Students will read a book about the rainforest and learn new vocabulary. They will then use the Rainforest Precipitation Chart to create their own bar graph comparing the amount of precipitation where they live with the amount of precipitation in the rainforest. Students will then discuss the differences between the precipitations in the two areas.
Created by Donna Bass, September 2006
The student is expected to select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary. TEKS §111.14. Mathematics, Grade 2. (b)(3)(C)
The student is expected to:
The student is expected to:
The student is expected to select addition or subtraction and use the operation to solve problems involving whole numbers through 999. TEKS §111.15. Mathematics, Grade 3. (b)(3)(B)
The student is expected to:
The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. TEKS §111.15. Mathematics, Grade 3. (b)(14)(B)
Lesson Objective: Students will construct a bar graph comparing local precipitation to that of the Yucatan, Mexico. Students will use conversions and problem solving strategies to solve word problems.
Focus Activity: Read a non-fiction book about Rainforests, to give students background knowledge. Lead students in a discussion about newly acquired knowledge. Show pictures of the Yucatan. Discuss the fact that it rains there daily.
Explore: Introduce the following vocabulary: precipitation, monthly precipitation, yearly precipitation. Discuss how meteorologists calculate monthly precipitation amounts, as well as annual precipitation amounts. Ask students if they think it rains more in the rainforest or more where they live? (For this lesson, research your local monthly precipitation and yearly precipitation. As a class, record your local precipitation for a month. Keep a chart of the daily precipitation where all students can see.)
Show students the Rainforest Yearly Precipitation Chart. Lead students in a discussion about how the U.S. uses the customary, or standard, unit of measurement, contrasted to how other countries, such as Mexico, use the metric system. As a class, make a chart with the rainforest amounts of precipitation converting into inches. Using the data, construct a bar graph of the recorded local monthly precipitation. Next, construct a bar graph showing the monthly precipitation of the Yucatán Rainforest. Model and explain how to set up a bar graph using the data that the students have acquired.
Students will construct a bar graph showing the annual rainfall in a particular rainforest. Students will need to refer to the Rainforest Precipitation Chart to utilize the data needed to complete their individual bar graph. (Randomly distribute a different location for students.)
Closure: Students will share their newly constructed bar graphs with one another. Lead students in a discussion comparing the similarities/ differences of the differing rainforest annual precipitation amounts.
Enrichment: Using local resources students can investigate becoming involved in local television stations weather education program. For instance, some stations might have a “Weather Watchers” program. Students may also invite a local meteorologist to come and speak to the class.
