Wonders Of The Rainforest: Activity Book (BLM) by Teacher Superstore

r o e t s Bo r e Wonders of othe p u k S

ew i ev Pr

Teac he r

Rainforest Activity Book

o c . che e r o t r s super © IMSI

w ww

. te

m . u

by Jane Bourke

Teac he r

Author: Jane Bourke Cover Design: Shay Howard Cover images: i.

ew i ev Pr

r o e t s Bo r e p ok u S

ii. iii.

Toucan, monkey – courtesy of IMSI’s Masterclips / MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA. www.imsisoft.com Harlequin frog – © Robert Puschendorf Kaiapo shaman – © Sue Wren

iv.

Blue morpho butterfly – © Chuck Vaughan

w ww

. te

m . u

o c . che e r o t r s super

Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 648 5

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234

Contents

Cur riculum Links: Outcome Statements ......................................................................... 4 Curriculum Teachers’ Notes ............................................................................................................ 5 Pr omoting Cr eative Thinking ...................................................................................... 7 Creative Relevant W ebsites ....................................................................................................... 9 Websites

Activities:

r o e t s Bo r e p ok u S

Teac he r

Activity ........................................................................ 10 Cyber Challenge ......................................................... 11 Activity ........................................................................ 12 Cyber Challenge ......................................................... 13 Activity ........................................................................ 14 Cyber Challenge ......................................................... 15 Activity ........................................................................ 16 Cyber Challenge ......................................................... 17 Activity ........................................................................ 18 Cyber Challenge ......................................................... 19 Activity ........................................................................ 20 Cyber Challenge ......................................................... 21 Activity ........................................................................ 22 Cyber Challenge ......................................................... 23 Activity ........................................................................ 24 Cyber Challenge ......................................................... 25 Activity ........................................................................ 26 Cyber Challenge ......................................................... 27 Activity ........................................................................ 28 Cyber Challenge ......................................................... 29 Activity ........................................................................ 30 Cyber Challenge ......................................................... 31 Activity ........................................................................ 32 Cyber Challenge ......................................................... 33 Activity ........................................................................ 34 Cyber Challenge ......................................................... 35 Activity ........................................................................ 36 Cyber Challenge ......................................................... 37 Activity ........................................................................ 38 Cyber Challenge ......................................................... 39 Activity ........................................................................ 40 Cyber Challenge ......................................................... 41 Activity ........................................................................ 42 Cyber Challenge ......................................................... 43 Activity ........................................................................ 44 Cyber Challenge ......................................................... 45 Activity ........................................................................ 46 Cyber Challenge ......................................................... 47 Activity ........................................................................ 48 Cyber Challenge ......................................................... 49

ew i ev Pr

Biomes of the World: Biomes of the World: The Rainforest Biome: The Rainforest Biome: Rainforests Around the World: Rainforests Around the World: Layers of the Rainforest: Layers of the Rainforest: Super Rainforests: Super Rainforests: Plants and Energy: Plants and Energy: Rainforest Plants: Plant Adaptations: Fruits of the Forest: Fruits of the Forest: Rainforest Wildlife: Rainforest Wildlife: Beautiful Birdlife: Beautiful Birdlife: Interesting Insects, Scary Spiders: Insects and Spiders: Freaky Fish: Freaky Fish: Tropical Mammals: Tropical Mammals: Creeping Reptiles: Creeping Reptiles: Amazing Amphibians: Amphibian Alert: Animal Tactics: Animal Tactics: People of the Rainforest: People of the Rainforest: People of the Amazon: Respecting the Rainforests: Rainforests Under Threat: Rainforests Under Threat: Saving the Rainforest: Saving the Rainforest:

w ww

. te

m . u

o c . che e r o t r s super

Assessment Sheets ........................................................................................................ 5 0 Teacher Assessment 1: W ritten Infor mation ............................................................... 5 1 Written Teacher Assessment 2: Cr eativity ................................................................................ 5 2 Creativity Student Self-Assessment .............................................................................................. 5 3 F urther Assessment T ools ............................................................................................. 5 4 Tools Answers .......................................................................................................................... 5 5 3

Curriculum References

Information from the Wonders of the Rainforests Resource Book and the Wonders of the Rainforests Activities (BLM) can be linked to the following National Curriculum outcomes at Levels 1 and 2:

Society and Environment / HSIE / SOSE STRAND

ORGANISER

OUTCOME

Time, Continuity and Change

Interpretations and perspectives

Understands that life on Earth has changed over time. Understands that changes in the past have affected the future. Predicts what might happen in the future based on the past. Identifies aspects of environments (biomes) that have changed.

Place and Space

People and places

Identifies places that are important to self and others. Describes choices people make in their use of places. Identifies ways to take care of places, e.g. rainforests. Identifies how people can cooperate to preserve environments. Identifies and discusses the natural features of rainforests, e.g. plants, soil, water, climate, animals, landscapes. Identifies where different biomes exist around the world. Describes choices people make in their use of places. Identifies how people cooperate to care for places in a community. Describes practices, customs and traditions of rainforest groups and communities. Understands the deep respect that rainforest people have for their natural environment. Identifies ways that the rainforest people care for the environment through cultural traditions.

Teac he r

Features of places

Culture

Cultural cohesion and diversity

Resour ces esources

Use of resources

ew i ev Pr

r o e t s Bo r e p ok u S

Identifies resources used and valued. Gives examples of the types of resources found in the rainforest biome. Explains how the rainforest people utilise these resources. Suggests ways to manage resources and identifies reasons for why some resources have become scarce. Describes how limited resources can affect choices. Understands how the rainforest people sustain their limited resources.

Natural and Social Systems

Natural systems

Investigation, Communication & P articipation Participation

Investigation

Life and Living

Communication

Prepares information for an audience. Expresses a personal view of the meaning of data.

Participation

Differentiates between times when it is appropriate to act on personal choice or to follow established rules. Explores a variety of group work strategies.

. te

Earth and Beyond

Ener gy and Change Energy

m . u

w ww

Science

Identifies how elements of natural systems (animals and ecosystems) meet own needs. Describes ways in which elements of natural systems form communities. Identifies reasons why groups and communities have rules. Gathers and records information from direct and indirect experiences of people and places. Selects, compares and categorises relevant information.

o c . che e r o t r s super

Biodiversity, change and continuity

Identifies personal features and those of animals and plants that change over time. Compares and contrasts similarities and differences within and between groups of familiar living things. Describes the types of relationships between living things, e.g. food webs.

Living together

Identifies personal needs and the needs of other living things within an environment. Describes places where certain living things are found. Lists the sources of food and shelter of animals and explains what can happen when needs are not met.

Earth, sky and people

Identifies weather patterns, soil types that are consistent with a particular environment and understands how these characteristics can affect daily life.

The changing Earth

Distinguishes major features of the physical environment. Describes changes that occur in the earth’s environment and the impact of some of these changes, e.g. clearing of the land.

Energy and us

Recognises purposes of energy use, e.g. the process of photosynthesis. Identifies which foods are a major energy source for rainforest people. Understands the sun’s role as an energy source.

These understandings ar e expr essed in activities though are expressed though: English Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, other books and on the Internet). Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions to demonstrate understandings of concepts).

