciplinary
approach. Includes Flex-Tank stacks and domes, soil, spores for mosses
and ferns, and seeds for 6 tree species for growing rainforest plants. Also
has 3 temperate rainforest books, a video on ancient trees, a poster, teacher
guide, and student activity sheets.

Virtual Field Trip

Contact: Ken Freeman

E-mail: [email protected]

(513) 475-6130

www.cincyzoo.org

Radiant Rainforests - Students will learn about the remarkable biodiversity of two
rainforest types; tropical and temperate. Focusing on the tropical rainforests of
South America and the temperate rainforest of the Pacific Northwest, students will
learn about the similarities and differences of these two rainforests in terms of
climate, flora, and fauna.

Second P

COURSE: Earth Science
M. Burton-Instructor
Lesson Title: Do You See What I See
Course Student Learning Outcome: The students will identify the two types of rain forest, compare
and contrast their features and their importance to the environment using on-line resources.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson,
students will be able to compile the features of both types of rain forest, identify their contributions to
our economy and environment, and describe the consequences of deforestation.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities: Brief Make a list of items they may have Pen/Pencil and
10min. synopsis of the rain forest and used that came from a tropical rain Paper
forest and a temperate rain forest.
their resources. On-line resources,
Students will compile the features of paper and
10min Introduce On-line resource and both using a compare contrast chart Pen/pencil
vocabulary using new vocabulary On-line resources,
Using on-line resource students will paper and
10 min Directives given for written construct a list of what effects pen/pencil
exercise : students allowed to deforestation would have on our
share information economy and the environment On-line resources,
Students will create their own Venn paper and pen
10 min Review the on-line Venn Chart chart with the information they
have gathered and the on-line
resources
t o describe the consequences of
deforestation.

See Attached PPT

The resources I would use for this lesson would be the attached PPT and
www.SrCaltech.edu/personnel/Krubalrainforest/Edit. What is new about this lesson is that the students
would have more visuals than usual. Also, using the on-line resources adds clearer understanding of
new vocabulary words because they actually can see the definition of the words. Another factor of
adding on-line resources is: this way I spend less time explaining. Therefore, the students actually have
more time for practice. I chose the embedded assessment strategy because of the wealth of
information to be covered. This strategy also allows for flexibility as well. Plus, many students need
visuals to do their best work, which in turn will offer a more accurate assessment of their performance.
The diagrams, Venn chart, and the level of questions that are included on the attached PPT and the
other on-line resources are great tools.

Presentation Rubric

The exchange of knowledge and research are shown. As well as presentation skills, aids,
interdisciplinary and critical thinking skills, self expression and self confidence. Preparation indicates
time management skills. Therefore, students will need support through various stages of the
assignment.

Comprehension of topic- 20% - Ability to Compare/ Contrast, identify cause and effect

Organization- 15% Clear concise arrangement of material. Aids well displayed

Summary - 20% ability to explain and summarize

Evaluation – 20 % evaluation of information and concepts clear

Presentation of Information- 15% exchange of information

Questions and Answers 15%

Preparation-15%

Excellent - illustration complete and well organized, resources used are outstanding, presentation
content shows time management, interdisciplinary and critical thinking evident. Good eye contact,
voice clear and precise audience can easily follow. All questions are answered.

Good- illustration complete, well organized, lacking some interdisciplinary and critical thinking, some
eye contact, some hesitation, shows some lack of time management, resources did not add as much
value. The audience is able to follow during the presentation. Key words are used with understanding.
Questions are answered correctly with hesitation.

Fair- Some resources are not appropriate, does not represent sufficient time management, there is
some order, illustrations not well placed ,reads mostly, very little eye contact, Shows some
interdisciplinary and critical thinking , the audience has some difficulty following at times, unable to
answer some questions, expresses concepts without much confidence, voice low but pleasant, key
words are used with understanding,

Poor- illustrations incomplete, poor time management, not organized, mentions key ideas but little
evidence of understanding, lacks organization, audience not able to follow, disciplinary and critical
thinking not evident, some key words used, no direct eye contact, whispers at times.

Questions

The students will be able to answer the following questions during their presentations:

1. What are some of the effects of deforestation? Level 2
2. How will the ecosystem be affected? Level 2
3. Which would be the most likely species to become extinct if the current rate of

deforestation continues? Level 3
4. What would be some solutions to deforestation? Level 4
5. What is the parallel between deforestation and a house fire? Level 4
6. What part does photosynthesis have in rainforest? Level 3
7. Name the canopy layers. Level 2
8. Which resources of the rain forest would most likely be destroyed due to deforestation?

Level 4
9. Decomposition is likely to increase fertilization because? Level 5
10. How does the rainforest contribute to our environment? Level 5

Marsha Burton
Earth Science
April 18, 2016



 Student Preparation Strategy
 BOPPPS Lesson
 CAT
 Questions
 Technology
 Reflection

The students will receive an email giving
instructions to use on-line resources to identify
differences between the two types of rain forest,
their contributions to our environment, and the
consequences of deforestation.

Students will draw a piece of paper from a bag
Each piece of paper will have a statement or a
question about a temperate or tropical rain
forest. Next, they will find the person that has
the information they need to complete the
statement or answer the question. At the
conclusion of the exercise a short discussion will
follow.

Objective: By the end of this lesson students will be able to
compare/contrast the two types of rain forest. Identify
parts of the ecosystem within each forest. Levels:1,2.

