iu46 rainforests upper primary - blake education · 1 upper primary learning area focusscience...

Rainforests

Blake’s Topic B

ank Each integrated unit contains:

■ 6 pages of teaching notes in an integrated teaching sequence■ 10 practical blackline masters■ National Profile outcomes■ A useful resource list

by Bev Harvey

IU46 ■ RainforestsUpper Primary

1

UPPER PRIMARY

Learning Area Focus ScienceTopic Our beautiful and majestic rainforests are the richest source of plant and animal life on Earth. Theycan support trees that grow to incredible heights, which in turn support insects, reptiles, mammals andbirds who dwell in, on, around and under the dense vegetation of the forest. This unit begins by givingstudents an understanding of the physical features and scientific processes at work in the rainforest.Students will develop an appreciation of the rainforest aesthetically, and of its abundant resources, beforeconsidering conservation issues.

National Profile Outcomes Students will:■ Science 4.5 Identify processes of energy transfer

within the rainforest.■ Science 4.6 Identify and explain the process of

photosynthesis.■ Science 4.7 Identify events that affect the balance in

the rainforest ecosystem.■ Science 4.8 Explain the functioning of plants in the

rainforest structure.■ Science 4.12 Recognise and describe conditions

that causes the decay of leaf matter.■ Science 4.14 Collect and record information

accurately from investigations.■ English 4.9 Use writing to develop own ideas and

present opinions concerning rainforest conservationissues.

■ English 4.1 Interact confidently when presentingideas and information.

■ SOSE 4.6 Describe the different views of people andorganisations concerning the care and managementof rainforests.

■ SOSE 4.6 Describe the factors that influence the useof rainforest resources.

■ The Arts 4.22 Combine images and forms using arange of skills and processes.

Rainforestsby Bev Harvey

ResourcesFactual BooksJohn and Sue Erbacher, Survival in the Rainforest,Cambridge University PressAnna Lewington, The Wayland Atlas of Rainforests, WaylandElaine Landau, Tropical Rainforests Around the World,Franklin WattsTricia Oktober, Rainforest, Hodder Children’s BooksAustralia Steve Parish, Australian Rainforest Animals, Steve ParishPublishing Pty LtdMargaret Roc and Kath Hawke, Australian Habitats,Rainforests, MacmillanBarbara Taylor, Look Closer, Rainforest, Angus andRobertson

Picture Story BooksLynne Cherry, The Great Kapok Tree, Gulliver Books,Harcourt Brace Jovanovich

Videos and CDsTed Egan, Ted Egan’s This Land Australia: Discovering aRainforest, Festival VideoKen Davis, Daintree Dreamtime and Rainforests Sounds ofAustralia, Holborne

Web addresseswww.ran.org/ran/kids_action/animals.html

www.geocities.com/RainForest/Vines/3606/issues/rainforest.html

www.pbs.org/tal/costa_rica/rainwalk.html

www.rain-tree.com/

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Teaching NotesWhat is a rainforest?The term ‘rain forest’ was first used in the late1800s to describe forests growing in areas of highrainfall that constantly experience wet conditions.Today they are defined as forests that receive morethan 2000 mm of rain, spread throughout the year.Rainforests contain more species of plants andanimals than any other of Earth’s habitats. Theirability to support such a huge quantity of wildlife isdue to the size of their trees—while most arearound 50 metres high, some can reach as high as100 metres. This vegetation forms a structure oflayers in the rainforest, each supporting its ownspecific plant and animal life. There are two maintypes of rainforests:Tropical rainforests are found in hot, wethumid climates such as the Amazon Basin andPapua New Guinea. Their forests are made up ofmany different plant species that grow at differentlevels, from the tall emergent trees and the canopyto the shrubs and herbs at ground level. Providestudents with a copy of BLM 1 and have themname the countries that have tropical rainforests,using an atlas.Temperate rainforests are found in cool, wetclimates such as New Zealand and south-easternAustralia. These forests have a less diverse range ofplant species, and many of these forests are madeup of mainly one tree typeDiscuss the term ‘rainforest’ with students andelaborate on their responses. Refer to factual textsto build up a definition that will focus the studentson the rainforest topic. Arrange to borrow referencematerial on rainforests, including factual and fictionbooks, posters and videos for the class to refer tothroughout the unit.On a large piece of chart paper write these fourheadings:

■ What we already know about rainforests

■ Questions about rainforests we would likeanswered

■ How we will find out answers to our questions

■ What we have learned about rainforests

Ask students to brainstorm what they already knowabout rainforests, and fill in the first column. Thismay make them more aware of what they don’tknow about rainforests, and hence to suggestquestions they would like answered. Promptstudents with questions about rainforests that youplan to cover in the unit. Fill in the third column bycooperatively making decisions as to the directionsthe unit will take in researching the answers to thestudent’s questions. Throughout the unit, refer tothese lists and add more questions students wouldlike to research. Fill in the last column as studentsfind the answers through their research.

Glossary of termsThere are many terms that students will comeacross in reading about rainforests. Have studentsresearch definitions for the words on BLM 2, andadd any other terms they feel would be useful.Collate these definitions into a class glossary. Writethe terms on a computer word processor programso that it can be added to in alphabetical order, andupdated when required. Print out copies of theglossary for students to refer to, and add to,throughout the unit.

Visual dictionaryBrainstorm a list of all the animals and plants of therainforest. Refer to rainforest resources to extendthe list. Classify the names under headings such asbirds, mammals, reptiles, insects, trees etc. Leaveroom beside each word for an illustration, and havestudents draw a picture of each animal or plant tocreate a visual dictionary for display.

Rainforest climatesCopy the following two climatograms of a tropicalrainforest and deciduous forest environment ontoan overhead transparency to share with students.Explain how to interpret the information from theclimatograms. (The bar graph shows the rainfallduring the different months of the year, and the line shows the average temperature throughout the year.) Compare and contrast the features ofeach type of forest, and how they are related totheir climate.

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There is no winter or dry season in tropicalrainforests, which rely on high temperatures andhigh rainfall throughout the year to support theirvaried and fast-growing vegetation. This in turnsupports an abundant range of wildlife. Using BLM 3, have students plot the rainfall and averagetemperatures for a rainforest in Brazil onto aclimatogram. Have students research the varyingconditions in a tropical rainforest at different‘seasons’, and fill out BLM 4. They can then usethese keywords to help them write a shortdocumentary on a tropical rainforest, or to design aposter on the seasons of a rainforest, including aparagraph of information for each illustration.

How photosynthesis worksGreen plants, including grasses, shrubs and trees,perform the amazing feat of photosynthesis duringdaylight hours. Green plants contain a pigmentcalled chlorophyll. Chlorophyll can absorb light andchange it into chemical energy. In this process,carbon dioxide and water are joined to makecarbohydrates for food, and oxygen is released. Inthis way, plants make their own food. All otherliving organisms depend on plants (or on otheranimals that depend on plants) for their food.Research the process of photosynthesis withstudents and have them present this information ina diagram, with labels and an explanation.The burning of fossil fuels (wood, coal, fuel oil andnatural gas) contribute to the amount of carbondioxide in our atmosphere, as does the burning ofrainforests. Carbon dioxide is one of the major‘greenhouse’ gases. These gases cause the‘greenhouse effect’ that allows short-wave radiationfrom the Sun in, but traps the long-wave radiationgiven off from the Earth’s surface. This in turncauses global warming. Explain to students thatrainforests have the ability to absorb large amountsof carbon dioxide and change it into oxygen viaphotosynthesis. Their conservation and protection isan important issue in protecting the Earth from theeffects of global warming.

