The+Great+Kapok+Tree+Reinforcing+Activity

__**Objective:**__ Students will be able to analyze the costs and benefits of cutting down trees in the rainforest.

__**Materials:**__ Copy of //The Great Kapok Tree// by Lynne Cherry Notebook paper Pencils White board

__**Procedure:**__ The teacher should begin class by reading //The Great Kapok Tree// aloud to the class. After reading the book, ask the class which character in the book had ultimate power in deciding whether or not the tree would be chopped down (the man). Hold a short discussion about human power in the ecosystem, and how the book demonstrated this concept.

Next, divide students into small groups. Have them discuss the costs and benefits of cutting down trees in the rain forest by using the cost benefit graphic organizer ( @http://www.middleschooldebate.com/resources/documents/cost.benefit-organizer.pdf) They can discuss the specific arguments presented in the book, or come up with examples of their own from background knowledge or other resources. After students have been given adequate discussion time, the teacher can allow each group to share their lists to the class, while compiling a large graphic organizer on the board.

Lastly, have students create a persuasive journal entry on whether they feel trees should be cut down in order to create products for humans, or whether they feel trees should be preserved. Students can use the compiled lists on the whiteboard to help generate their response.

__**Extension:**__ If teachers have more time or would like to take this activity further, they can organize a debate in the class and have students choose the side they would like to argue for. Student can represent different interest groups like tree companies, various governments, or environmental groups. Teachers could also encourage students to look at their own environments and find ways that humans effect their environment, both negatively and positively. After the debate, the teacher can have students write in their journals again about whether or not their position on deforestation has changed and why or why not.

__**Alternate standards this book can be linked to:**__ Grade 5: Geography, Places and Regions Content Statement: 6. Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic).