Rain Forests: Preserve Them or Use Them?

A Web Quest for 6th Grade Social Studies

Designed by

Louise M. Valdez

louisevaldez@cox.net

 

Introduction | Task | Process | Evaluation | Conclusion | Credits


Introduction

The Brazilian Rain Forests of South America are experiencing great difficulty. Various groups of people and animals want to occupy the same space. However, some want to preserve the forests just as they are, while others want or need to use the resources produced by the forest for profit or survival.

 

Several United States preservation groups have banned together to try to stop the deforestation or clearing away of forest trees. Many animals are becoming endangered, and the threat of; air, water, and soil pollution are all on the rise. Some of the indigenous people want the forests to remain untouched, while others see economic advantages in developing these resources and industrializing their country.

 

Listen to a few viewpoints from the people living in or around the forest, about their economic choices. One writer says, “One proposal is to harvest the forests for useful and renewable resources instead of cutting them down.”  Another government worker states, “Europe and America destroyed their forests to become industrial powers, but when it comes to the Amazon they say, ‘Stop!’ but, Brazil has a debt, and people to feed and employ.” A third Brazilian native says, “I live to protect the forest with the best ecological and environmental knowledge that I have, knowledge I inherited from my ancestors. The only people that can really conserve the forest are my people.”

 

Can you even imagine what the animals are thinking? Is there a way these people can work together to preserve both the beauty and natural resources present in the rain forest today? The president of Brazil needs your input!

 

If you’re ready to help, proceed to the TASK

 

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 Task

 

You will be working with a team of five people who will assist the president in determining the fate of the Brazilian Rain Forest. Should it be preserved and left as is, or should its resources be used? Maybe a combination of solutions should be considered? Your Team members are to explore the different uses of a rain forest by adopting the character role of one of its inhabitants. For example you may be a the owner of the largest logging company in South America, or you may be a Three-toed Sloth who climbs trees all day. Both of you need the rain forest for survival. To learn more about the rain forest continue here. http://kids.ran.org/kidscorner/rainforests/s05_rainforests.html

 

 

Each team member will prepare a persuasive paper, (see handout), to convince the various groups of your position on the future of the rain forest. Then together as a team you will prepare a PowerPoint presentation for the president of Brazil. Your recommendations will be based upon your research of the different issues impacting the rain forest. Some of these issues include;

  • The slash and burn methods of cutting trees
  • The destruction of countless species of both plants and animals
  • The concept of a “balanced nature” being destroyed
  • Poor formers trying to feed their families
  • Poor countries attempting to become stronger nations by using lumber

 To learn more about these issues, use the following links: http://www.eduweb.com/amazon.html 

http://www.rainforesteducation.com

http://mbgnet.mobot.org/sets/rforest/explore/valley.htm

 

 

 

When you’re ready to take on a new character role to save the rain forest proceed to Process.

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 Process

Step One

You will individually read Chapter 1, lesson 3 from your Social Studies Book pages 16-21, using the outline provided in class to understand the concepts, the vocabulary, and the dilemma facing the rain forest. Next become more familiar with the variety of animals found in a tropical rain forest.

http://www.cdli.ca/CITE/rainforest_animals.htm

 

Step Two

Your individual objective will be to determine how your character’s role affects the Brazilian Rain Forest. Your group’s objective is to come up with a solution that will help restore peace, harmony and a natural balance to the forest. Please check the Evaluation Chart before beginning, so you know exactly what is expected of you and your team!

 

Step Three

Please select one character identity from the chart below. You may find yourself taking a position you don’t personally agree with. This is OK, you’ll learn more than if you research and argue an opinion you already have!

 

 

CHARACTER CHART

 

Select one:

  • The poor and landless, those who have cleared rain forest land to farm it
  • Miners, who extract gold or other metals
  • Rubber Tappers, who take latex from trees
  • Loggers, who clear trees for lumber
  • Indigenous People, those who live in the forest
  • Wildlife, animals who live in the forest

 

 

 

Step Four

Now that you have a new identify, it’s time to go to work! Remember the President and the future of the rain forest, now depend on you! To prepare for your persuasive paper, I want you to first think of the successes, problems, and failures you see in the rain forest. For example, as a poor farmer do you have fertile soil for raising plentiful crops? Are you happy there? As a miner, tell me about your working conditions and wages. While researching your role keep in mind how your actions coincide or conflict with the other roles.

Continue here for more information. http://kids.ran.org/kidscorner/protect/s07_indigenous.html

 Please create a graphic organizer, http://www.eduplace.com/graphicorganizer/  showing ways your actions affect the rain forest.

 

Step Five

As a group, discuss the impact of each person’s/animal’s activities in the rain forest. Work together to come up with a solution that will allow each person to continue his pursuits with the least harmful effects on the environment. Design your PowerPoint project to present to Mr. President. A reference section should be included in your PowerPoint presentation and all references should be listed using M.L.A. format.  Helpful link: EasyBib http://www.easybib.com/

 

 

Be sure to refer back to EVALUATION as often as you like to help you know how you’re doing as you progress in the project.

 

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Evaluation

How well did you do? Now is the time to evaluate the work you have completed.

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Vocabulary/Factual Information

 

Successful explanation and display of 70% of the unit vocabulary.

Successful explanation and display of 80% of the unit vocabulary.

Successful explanation and display of 90% of the unit vocabulary.

Successful explanation and display of 100% of the unit vocabulary.

___/4

 

 

Persuasive Letter

Factual Information and Opinion

 

 

Writing is very limited in communicating knowledge/point of view with no sense of audience. No points to support your argument.

Writing is limited in communicating knowledge/point of view with some sense of audience. 1 point to support your argument, and no evidence.

Writing clearly communicates knowledge/point of view. Writes to a specific audience. There are 3 points and 1 quote from each source to support your argument.

Writing is extremely purposeful and focused. Audience is engaged. There are 5+points and 2 quotes from each source to support your argument.

 ___/4

 

Individual Graphic Organizer

 

Included 2 or more facts and opinions. Poor selection of key points.

Included 4 or more facts and opinions. Better selection of key points.

Included 6 or more facts and opinions. Good selection of key points.

Included 8 or more facts and opinions. Excellent selection of key points.

___/4 

 

PowerPoint Presentation

 

Material of slide show lacks organization and content. Errors in conventions, design lacks consistent format, no graphics.

Material is fairly well organized. Most requirements are completed. Some errors in writing conventions, good use of format and graphics.

Material shows good organization, all requirements are completed. Writing conventions do not interfere with understanding. Fonts are consistent, very good use of formats and graphics.

Material is well organized, exceeds all requirements above grade level. Writing conventions do not interfere with understanding. Excellent use of format, and graphics.

___/4 

 

Group Cooperation

Very little group cooperation, many individuals doing their own thing.

Some group cooperation, however most work is done by one or two people.

Good Cooperation. Members have worked well together.

Excellent cooperation. All members did an equal amount of work, and contributed to the project.

___/4

Total: _____/20

 

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Good work you’re finished, proceed to CONCLUSION.


Conclusion

 

Knowing what you now know about the role and influence of the various inhabitants of the rain forest, what solutions do you think the president will implement? What do you think is more important; preserving or using the forests resources and why?

 

 

Credits

 

My special thanks to Mary Jo Egus for her guidance, suggestions and patience.

I would also like to thank my professor Jody Peerless for helping me to improve my technical skills as a teacher.

 

Rain Forest Images used within this WebQuest were found at: http://tropicaltreefarms.com/htm/main/photos/coatimundi.jpg

 

 

 

 

 

 

 

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Last updated on August 15, 1999. Based on a template from The WebQuest Page