Teachers’ Notes

oung Lear ners series is designed to be used in a number of ways: The Activities for Y Young Learners 1. As a learning centre for the library or general classroom; 2. As a library resource package; 3. As a general activity resource package for a number of themes.

r o e t s Bo r e p ok u S

Rainforests – A Rationale For Study

Teac he r

ew i ev Pr

Rainforests are often interestingly described as the “lungs of the world”. While many students are aware of the dangers facing the rainforests, the actual importance of rainforests is sometimes overlooked. Students need to understand how the rainforest environment functions as a system and how the parts of the system have a very special role in keeping the balance of nature. The activities in this book explore the things that we can obtain from rainforests, the habitat that the rainforests provide to millions of plant and animal species, the role of the rainforest in the planet’s ecosystem and ways that we can help to stop the rainforest from being destroyed. The Wonders of the R Rainforest Resource ainforest R esource Book aims to highlight some of the lesser known things about rainforests. Most students are aware of the many endangered animals that live in the rainforests, but often less emphasis is placed on the endangered tribes that call the rainforests home. These tribes have lived in harmony with the environment for thousands of years yet are facing extinction as their habitat is destroyed for a number of reasons. Students can learn how these tribes live in harmony with their natural habitat in order to protect it for the future generations.

The rainforest topic lends itself to creative and analytical thinking in the classroom among students of all ages. The Internet opens up a whole new way of finding out exactly what it could be like to live in, or explore, a rainforest. Many of the websites used in the book contain excellent links for students to explore.

Updating of Internet References

m . u

w ww

It is now common knowledge that Internet sites disappear from time to time or move to new locations. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move, modify their layout or disappear from the WWW completely. Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in this series are clearly linked on our website from the home page. oung Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y Young Learners series. The direct address for this series is:

. te

o c . che e r o www.readyed.com.au/urls/AYL/index.htm t r s super

Once at the above webpage, students will need to click on the book they are using (e.g. Wonders of the R ainforest Rainforest ainforest) and the page number and title. By using this online index page, students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please eadyed.com.au with clear details of the topic and page number. Please note that email fixlink@r fixlink@readyed.com.au ALL links that appear in each of the five resource books are included on the above site and are clearly labelled. 5

Teachers’ Notes

About the Activities The books in this series contain tasks that are divided into two types of activities: ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest resource book. The pages have been divided into three sections:

r o e t s Bo r e p ok u S

1. Just the Facts: This section allows for quick information retrieval. There is no further research required, and students should be able to gather the information that they need straight from the resource book. Completing this section will provide students with a basic understanding of the concept being explored. Questions are literal and relevant to the topic.

Teac he r

ew i ev Pr

2. Creative Corner: This section requires students to apply their imagination and draw on analytical skills to find responses to the questions posed, based on what they have read. The answers are not in the text and in many cases there will be no right or wrong answers. The objective of these activities is to get students thinking. Sometimes students might be asked to discuss something with a partner. Sometime the questions might involve using another sheet of paper for writing. Children should be encouraged to share their thoughts where possible. These tasks also lend themselves to small group work where students are often more confident in sharing information. 3. Think About It: This section extends on what the children have read in the resource book and thought about in the Creative Corner section. The tasks are usually an opportunity for students to be creative and to put themselves into another role, (e.g. Rainforest reporter, rainforest animal). Many of these activities can be done as homework or can be completed in spare time.

ble by first going through the Ready-Ed website (www.readyed.com.au/urls/AYL) and onto the index page for the Wonders of the Rainforest link. Bookmark this page for ease of use.

. te Curriculum Links

m . u

w ww

Students should be given ample opportunity to explore the website before starting the activity. Most tasks will require basic research skills and students should be proficient in navigating websites. The activities have a varied format and students will find they may have to complete tables using information at the site or they may have to write about something that the site focuses on (e.g. a species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the student.

o c . che e r o t r s super

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science and English. The themes provide a backdrop for creative thinking strategies and different learning styles. A table containing relevant learning outcomes is included on page 4. This information allows teachers to measure students’ learning according to the subject area and particular strand. It is up to the teacher to see exactly how this fits into their local curriculum documents. All information in this book has been matched to the National Curriculum Framework.

Assessment Detailed notes and assessment proformas have been included at the end of the activities. (See page 50-53.)

Teachers’ Notes

Promoting Creative Thinking The following creative thinking strategies are used in this book:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Forced Analogies The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result. Thinking about the effects of a highly unlikely situation. Lateral Thinking Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting her by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob. Applied Imagination Use of prompting questions to elicit new ideas. How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic. Problem Reversal State the problem in reverse. Change a positive statement into a negative one. Try to define what something is NOT. Figure out what everybody else is not doing. Change the direction or location of your perspective. Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test, etc. Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a worm-hole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends, and so on. Brainstorms Brainstorms, particularly when done with a partner or small group, are an excellent method for exploring creative thinking. They can also lead on to mind-mapping®. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. It can be done with students of all ages. Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings about the particular theme can be given as well.

w ww

. te

m . u

o c . che e r o t r s super

For more information on mind-mapping, check out this website: .mind-mapping.co.uk/mind-maps-examples.htm www.mind-mapping.co.uk/mind-maps-examples.htm www

Other Titles in this Series:

•Cool Antarctica •Oceans Alive •World Cultures •Endangered Animals 7

Teachers’ Notes

Cognitive and Affective Skill Areas Fluency

r o e t s Bo r e p ok u S

Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original. Flexibility

Exploring a problem from a different perspective, e.g. through the eyes of someone else.

Teac he r

Originality

ew i ev Pr

Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal). Thinking of new and innovative ideas to improve the functioning of objects.

Solving a range of problems by taking two old ideas and combining them to come up with something new.

Elaboration

Expanding on an already existing idea or fact, perhaps adding a different slant.

w ww

Risk Taking

m . u

Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the “safe” boundaries that they most often operate in. Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.

. te

o c . che e r o t r s super

It is important to note that individual brainstorming activities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

Relevant Websites

Encouraging Creativity:

r o e t s Bo r e p ok u S

Rainforest Websites

ew i ev Pr

Teac he r

Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking.htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind-Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome - www.bubbledome.com/bubbledome.asp?Action=Story

. te

m . u

w ww

Rainforest Tropics – mbgnet.mobot.org/sets/rforest Rainforests at Enchanted Learning – www.ZoomSchool.com/subjects/rainforest/ Kids at the Living Rainforest – www.livingrainforest.org/for/kids Rainforest Live – www.rainforestlive.org.uk/ Rainforest Alliance – www.rainforest–alliance.org/programs/education/kids/resources.html Rainforest Heroes – www.rainforestheroes.com/kidscorner Jungle Journey – www.pbs.org/wnet/nature/fun/deepjungle_flash.html Daintree Rainforest – www.daintreerainforest.com Koala’s Tropical Rainforest Project – www.thekoala.com/camp/rainforest/rainforest.htm Passport to the Rainforest – passporttoknowledge.com/rainforest/intro.html

o c . che e r o t r s super

Biomes of the World

d a e R

Activity

Read about World Biomes in the Rainforest resource book to help you complete the following.

r o e t s B r e oo List six biomes that are present on our planet: p u k • _______________________ • ________________________ S Just The Facts

Teac he r

ew i ev Pr

• _______________________ • ________________________ • _______________________ • ________________________

2. What is the difference between a ter terrrestrial biome and an aquatic biome?

__________________________________________________

w ww

• Imagine if you moved to a different biome. • Describe the changes you might experience.

. te

What do you think the earth might be like:

m . u

Use another sheet to make some notes for the questions that follow.

o c . If the desert regions turned into rainforest regions? che e r o t r s super Think About It: Water World

• If the rainforest regions turned into desert regions? •

What if the earth contained nothing but aquatic environments? Yes, we would have a water world – but do you think humans could survive? TASK: Write about what you think this world would be like. Use another sheet for your writing. 10

CYBER

Biomes of the World

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 11.

r o e t s Bo r e p o looking at them in u (Make sure you don’t choose tropical rainforests – you will bek more detail very S soon!) Biome Brainstormer

ew i ev Pr

Teac he r

Choose a biome of the world for further research:

Write the type of biome on the line below. Brainstorm everything you can find about this biome using the headings given.

w ww

m . u

(e.g. rainy, dry) Locations

Soil Type

. te

Plants

o c . che e r o t r s super Animals

Climate

Activity

The Rainforest Biome

d a e R

Read The Rainforest Biome in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r __________________________________________________ e p o u k What is a “tropic”? __________________________________ S Describe the rainfall and temperatures that occur in the tropical

1. What sort of regions are rainforests found in?

ew i ev Pr

Teac he r

regions. ___________________________________________

4. Write down three cool facts you have learned about rainforests: • _________________________________________________ • _________________________________________________ • _________________________________________________ © ReadyEdPubl i cat i ons

Creative Corner •f orr e vi ew pur posesonl y•

Use another sheet to make some notes for the questions that follow.

m . u

w ww

• What sort of sounds do you think you might hear if you were walking through a rainforest? • What sort of wildlife do you think you would see?

. t o • How dark e do you think it would be? c . c e hLiving r Think About It: in a Rainforest er o t s sua e r How would you feel about living inp rainforest region? What would • What do you think you might be able to smell?

a typical day be like? What would you eat? Where would you go? What would you do all day and how would you get around? TASK: Write a diary entry for a day in your life as a rainforest dweller. Include details of where your rainforest home is located.

The Rainforest Biome

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 13.

r o e t s Bo r e p ok u S Find out about some of the different things that we get from rainforests. List and draw some of them below.

Plants

LIST

Fruits

ew i ev Pr

Teac he r

The rainforest eco-regions of the world have the greatest variety of plant and animal life. Even though rainforests only make up about 6% of the earth’s surface, more than half of the world’s plant and animal species live in tropical rainforests.

Medicine

. te

m . u

w ww

Rainforest Reporter: Using a separate sheet of paper, write up a news report about the problems the rainforests are facing. Make sure you base your report on real facts that you have researched. You can also ask your teacher if you can complete your report using the computer so that you can add images to your work. Questions that you should cover: • What is happening to some of the rainforest plant and animal species? • What are the reasons for rainforests being destroyed? • How much of the earth’s rainforests have already been destroyed? Present your report to your class.

o c . che e r o t r s super

Rainforests Around the World

Activity

Read Rainforests Around the World and Where are the Rainforests? in the Rainforest resource book to help you complete the following.

d a e R

r o e t s Bo r e pin which tropical rainforests ok List the continents are found. u S • _______________________ • ________________________ Just The Facts

ew i ev Pr

Teac he r

• _______________________ • ________________________ • _______________________ • ________________________

2. What are the main differences between tropical rainforests and temperate rainforests? List them in the table below. Temperate Tropical

w ww

Creative Corner

m . u

Discuss with a partner: What might happen if the temperature suddenly rose in a temperate rainforest?

. te o Think About It: Tree Traveller c . c e her r Imagine you are a scientist that is studying treeo growth in the world’s t s r u pe tropical rainforests. You haves to visit each rainforest region during the year.

TASK: Plan your route around the world. Make sure you write down the names of the rainforests you are going to visit and the regions that they are found in. Write down how long you will spend in each place. Use another sheet for your planning.

Rainforests Around the World

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 15.

ew i ev Pr

Teac he r

r o e t s Boand tropical regions of r Use your research skillsp to e find out where the temperate o u k the world are found. Colour the world map below using the boxes as a key. S

m . u

Tropical rainforest

w ww

Make a list of all of the rainforests that you have read about. Use the Rainforest resource book and the Internet to help you with your list. If the rainforest has a name you can include that in the first column. Complete the table below.

. te Name

e.g. Daintree

o Location c . cheTropical e r o t r s Queensland, Australia super Type of Rainforest

Activity Layers of the Rainforest Read about the Rainforest Layers in the Rainforest d Rea resource book to help you complete the following. Just The Facts

r o e t s Bo r e p o u k Label the layers of a rainforest S using this diagram.

1. What are the layers of a rainforest sometimes known as? ________________________________________

3. Describe the sorts of trees found in each of these rainforest layers: Emergent: _____________________ Canopy: _______________________

ew i ev Pr

Teac he r

w ww

Creative Corner

m . u

Forest Floor: ____________________

Use another sheet to make some notes for the questions that follow.

. te

• What if the rainforest trees were all the same height and there were no layers? What would the forest be like?

o c . c e Think About h It:e Rainforest Habitatso r t r s suofpthe er In a rainforest ecosystem, many living things actually live in the rainforest layers and not on the ground. In fact, hardly any plants grow on the ground. TASK: Write about a plant or animal that lives in one or more of the layers. Find out as much as you can about this species and carefully describe its habitat. 16

CYBER

Layers of the Rainforest

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 17.

r o e t s Bo r e p ok u S

Layer

Emergent

Amount of Sunlight

Canopy

Understorey

Forest Floor

ew i ev Pr

Teac he r

All rainforests are classified as having four layers. Search around the website for information that will help you complete the table below. The Rainforest resource book will also be helpful.

w ww Height of trees

. te

m . u

of Trees

o c . che e r o t r s super

Animal life

View some cool rainforest images at this website:

www.deepgreenphotography.com 17

Activity

Super Rainforests

d a e R

Read Why are Rainforests Important? in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s B_______________ r • ______________ e • _______________ •o p o u k What is meant by respiration? _________________________ S

1. List three things that rainforests provide us with.

Teac he r

ew i ev Pr

__________________________________________________

3. Plants use a gas called carbon dioxide and sunlight to produce food and water. What is this special process known as? P_____________________________________________

Creative Corner

Use another sheet to make some notes for the questions that orr evi ew pur posesonl y• follow. •f

w ww

• Imagine a world with no plants at all. Do you think humans and other animals would survive? Why / Why not?

m . u

• What might happen to the earth’s environment if every single rainforest is destroyed?

. Thinkt About e It: Report o c . che on Planet Earth arer e The rainforest environments on the chopping o r st super block! TASK: You have to explain the importance of rainforests to the big bosses of Planet Earth. Write a report about how the rainforests help the environment. You might like to do some further research on this topic by visiting some of the websites listed in the resource book.

CYBER

Super Rainforests

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 19.

r o e t s Bo r e p ok u In the table below, list ALL of the reasons you can find for why S rainforests are so important.

ew i ev Pr

Teac he r

Just what is it about rainforests that make them so special? Have a look at the website and also check out the Rainforest resource book.

Next to each statement that you write, give a rating out of 10 in terms of how important you think the statement is. 10 = very important and 1 = not very important.

Rate the Rainforests

w ww

. te

m . u

e.g. The rainforests act as the “lungs of the world”.

o c . che e r o t r s super

Check out one of the world’s most famous rainforests – The Amazon:

www.eduweb.com/amazon.html 19

Plants and Energy

d a e R

Activity

Read Plants and Energy in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e ______________________________________ p ok u ______________________________________ S ______________________________________

2. What do plants turn water and air into? ______________________________________

ew i ev Pr

Teac he r

1. What three things do plants need in order to grow?

3. What substance makes the leaves of plants green in colour? __________________________________________________

• What if the days became shorter and the nights became longer? How do you think this would affect plants?

m . u

w ww

• Imagine if plants did not use carbon dioxide in their energy process. What do you think might happen to the earth’s atmosphere?