The CAT will start at the beginning of the class as part of the
Participatory lesson. The students will be divided into
groups (4), they will receive index cards with information,
two groups with tropical forest information, and two
groups with temperate rain forest information. They will
challenge the opposite group. Some questions will be:
Why is the canopy layer the most important? What
are the most important resources of the rain forest ? The
location of a tropical rain forest would be? What importance
does decomposition have in rain forest?

At the end of the challenge the students will
make a list of the questions they had the most
difficulty answering. Each group will discuss and
make a list of those questions. The list will be
handed to me at the end of class. I will be able
to use this list to determine if I should review
any part of the lesson, or if the class is ready to
move on.

Students will use different types of technology
at their discretion for their projects. Students
will also be able to access our classroom
Face-book page which will allow them to access
information outside of the classroom. In the
future I plan to use Socrative as a technology
tool to administer post assessments.

The post assessments will be their science
project presentations. The rubric for this
assignment will allow me and the students know
if the objectives have been met.

The presentations of the projects will contain
evidence of the knowledge they have gained.
They will orally express the information

presented, illustrations will verify their
information, the presentations are easy to
follow, the students are able to offer ways by
which we can contribute to the well being of
rainforest, answer questions confidently.

Being a part of this ACP group has been very
rewarding. There are some techniques that are
already being applied in our class room. For
example, I use more of a variety of
assessments, and I’m working on including more
technology into class assignments.

Reflective Essay

I chose to apply for consideration into the ACP program because as an instructor, I believe it is
necessary to continue to learn in order to perfect your craft. The program presented an opportunity for
continued learning that would increase my effectiveness as an instructor.

My experiences while participating in the program has not been disappointing. First, we had a
great instructor. The explanations of the material, the readings, discussions and various exercises
opened my view to many things. For example, since this was a first time experience for me there was
some apprehension on my part. I simply did not know what to expect. However, our instructor was
able to make us feel comfortable right away, we were encouraged to ask questions of course we did, our
assignments were well explained which made our participation much easier. The realization that this is
how our students must feel made me aware of how very important it is to: build repo ire with students
immediately, be sure to give clear and concise explanations, and respond to questions with accurate
information.

Our reading assignments were all of value. But, I would have to choose Chapter 14 as the most
beneficial for me. We practice a lot of group and peer -learning in our class. It was reassuring that many
of the strategies and information within the chapter is already being utilized but, I found ways to
strengthen this area. For example, giving the students the opportunity to write their own thought
provoking questions is something that I will certainly implement. I can also implement the “Think Pair
Share” as a learning tool. Each will allow me and the students a certain amount of flexibility, it
promotes class cooperation, and it stimulates deeper thinking. Flexibility is important because of class
attendance. These exercises will work if it is used as a one on one exercise or as a group. Class
cooperation is certain because they are depending on each other and not just the instructor. The value
of the stimulation of deeper thinking is my ultimate goal. Deeper thinking will provide my students with
tools and skills that will allow them to be successful not only in our class but throughout their college
careers and beyond.

The sharing of ideas, especially the feedback from other instructor’s in our group using the
discussion threads were very helpful. The assignment”Difficult Student Scenario” required us to give an
actual situation involving a difficult student that we have encountered. We were asked not to give how
we resolved the issue. We were asked to respond to a least five other group participants and offer
solutions. WOW, I learned several things. First, I observed that there are many ways the same situation
may be resolved. Next, I examined myself and the key for me is to find the best way to resolve the issue
for the student and the instructor as well. Furthermore, as an instructor, I have to look past the
moment. There may be an issue that the student is concerned with that is contributing to whatever
issue is occurring at the time. Also, I should be prepared to assist the student with any school resources
that may benefit the student. Sometimes, we have to step out of our comfort zone to be effective
instructors.

Reflective Essay

The various exercises provided me with great insight and tools. The writing of the objectives
provided me with so much insight. The BOPPPS lesson plan is new to me. The BOPPPS is centered on
the objective. This presented a real challenge for me. After my first attempt, there was no doubt that I
needed to put more effort into writing a more descriptive lesson plan. Suddenly, my short comings in
this area were glaringly evident. My first step was to back up and make a decision as to what was the
most important element of this particular lesson. Until now, I viewed the lesson as a whole. Knowing
which levels and how to present a lesson in and of itself was not difficult. The challenge for me was to
dissect the lesson part by part, lesson by lesson. Now, writing appropriate and descriptive objectives
are essential for me. There is still work to do in this area but, I have improved and definitely plan to
continue what I have learned.

There was another activity that presented a challenge for me, technology. My views concerning
technology in the classroom have not been favorable since I have seen technology misused in the
classroom. However, I have incorporated more technology such as students using our class Face book
page. Students may also use their phones to text other students about classroom assignments.
Recently, I used a web site to enhance a lesson instead of using handouts. Presently, I am exploring
ways to use the Socrative program perhaps as a way to administer a quiz.

Overall, this program has provided me with continued learning, valuable insight, tools, ideas and
challenges that will continue throughout my career. All of these components blended together to enrich
my growth and effectiveness as an instructor. Nevertheless, perfection comes with practice. Currently,
I plan to practice putting students at ease immediately whether than waiting two or three class
meetings, objectives are a priority, self examination is a daily practice, stepping out of my comfort zone
to help a student when needed is viewed differently, technology is included in our class however, I am
more open minded towards certain programs. I am very grateful for the opportunity to have
participated in this program.


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