LESSON PLAN TEMPLATE Your Name: Leah Mullenaux Title of Lesson: What Would Halloween be Like Without the

Ecuadorian Rainforest? Grade: 4 STANDARDS Common Core Standards Language Arts: CCSS.ELA-LITERACY.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Arizona State Social Studies Standards Strand 4: Geography Concept 1: The World in Spatial Terms o PO 1. Use different types of maps to solve problems (i.e., road maps distance, resource maps-products, historical maps- boundaries, thematic map- climates). LESSON SUMMARY/OVERVIEW The rainforests are home to many different resources that we all cherish, one of them being cocoa that allows us to make ever yones favorite chocolate candies. This lesson answers the question What would Halloween be like without the Ecuadorian Rainforest?. The students will explore where chocolate comes from by examining real data and world maps. They will calculate how far their own chocolate candies traveled to reach their home country, and write a short narrative from the view of the chocolate bar highlighting its journey. They will present these stories to other classes, as they trick or treat in their classroom, educating others on what Halloween would be like without the rainforests. OBJECTIVES Students will be able to outline the production that their chocolate candies and calculate the distance it traveled to reach their home countries. Students will be able to write a short narrative from the view of the chocolate bars, highlighting its production. Students will be able to present the life of their chocolate bars to their peers, emphasizing what Halloween would be like without the rainforests, using systems thinking. ASSESSMENT/EVALUATION As the students calculate the distance that their chocolate candies traveled, the teacher will informally assess them through observations. They will be evaluated on their understanding of its origins and how it reached their country, showing mastery when they are able to accurately draw and calculate the distance the candy traveled. Students will also be formally assessed on their narratives of the chocolate candies. They will show mastery by including where the ingredients came from and the distance it traveled, written from the perspective of the candy. Students will be formally assessed on the presentation of their candys new origins label. They will show mastery by explaining highlighting the origins, travel, and production of the candies and addressing what Halloween would be like without the rainforests. PREREQUISITE KNOWLEDGE Students will need to have knowledge on how to read a map and calculate distance using a scale and ruler. Students will need to have general knowledge of the geographic layout of the Earth. MATERIALS Chocolate candies From Bean to Bar: Chocolate Slideshow (available at http://www.rainforest-alliance.org/sites/default/files/sitedocuments/education/documents/cocoa_slideshow.pdf) General coloring supplies (markers, crayons, colored pencils, etc.) World map with countries labeled and scale included Ruler Grading rubric (available at the end of the lesson plan or at http://www.rainforest-alliance.org/sites/default/files/sitedocuments/education/documents/4l1_rubric.pdf) VOCABULARY/KEY WORDS Ecuadorian Rainforest: a subset of the large Amazon Rainforest and is located in Eastern Ecuador and is home to many diverse plants and animals Cocoa: a chocolate powder made from roasted and ground cacao seeds TEACHING PROCEDURES Chocolate is a favorite candy of American children and children all over the world, especially on Halloween. Where does all this chocolate come from? Introduction: 1. Teachers will need to gather enough chocolate candies 2. Divide the class into small groups of about 3 4 students and give each group a different type of chocolate candy.

3. Have students collaborate with their group in order to make guesses about where these items originate. Discussion 1. Teacher will present Ecuador From Bean to Bar: Chocolate Slideshow in order for them to learn about the production line of the chocolate bar. 2. Students discuss among their groups to determine if their chocolate bars originated from tropical rainforest areas by comparing the ingredients discussed in the slideshow with the ingredients in their candies. 3. Students will reconsider their group choices about where their item originated and identify whether or not their candy would still exist if the rainforests disappeared. Practice 1. Teacher will hand out the world map with the countries labeled. 2. Students will identify the location of the Ecuadorian Rainforest with assistance from the teacher. 3. Students will highlight the distance between their home and the Ecuadorian forests where the ingredients originated. 4. Students will calculate how many miles the candy may have traveled by using the maps scale and a ruler. 5. Groups will write a short story together that relates the 'life' of a chocolate candy tracing its origins and production. This will be their chocolates new origins label. Their stories should include where the ingredients came from and the distance it traveled. It should be written from the perspective of the candy, and be at least one paragraph. Presentation 1. Students attach their new origin labels to the candies so that others can read the stories of their production. 2. Students invite other students and teachers to 'trick or treat' in their classroom. Groups will highlight the origins, travel, and production of the candies in their presentations. 3. Students will emphasize what Halloween would be like if we didnt have the rainforests, using systems thinking. 4. The students will be graded on their presentations based on their knowledge of the information and their presentation skills. RESOURCES This lesson was derived and adapted from the Rainforest Alliances Fourth Grade Lesson #1. The Rainforest Alliance (n.d.). Fourth Grade, Lesson 1. Retrieved May 1, 2014, from http://www.rainforestalliance.org/curriculum/fourth/lesson1 WAYS OF THINKING CONNECTION My lesson plan connects the concept of rainforest preservation to systems thinking. This type of thinking refers to how systems are interconnected and identifies what might happen if one aspect of the system is disrupted. The students will explore the complex system of production using an item that appeals to and interests them. The idea of systems being interconnected and dependent on one another can be a difficult one for students to grasp, especially in fourth grade. This lesson gives students the opportunity to analyze this concept in a way that relates it to their lives, and explains this challenging way of thinking at their expected grade level.