. te o Think About It: Monster Plants c . che e r o TASK: Write a story on another sheet of paper. Start with t r s s r u e p the sentence: I woke up one morning in the middle of a forest and all around me were strange plants that I had never seen before . . . Draw a picture to illustrate your story. 20

Plants and Energy

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 21.

r o e t s Bo r e p ok u S

Look at these long words

inhale oxygen

exhale sunlight

ew i ev Pr

Teac he r

Photosynthesis is sometimes described as the most important process that occurs on earth. Find out a bit more about this unique process by visiting the website above.

photosynthesis carbon dioxide

©forR ead EdthePsentences ubl i c at i ons Search around answers andy complete below by adding the correct words from the list above.

w ww

• During the process of respiration, animals and people i__ __ __ __ __ oxygen and e__ __ __ __ __ carbon dioxide.

. te

• During the process of photosynthesis plants convert s__ __ __ __ __ __ __ and carbon dioxide into oxygen and water.

m . u

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

Supa Challenge

What happens to plants at night when there is no sunlight? ______________________________________________________ ______________________________________________________

Rainforest Plants

d a e R

Activity

Read Rainforest Plants in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s B r e How many of these are classed as tropical o plants? __________ p o u k Name threeS types of plants that can grow in rainforests.

1. Approximately how many plant species are there on earth? 2.

Teac he r

ew i ev Pr

• ______________ • _________________ • _______________

4. What are air plants?__________________________________ ___________________________________________________

Creative Corner

You have © been walking through ab Re adyEdPu l i cat i ons rainforest and now it is time to describe f o rr e vi ewwhat pur posesonl y• the plants• you saw. Talk about you could touch, see, smell and hear.

w ww

m . u

_______________________________________________________ _______________________________________________________

. te

_______________________________________________________

o c . c e Think About It: The Perfect Plant o he r t r s su er TASK: Design a new plant that can onlyp

_______________________________________________________

grow in rainforests. Draw it in the box and then clearly label all the special features (adaptations) that your plant has to help it live in the rainforest environment.

Plant Adaptations

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 23.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Read about the special features of plants that grow in the rainforest. These features are known as adaptations and help the plant to survive in a rainforest environment. Write about how each of the features below can help the plant.

Thick bark on temperate trees: e.g. thick bark helps to limit moisture evaporation from the tree’s trunk.

Roots of Liana vines:______________________________________

Buttress roots: __________________________________________

w ww

Plant Profile

m . u

Prop and stilt roots: ______________________________________

Choose a rainforest plant and find out as much as you can about it. Write your facts in the box below and then draw a picture to illustrate your work.

. te

Name of Plant

o c . che e r o t r s Picture supe r

Activity

Fruits of the Forest

Read Fruits of the Forest in the Rainforest resource book to help you complete the following.

d a e R

Just The Facts

r o e t s Bo r e p ok u S VEGETABLE GRAINS NUTS

FRUITS

SPICES

ew i ev Pr

Teac he r

1. About how many types of fruit grow in a tropical rainforest?_______ 2. Complete the table below by adding in two examples under each heading. Put a tick ( ) next to all of the things you have eaten.

3. Over a quarter of the world’s medicines come from rainforest areas. What sorts of things are these medicines used for? __________________________________________________

SAMPLE MENU •f orr evi ew pur po seso nl y•

. te

Soup of the Day:

Jungle Stew

Spicy potato and corn soup Main:

YYummy ummy YYammy ammy

m . u

w ww

Plan a three course menu for the Jungle Restaurant using fresh rainforest ingredients. Make your menu as exciting as possible by giving your meals a cool name.

Roasted yams in a coconut mango sauce

Guava Glor y

Dessert: Lemon and guava slushy with cinnamon spice. Coffee with vanilla spice

o c Think About It: Medicine Man . ch e r shamans Medicine men that livee in rainforests are called shamans. For o t r s s r u e p thousands of years over many generations, these wise men have passed on their amazing knowledge of the plants that grow in the rainforests. TASK: Imagine you have been asked to interview a medicine man. On another sheet write down ten questions you would like to ask the medicine man.

Fruits of the Rainforest

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 25.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Read about the foods and ingredients that we get from rainforests. In the space below, make a list of everything you’ve eaten in the last week that has been made from rainforest fruits or plants.

rainforest land is destroyed to create one hamburger? ____________

w ww

Saving The Rainforest

. te

m . u

Because the rainforest has the right conditions for growing things like coffee and oranges, many companies have cleared the land to plant only those plants.

o c . che e r o What can you do that might help to stop the rainforests from t r s being cut down? Study s r u e p the website for actions to take, but also add some of your own ideas in the space below. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 25

Activity

Rainforest Wildlife

d a e R

Read Rainforest Wildlife in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r Mammals _________________________________ e p ok Birds ____________________________________ u S Fish ____________________________________

ew i ev Pr

Teac he r

Write two rainforest examples for each heading.

Insects & Spiders ____________________________ Reptiles __________________________________ Amphibians _______________________________

Creative Corner

DISCUSS WITH A CLASS MATE:

©R ead Ed Pubinsects l i cat i ons • What might happen if y allthe rainforest became extinct? •f o rr e vAi e w Discovery pur posesonl y• Think About It: New

w ww

m . u

You have discovered a new and unique rainforest species that has not been seen ever before on this planet. Create a Species Fact File below being as creative as possible. Remember your creature lives ONLY in rainforest areas and so it must have some special features that help it to survive.

. te

o c . Scientific name: (e.g. c Ginormus creaturus) ________________________ e h r e o t r Type of animal (tick one): s super Common name: __________________________________________

Bird

Mammal

Fish

Reptile

Amphibian

Insect

Spider

Other

Size: Length: __________ Height:__________ Weight__________ Special adaptations:_______________________________________ ____________________________________________________

Rainforest Wildlife

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 27.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Fill in the boxes with the names of five animals that are found in each of the rainforest areas of the continents labelled on the world map. Make sure you list whether they are a mammal, reptile, bird, fish, amphibian or insect. Choose an animal for each region to print out and colour.

w ww

WEST AFRICA

. te

SOUTH AMERICA

m . u

SOUTH-EAST ASIA AUSTRALIA

o c . che e r o t r s super

Beautiful Birdlife

d a e R

Activity

Read Talkin’ Toucans and Magic Macaws in the Rainforest resource book to help you complete the following.

Just The Facts

COMPLETE THE TABLES BELOW

About Macaws r o e t s r Where doBthey Where do they live? live? e o p ok ___________________________ ___________________________ u What do they look like? What do they look like? S ___________________________ ___________________________ How long do the young stay in the nest? ___________________________ An interesting fact about toucans is: ___________________________

ew i ev Pr

Teac he r

About Toucans

How long do the young stay in the nest? ___________________________ An interesting fact about macaws is: ___________________________

Creative Corner

m . u

• Why do you think toucans and macaws are so colourful?

w ww

___________________________________________________

• What are the main differences betweens toucans and macaws?

. te

o c . Think About It: Comic Strip ch e r e o t r Let’s pretend that toucans s really can talk sand up er

___________________________________________________

macaws really are magic.

TASK: On a large sheet of paper, create a comic strip using each of these birds as the main characters. Make sure you colour the birds correctly. Check out some images at:

www.abcteach.com/RainforestFacts/birdpics.htm 28

Beautiful Birdlife

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 29.

r o e t s Bo r e p ok u S

Answer the questions below

What is your name? __________________________

Where do you live? (e.g. country)

ew i ev Pr

Teac he r

Choose one of the birds at the website above that you would like to know more about. Now, pretend that you are that bird. You are being interviewed about your rainforest habitat and your special features.

DRAW OR PASTE A PICTURE OF YOU.

w ww

What do you feed on? __________________________

m . u

__________________________

. tewhat you look like. Tell me about o c . __________________________ che e r o t r san “endangered” species? sup __________________________ Are you er __________________________

What special features do you have?

If so, why have you become endangered?

__________________________

__________________________ __________________________ 29

Interesting Insects, Scary Spiders

d a e R

Activity

Read Interesting Insects and Scary Spiders in the Rainforest resource book to help you complete the following.

r o e t s Bo____________ r What is the namep ofe the largest insect alive? ok u How long can Sthis insect grow to? _____________________ Just The Facts

Teac he r

ew i ev Pr

1. 2. 3. How long have these giant insects been roaming the earth? _________________________________ 4. What does morpho mean? _________________________________ 5. Morpho butterflies are sometimes described as the most ___________ insects the planet. ©R eadyE dPon ub l i cat i ons

w ww

The “happy face” on the happy face spider’s back is meant to keep rainforest predators away. Imagine you are a rainforest insect. What special features do you have that help you to hide from predators? Draw and label.

. te

m . u

Creative Corner •f orr e vi ew pur posesonl y•

o c . che e r o t r s su per Think About It: At the Movies

What if insects took over the world? Planet of the TASK: Write an outline for a movie plot titled “Planet

Insects Insects”. Use another sheet for your writing and be sure to add some sketches of what you think the main characters should look like! 30

Interesting Insects, Scary Spiders

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 31.

Teac he r Name Ant

Description Ants are social insects and many species live in the rainforests. They have a head, thorax and abdomen, a pair of antennae, and a hard exoskeleton.

ew i ev Pr

r o e t s Bo r e Zoom over to the p rainforest at the website. Scroll okdown and you u should find aS list of rainforest animals. Complete the table below and draw or paste a picture to illustrate each creature. Picture

Assassin © ReadyEdPubl i cat i ons bug

•f orr evi ew pur posesonl y•

w ww

Leafcutter ant

. te

Millipede

Tarantula

m . u

Dragonfly

o c . che e r o t r s super

Insect Gallery Click on the links at the website and print out some of the insects to colour in. 31

Activity

Freaky Fish

d a e R

Read Freaky Fish in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r CATFISH e p ok • _________________________ • _________________________ u S _________________________ _________________________ Write three facts about piranhas and three facts about catfish.

ew i ev Pr

Teac he r

PIRANHAS

• _________________________

_________________________

• _________________________

_________________________

Creative Corner © Re adyEdPubl i cat i ons

. te

m . u

w ww

Write an acrostic poem about piranhas and catfish. •f orr evi ew p r posesonl y• P _______________________ Cu __________________________ I ________________________ A __________________________ R _______________________ T __________________________ A _______________________ F __________________________ N _______________________ I ___________________________ H _______________________ S __________________________ A _______________________ H __________________________

o c . c e he Think About It: Giant Catfish Hunt o r t r s sthep er You are going on a hunt in search ofu piraiba (giant catfish) in the Amazon.

TASK: Write a news story describing your hunt and what you are hoping to find. Also talk about the tactics you might use to catch the fish. Use another sheet of paper for your article and make sure you draw a picture of your search! 32

Freaky Fish

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 33.

r o e t s Bo r e p ok u SATLANTIC PORCUPINE PUFFER

Where does it live?

Coral reefs, open sand and grassy flats.

ew i ev Pr

Teac he r

Swim your way around the website and learn about some really freaky tropical fish. Complete the table below. The first fish has been done for you. Special features Can “puff up” to look bigger when it is angry. Covered with sharp spines Can grow to I metre long Eats until it almost passes out! Special feelers that hang from its nostrils help it to find food. Has teeth like a bird’s beak which help it eat small shellfish. FRENCH ANGELFISH

w ww

. te

m . u

o c . che e r o t r s super ROYAL GAMMA FISH

Check out some Amazon fish images!

www.ecuador-images.net/animal.fish.htm 33

Tropical Mammals

d a e R

Activity

Read Tropical Mammals in the Rainforest resource book to help you complete the following.

Just The Facts

FILL IN THE MISSING WORD.

r o e t s Bo r e p ok u S

Teac he r

Creative Corner

•

ew i ev Pr

Capybaras are the world’s largest living _______________. They are found in the rainforests of the ______________. Their name means ________________________________. Capybaras live in groups and talk to each other using ______________ and ____________. They are known to be very good ______________ and they feed on ____________ that grow near _______________. Sloths are very ________. They can sleep for up to _________ hours a day! DISCUSS WITH A PARTNER: © R e a d y E d P u b l i cat i ons Why are many tropical mammals hairy? or r evi ew pur posesonl y• Think• off all possible reasons.

w ww

Think About It

. te

TASK: Make up a mystery mammal that has some of the features of the capybara and some of the features of the sloth. Give your mammal a cool name and list its special features.

o c . che e r o t r s super

Draw and label your mammal.

m . u

• What if these mammals lost all their hair? How might this affect their survival?

CYBER

Tropical Mammals

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 35.

r o e t s Bo r e p ok u S

Teac he r

BUSH BABY

ew i ev Pr

You have been sent on a special mission to the rainforest to find key facts about some of the unique mammals. You must report back to head office about your findings. Fill out the reports below for each of the mammals using your detective skills at the website. SQUIRREL MONKEY

FORMAL NAME:

_____________________

FORMAL NAME:

_____________________

PICTURE:

. te

m . u

w ww

New Facts: New Facts: 1. _____________________ © ReadyEdP b l i cat i ons 1.u _____________________ _____________________ _____________________ • f o r r e v i e w p u r p osesonl y• 2. _____________________ 2. _____________________ _____________________ _____________________ 3. _____________________ 3. _____________________ _____________________ _____________________ PICTURE:

o c . che e r o t r s super

Supa Challenge: What Am I? I am a good swimmer and diver. I can run fast on land. My voice sounds like the whistle of a human. My main enemy is the jaguar.

Answer: __________________

Creeping Reptiles

d a e R

Activity

Read Rainforest Reptiles in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. What sort of reptiles are caimans? _____________________ 2. Which caiman species is endangered? __________________ 3. Name two other caiman species. • _______________________________ • _______________________________ 4. What sort of reptiles are anacondas? ______________________________ 5. Name two types of anaconda. • _______________________ •________________________

w ww

. te

Rainforest Reptiles

m . u

What are• some ofr the first words you think of talking about f or ev i ew pu r p os ewhen son l y• reptiles like snakes and crocodiles? With a friend create a brainstorm below and think of some really creepy words.

o c . che e r o Think About It: Scary Reptile Poster t r s super

TASK: You have been asked to create a poster for the reptile that you think is the scariest. Using another sheet of paper, create a poster about the most terrifying creature of the rainforest. Your poster should highlight all the things that make this creature frightening. Think of a slogan and add or draw some pictures to make your poster eye-catching! You can also use some of your “creepy” words from your brainstorm.

Creeping Reptiles

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 37.

r o e t s Bo r e p ok u Compare S your two reptiles using the table below.

NAME:

Ways in which they are similar:

ew i ev Pr

Teac he r

Snake your way around the website and read up on some rainforest reptiles. Choose two reptiles that you would like to know more about. _________________ V NAME: _________________

e.g. They both have scales.

w ww

Ways in which they are different:

. te

m . u

e.g. One lives in the ocean and one lives on land.

o c . che e r o t Rainforest Reptile r s super

You have the strange choice of turning yourself into a rainforest reptile. Choose which reptile, out of all of the reptiles at the website, that you would like to be. Explain why you have picked this reptile. ______________________________________________________ ______________________________________________________ 37

Amazing Amphibians

d a e R

Activity

Read Slimy Amphibians and Colourful Creatures in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. What is an amphibian? ______________________________ 2. List four types of amphibian. • _______________________ • _______________________ • _______________________ • _______________________ 3. Pick any of the amphibians in the Rainforest book and list three things that help them to survive in the rainforest habitat. • _________________________________________________ • _________________________________________________ • _________________________________________________ © ReadyEdPubl i cat i ons

Creative Corner •f orr e vi ew pur posesonl y•

Think About It:

. te

m . u

w ww

Read about Fearless Frogs and the noises that frogs make. With a partner, create a musical duet using only frog noises. You might like to listen to some sounds on the Internet for ideas. Croak!

o c . chyou e TASK: Write down everything know about amphibian features that help them to r e o tthey could use. s su r live in a tropical area. Add three r other features you think pe

There are over 4000 kinds of amphibians and most of them are found in rainforests.

• _________________________________ • _________________________________ • _________________________________

Amphibian Alert

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 39.

r o e t s Bo r e p ok u S

Newt

Red-eyed tree frog

Poison arrow frog

ew i ev Pr

Teac he r

Check out the slimy rainforest amphibians at the website. Write a description for each heading below and draw a picture of each type of amphibian.

w ww

. te

Ancient Amphibians

m . u

o c . che e r o t r s super

Read about the ger gerrrothorax at the website. This amphibian was thought to live on Earth around 200 million years ago. Fossils have been found in some parts of the world. Think of a reason for why this amphibian is no longer slithering around and write it down below. _______________________________________ _______________________________________ _______________________________________ _______________________________________ 39

Animal Tactics

d a e R

Activity

Read Animal Tactics in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p oenemies. Write List three things animals might do to hide from k u S example for each and describe how the tactic down an animal

1. What is one of the main threats to many animals living in rainforests? ________________________________________

works.

Tactic:

CAMOUFLAGE

MARKINGS

Example:

ew i ev Pr

Teac he r

MIMICRY

•f o rr e vi ewtop ucamouflage r posesino nl y• What if every animal was able use the rainforests?

m . u

Think About It: Can’t Catch Me

w ww

TASK: Imagine you are a rainforest animal. You are so unique that not many people even know you exist. What might be your way of hiding? Draw.

. te o c Describe yourself in 25 words: ____________________________ . c e her r ___________________________________________________ o t s super What are you? _________________________________________

Describe your special tactic: ______________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Animal Tactics

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 41.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

The red-eyed tree frog is a fascinating rainforest creature. Hop around the website to learn all about this unique frog. Write a story in the space below that mentions all of the special adaptations of the red-eyed tree frog. You can write your story as an adventure story or a funny tale.

m . u

w ww

The Tale of the Amazing Red-Eyed Tree Frog! ___________________ ___________________ _____________________ © ReadyEdPubl i cat i ons _______________________ •f orr evi ew pur posesonl y• _________________________ ____________________________ ____________________________________ ____________________________________________ ____________________________________________ . te ____________________________________________ o c . ____________________________________________ che e r o t ____________________________________________ r s super ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 41

Activity People of the Rainforest Read ALL of the People of the Rainforest in the Rainforest d Rea resource book to help you complete the following. Just The Facts

r o e t s Bo r e p ok u S

Teac he r Region

CONGO

PAPUA NEW GUINEA

AUSTRALIA

Groups e.g. The Pygmies

ew i ev Pr

1. What word is used to describe the tribes that live in the rainforests? i _______________________________________ 2. Why are rainforest people considered “endangered”? 3. Name some of the rainforest tribes that live in each region below. AMAZON

Creative Corner

m . u

w ww

Why do rainforest people look different in each region? Discuss with a partner and then make some notes below.

______________________________________________________

. te o c ______________________________________________________ . che e r o t r s Think About It: Livings inu the er pRainforest ______________________________________________________

TASK: You have been sent to live in the rainforest for a year where food, shelter and clothing will be provided for you. You can take only ten things with you. What will they be? Write a reason for each choice. Make your list on a separate sheet of paper. 42

People of the Rainforest

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 43.

r o e t s Bo r e p ok u Now use the planning sheet below to create your own story, imagining you are from S one of the tribal groups that you have read about. Choose characters and make sure your story has a beginning, middle and end.

A Rainforest Adventure

ew i ev Pr

Teac he r

This cool website lets you create your own rainforest story. Fill in our Stor the boxes and then click on Create Y Your Storyy. Print out your story.

Characters: _____________________________________________

© ReadyEdPubl i cat i ons Introduction: (Setting the scene) •f orr evi ew pur posesonl y• _________________________________________________________ _________________________________________________________

_________________________________________________________

w ww

Middle: (The adventure part!)

m . u

_________________________________________________________ _________________________________________________________

. te o _________________________________________________________ c . c e her r _________________________________________________________ o t s super _________________________________________________________ _________________________________________________________

Ending: (Make it a happy one!) _________________________________________________________ _________________________________________________________ _________________________________________________________

People of the Amazon

d a e R

Activity

Read the Tribes of the Amazon Region in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Creative Corner

FINISH THIS STORY ON THE BACK OF THIS SHEET.

m . u

Teac he r

ew i ev Pr

The Yanonami and the Huaorani are two rainforest tribes in the Amazon region in South America. 1. What countries do the Yanonami people live in?__________ __________________________________________________ 2. What does the word “yanonami” mean? ________________ 3. Name five tools that the Yanonami people make and use. __________________________________________________ __________________________________________________ 4. In what country will you find the Huaorani people? _______ © ReadyEdPubl i cat i ons 5. List some things that the Huarorani grow. •f orr evi ew pur posesonl y• __________________________________________________

w ww

If I could live in any rainforest area in the world I would like to live in ___________________________ because . . .

. te

o c . TASK: Brainstorm all thec ways that the rainforest people care for the land. e her r o st super Think About It: Respecting the Rainforest

Living in Harmony

Respect for the Rainforest

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 45.

r o e t s Bo r e p ok u S

1. ___________________________________ 2. ___________________________________ 3. ___________________________________ 4. ___________________________________ 5. ___________________________________

ew i ev Pr

Teac he r

Read about rainforest tribes and how they live in the rainforest. Write down some ways that they show respect for their environment.

Think about everything you have read about how the rainforest people look after their environment. Create an acrostic poem to show how you feel.

_________________________________ _________________________________ _________________________________ _________________________________ . te o _________________________________ c . che e r o _________________________________ t r s super _________________________________ _________________________________ _________________________________ _________________________________

m . u

w ww

R A I N F O R E S T

Activity

Rainforests Under Threat

d a e R

Read the Rainforests Under Threat in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s r e species areB oo extinct each About how manyp rainforest becoming u k year? ______________________________________________ S Name two species that are now extinct:

1. Why are rainforests being cleared? List three reasons.

ew i ev Pr

Teac he r

• _______________________ • ________________________

4. Name four countries that have had a lot of their rainforests destroyed. • _______________________ •________________________ • _______________________ © ReadyEd•________________________ Publ i cat i ons

Creative Corner •f orr e vi ew pur posesonl y•

w ww

__________________________________________ __________________________________________

m . u

If you ruled the world, what might be some changes you’d make about rainforests? Write your ideas below.

. te o __________________________________________ . c che e r __________________________________________ o r st super __________________________________________

Think About It: Rainforests of the Universe Do you think there are planets in our universe that might also have rainforests on them? TASK: On the back of this page write a paragraph about what you think. 46

Rainforests Under Threat

CYBER

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 47.

r o e t s Bo r e p ok u S

Teac he r

This website has some good ideas for helping rainforests around the world. One of the things you can do is to adopt a tree. Check with your teacher and see if your class can participate.

ew i ev Pr

Read the information at the site and complete the following. • How can adopting ONE tree help save a rainforest?

______________________________________________________ ______________________________________________________

Draw the tree that you would like to adopt. Draw and label some animals ea dy Ed ub l i c at i on splanet. that might© useR your tree. Write howP your tree will help the

w ww

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o t r s super Rainforest Fun

Visit Site 2 and try to find all of the animals in the picture. Print out the picture, colour it and paste it onto the back of this sheet.

Activity

Saving the Rainforest

d a e R

Read the Saving the Rainforest section in the Rainforest resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u What happens Sonce the trees are cut down?

1. Why do people want to cut down rainforest trees?

Teac he r

ew i ev Pr

__________________________________________________

3. If we leave the trees standing, how can they be of use?

__________________________________________________

Creative Corner

DISCUSS WITH A PARTNER:

. te

m . u

w ww

TASK: Make a poster for the classroom that shows the trouble that rainforests are in. Use real facts and also include some things that kids can do to help. Plan your poster here and then draw it on a large sheet of paper.

o c . • __________________________________________ che e r o t r • __________________________________________ s super Rainforest problems: e.g. Cut down for their timber

How we can help: e.g. Adopt a tree, use less paper • __________________________________________ • __________________________________________

CYBER

Saving the Rainforest

Challenge

You will need access to the Internet or the Rainforest resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/rain.htm and click on the website for Page 49.

r o e t s Bo r e p ok u S

Teac he r

My Rainforest Action Plan ACTION

ew i ev Pr

Many people think that there is nothing they can do to save rainforests, especially if they don’t even live near a rainforest. However, there are lots of little things you can do. If EVERYONE tries, then together people can help save the rainforests from being destroyed. What are seven steps you can take to help? Fill out the action plan below. HOW WILL I DO THIS?

•f orr evi ew pur posesonl y•

w ww

3. 4. 5. 6.

. te

m . u

o c . che e r o t r s super

Check out: www.kidsplanet.org/coolstuff/ 49

Assessment and Evaluation

Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

Teac he r

•

Did the student apply his/her imagination?

ew i ev Pr

r o e t s Bo r These are only a sample ofe the questions that need to be addressed at the p ok evaluation stage: u Scommunicate effectively in written form? • Did the student Did the student demonstrate critical and creative thinking skills?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. All of these skills can be developed at junior/ middle primary level. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets so it is very important that teachers understand how students have performed in the Creative Corner sections of activity pages.

m . u

Assessment Sheets

w ww

Pages 51-54 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

. te

o c . che e r o t r sa self-assessment form as The students should be encouraged top complete su r e they complete activities where the teacher feels that there are opportunities • • •

Written Information Creative Thinking Evaluation Student Self-Assessment

for reflection. Ideally, these sheets can be set up in a box as part of a learning centre. Teachers can then use these forms to help them assess the students’ understanding of the learning process.

Teacher Assessment 1 Written Information

This assessment proforma is designed to evaluate activities that require creative written accounts and tasks.

•

r o e t s Bo r e p o u k Did the student understand the task? S What creative thinking strategies did he/she employ to complete

Student Name: ____________ Task Card: _______________

ew i ev Pr

Teac he r

YES NO

the task? _____________________________________________ _____________________________________________________

Displaying Information:

Did the student demonstrate confidence in sharing his/her learning experience with the class?

Research Skills:

. te

m . u

w ww

Presentation: Was the layout eye-catching? Were appropriate materials used to enhance presentation? (e.g. images/drawings) Did the student proof read their work? Has the student shown flair and imagination in their work?

o c . che e r o t r s super

Did the student grasp the main concept of the task? Has the student shown evidence of library or multimedia research? Has the student demonstrated proficiency in using the Internet as a research tool? Extra comments:

___________________________________________________ ___________________________________________________ ___________________________________________________

Teacher Assessment 2 Creativity

•

This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name: ____________ Task Card: _______________

r o e t s B r e oo Did the student understand the task? p u k the task? What creative S thinking strategies did he/she employ to complete ___________________________________________________________

ew i ev Pr

Teac he r

YES NO

___________________________________________________________ Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: Fluency - Did the student generate a number of ideas? Flexibility - Did the student look at the problem from another perspective? Originality - Were new and innovative ideas drawn upon? Elaboration - Did the student expand on already existing ideas? Curiosity - Did the student seek out answers and facts? Imagination - Did the student venture beyond the “safe” boundaries? Risk Taking - Did the student explore a number of solutions to the problem? Reflection: Did the student reflect on his/her work and suggest changes? Did the student show competency in using the creative thinking strategies (e.g. brainstorming, applied imagination, problem reversal)? Extra comments:

w ww

. te

m . u

o c . che e r o t r s super

___________________________________________________ ___________________________________________________

Student Self-Assessment

Complete this sheet after completing each of the task cards.

Name: ___________________ Task Card: _______________

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1.Explain in your own words what the task was asking:__________________ ______________________________________________________ ______________________________________________________ 2.What strategies did you use to complete the task? ___________________ ______________________________________________________ ______________________________________________________ 3.How did you share your learning experience with the class? ____________ ______________________________________________________ 4.The aspect you enjoyed most about this activity was: (Give reasons.) _____ ______________________________________________________ ______________________________________________________ 5.The part you liked least about this task was: ______________________ ______________________________________________________ ______________________________________________________ 6.How could you have improved your learning experience? ______________ ______________________________________________________

Disagree

Agree

Strongly agree

. te o that describes how you feel. c . che e r o t I enjoyed this r task. s super Read the statements below and then colour the circle

Strongly Disagree

w ww

Think About ...

m . u

I learnt new things during this task. I enjoy sharing my work with the class. I feel my work could be improved. This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result.

Further Assessment Tools

Online Creativity Tests and Resources Creativity Assessment Index

r o e t s Bo r e pof Creativity ok Crayola.com - The Power u www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm S Smarter Kids.com www.smarterkids.com/ Fostering Academic Creativity in Gifted Students

ew i ev Pr

Teac he r

www.creativelearning.com/Assess/

www.kidsource.com/kidsource/content/academic_creativity.html Six Thinking Hats

w ww

Creativity in Young Children - ERIC Digest

. te References:

www.ericfacility.net/ericdigests/ed306008.html

m . u

www.edwarddebonofoundation.com/

o c . che e r o t r Torrance, E. Page (1977). Creativity the Classroom. Washington, s supine r

DC: National Education Association.

Rainforest Answers

Biomes of the World: Activity (P. 10) 1. Answers will vary but may include: tundra, taiga, grasslands, temperate forest, rainforest, desert, savanna, wetlands, marine, (aquatic) scrub, Arctic; 2. Terrestrial – occurring on land, e.g. desert, rainforest; Aquatic – occurring in water, e.g. marshlands, coral reefs, freshwater regions, oceans.

Rainforest Plants: Activity (P. 22) 1. 250,000; 2. 160,000; 3. Orchids, ferns, mosses, lichen (epiphytes), liana vines, carnivorous plants, and so on; 4. Air plants are plants that get nutrients and water from the air and their “host” plant.

Plant Adaptations: Cyber Challenge (P. 23)

r o e t s Bo r e p ok u S

The Rainforest Biome: Activity (P. 12)

Teac he r

ew i ev Pr

• Thick bark on temperate trees: e.g. thick bark helps 1. Temperate; Tropical; 2. A tropic is a hot wet region to limit moisture evaporation from the tree’s trunk; that makes a wide belt around the centre of the earth, • Roots of liana vines: the roots grow in the ground e.g. Tropic of Cancer, Tropic of Capricorn. They lie but the liana vines are able to climb high into the directly above (Cancer) and below (Capricorn) the tree canopy to reach available sunlight. The plants equator; 3. High rainfall, high temperatures, very even start life in the canopy and then extend their humid conditions. This region stays warm all year roots down to the ground; round due to it being close to the equator. • Drip tips on forest trees: these leaf tips are able to cope with exceptionally high rainfall by allowing the Rainforests Around the World: rain to run off the tips very quickly. This also helps to avoid the growth of fungus and bacteria which Activity (P. 14) thrive in moist conditions; • Buttress roots: Some trees have massive ridges near 1. Africa, Asia, Central and South America, Australia, the base that can rise up to 10 metres high before also found on the Pacific Islands. 2. Answers will vary. blending into the tree trunk. These special roots provide extra stability, especially since roots of Layers of the Rainforest: Activity (P. 16) tropical rainforest trees are not as deep as the trees 1. Stratas; 2. Emergent: contains the tallest trees in in temperate regions; the forest which grow to between 35 and 70 metres. • Prop and stilt roots: These roots give support to They have small leaves and umbrella shaped crowns plants such as tropical palms which grow in shallow, and tall slender trunks. These trees are green all year wet soils. round; Canopy: contains flat-topped trees that grow to about 20 – 30 metres above ground; Understorey: Fruits of the Forest: Activity (P. 24) contains smaller trees and shrubs that rarely grow 1. Almost 3000; 2. Answers will vary; 3. Fight taller that 4.5 metres. These trees have large leaves cancers, cure deadly diseases. which help them reach the sunlight; Forest floor: this area contains seedlings, herbs and ferns with hardly Fruits of the Forest: Cyber Challenge any leafy plants.

w ww

Super Rainforests: Activity (P. 18)

. te

1. Medicinal plants, fruits, trees, shelter – answers will vary; 2. Respiration is the process whereby people animals breathe in oxygen and breathe out carbon dioxide; 3. Photosynthesis.

(P. 25)

m . u

Supa Challenge: For every quarter pound fast-food hamburger that comes from the rainforest, 55 square feet (approximately 5 square metres) of rainforest is destroyed.

o c . che e r o t r s super

Plants and Energy: Activity (P. 20)

1. Sunlight; water and air; 2. Energy (plant food); 3. Chlorophyll.

Plants and Energy – Cyber Challenge (P. 21)

During the process of respiration, animals and people inhale oxygen and exhale carbon dioxide. During the process of photosynthesis plants convert carbon dioxide and sunlight into oxygen and water. Supa Challenge: At night time, most plants cannot make food as there is no sunlight. They shut down by closing their stomata.

Beautiful Birdlife: Activity (P. 26)

TOUCANS Where do they live? South American rainforests. They sleep in hollow trees. What do they look like? Has colourful plumage (feathers), long bill, no feathers around the eye area. Can grow to between 36 cm and 64 cm in length. How long do the young stay in the nest? About eight weeks. An interesting fact is … Toucans turn their heads right around when they sleep and place the bill down the centre of their backs. They are also the noisiest birds in the forest!

Rainforest Answers

Beautiful Birdlife: Activity (P. 26) MA C AWS MAC Where do they live? Rainforest areas of Mexico, Central America and Argentina. They sleep in hollow trees. What do they look like? Large parrot with lots of different coloured feathers. Long pointed wings and a heavy, powerful bill. Vary from 30 cm to 100 cm in size. How long do the young stay in the nest? Up to a year. An interesting fact is … They can live to be over one hundred years old.

1. Indigenous; 2. Rainforests are being destroyed and this means that the indigenous tribes of the rainforest no longer have a home. Congo, e.g. The Pygmies: Bambuti, Batwa, Bayaka, Bagyeli; Papua New Guinea, e.g. The Huli and Gimi; Australia e.g. The Ngadjonji, Kuk Yulanji; Amazon e.g. Yanomami, Huaorani, Amahuaca. .

r o e t s Bo r e p ok u S

Interesting Insects, Scary Spiders: Activity (P. 30)

1. Goliath Beetle (Goliathus regius Klug); 2. Up to 10 centimetres long; 3. About 300 million years; 4. Beautiful; 5. Prettiest.

Tropical Mammals: Activity (P. 34) Missing words: rodents, Amazon, Master of the Grasses, barks, whistles, swimmers, grasses, water, lazy, 15.

Tropical Mammals: Cyber Challenge (P. 35)

People of the Amazon: Activity (P. 44) 1. Venezuela and Brazil; 2. Human beings; 3. Wrestling clubs, firesticks, cooking vessel, quiver and arrows, liana bag; 4. Ecuador; 5. Maize (corn), peanuts, sweet potatoes, chilli, fruits.

ew i ev Pr

Teac he r

People of the Rainforest: Activity (P. 42)

Rainforests Under Threat: Activity (P. 46) 1. Mining, farming and logging, also for residential areas; 2. 50,000; 3. Sabre-toothed tiger, Megatherium; 4. India, Bangladesh, Sri Lanka, Haiti.

Saving the Rainforest: Activity (P. 48)

1. Timber; 2. Once the trees are cut down they are gone forever; 3. The fruits, nuts and oils from plants can be harvested each year.

Amazing Amphibians: Activity (P. 38)

w ww

1.An amphibian is an animal with scaleless skin that spends part of its life in water and part on land. Amphibian means “double life”; 2. Caecilian, frog, salamander, toad; 3. Answers will vary.

. te

o c . che e r o t r s super

Animal Tactics: Activity (P. 40)

1. Being hunted by predators. 2: See below: Tactic: Camouflage: Blending into environment to hide from predators. Example: Chameleon lizards, sloth, stick insects, butterflies. Tactic: Unusual Markings Shows other animals that they are poisonous as they remember from last time! Example: Poison arrow frog. Tactic: Mimicry When animals pretend to be poisonous animals to trick predators. Example: The viceroy butterfly tries to imitate the poisonous monarch butterfly.

m . u

1. They belong to the same family as alligators and crocodiles; 2. black caiman; 3. dwarf caiman and spectacled caiman; 4. snakes; 5. green anaconda and yellow anaconda.