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Tropical Rainforest (New Guinea) Climatogram

Bar graph: average monthly rainfallLine graph: average monthly temperature

Deciduous Forest (Tennessee, USA)Climatogram

Bar graph: average monthly rainfallLine graph: average monthly temperature

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Rotting leavesLeaves, twigs, animal droppings and even theremains of dead animals end up on the floor of therainforest. Due to the moist heat these wastematerials break down and decay quickly into a toplayer of soil called humus. This humus-rich soilsupports rapid and healthy plant growth. Havestudents read about the cycle of nutrients when atree dies (BLM 5), and complete the diagram.Have students demonstrate how leaves break downin a moist environment by rotting leaves in theclassroom over a few months. Put some fresh dryleaves into two margarine containers. Leave onecontainer with only dry leaves in it. Pack wet soilaround the leaves in the other container, and put alid on it. Check the containers once or twice amonth. The one with the wet soil should begin torot slowly. Provide students with BLM 6 so theycan record how they conducted the experiment,and the results.

Indigenous peopleIndigenous people have lived in rainforest regionsfor thousands of years without destroying theecological balance, and while caring for their

environment. Havestudents refer to factualrainforest resources tocreate a class database ofindigenous people living inthe rainforest regions of the world, includingsuch facts as where theylive, their lifestyle, andhow conservation issuesaffect them.

Have students choose a group of indigenous peopleto research, and present their findings in aninformation report.

Rainforest housingIndigenous rainforest people design and build theirhousing based on the materials available to them,and in response to the wet conditions they live in.Some rainforest houses are built on stilts, awayfrom the damp forest floor. Other housing is onlytemporary, for use on hunting trips, or while food isavailable in a particular area. Have students look atphotos of rainforest housing and design and buildmodels of these houses using natural materials.Display the models in the classroom, along withbackground information.

Life in the rainforestRainforests are able to support an abundant rangeand amount of wildlife. The world’s rainforestssupport 80% of the Earth’s plants, 90% of all non-human primates, 40% of all birds of prey and 80%of insects. Due to the warm, moist environmentthere is rapid plant growth, which in turn providesfood for many animals and birds. Energy iscontinually recycled in the rainforest through theenergy chain. Plants use the sun’s energy, alongwith nutrients from the soil and water, to producefood. Plants are eaten by herbivores, which are inturn eaten by carnivores (and omnivores). Whenplants and animals die, they decompose and thusadd nutrients to the soil, which plants can use.Have students research the energy chain, and fill in BLM 7.The layers of vegetation in a rainforest increase thenumber of spaces available for animals to live in.Some animals live only in the trees and rarely evenvisit the forest floor. Refer students to BLM 8, anduse the diagram as a starting point for students toresearch the animals that live at the different levels.

The emergent layer is the top layer and consistsof the tallest trees. These trees receive full sunlightbut are exposed to strong winds and hightemperatures. There are some spaces between thetrees, which allow sunlight to reach the next layer.

The canopy layer is the next layer, and consistsof lower growing trees. Their leaves and branchesinterlock to form a crown or roof for the forest.

The understorey layer is not as dense, as itreceives less sunlight under the canopy. It consistsof smaller trees such as palms that struggle to growto reach the light.

The shrub layer consists of shrubs and very smalltrees. They are short, woody plants that have morethan one stem. Because the canopy and understoreyfilters out so much light the shrub layer can bequite sparse. This is why it can be quite easy towalk through a rainforest.

The herb layer or forest floor is made up ofsmall plants including ferns, grasses, lichens andmosses. They are plants that do not need a lot ofsunlight. The forest floor is also covered with athick covering of leaves, and mixed in with theseare animal droppings, decomposing plants anddead animals.

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Resources of the rainforestTo help students understand the importance ofconsidering the Earth’s rainforests, it is importantthat they are aware of the vast resources of therainforest. Begin a numbered list titled ‘Resources ofthe Rainforest’. Use the list below as a startingpoint, and brainstorm more resources withstudents. Encourage students to add to the list asthey discover more resources throughout the unit.

1. Over 20% of the world’s oxygen is produced inthe Amazon rainforest.

2. All of these fruits and vegetables have originatedfrom rainforests: avocados, coconuts, figs,oranges, lemons, grapefruit, bananas, guavas,pineapples, mangoes, tomatoes, corn, potatoes,rice and yams.

3. Chocolate originated from the rainforest.

4. 25% of pharmaceutical products are derivedfrom rainforest ingredients.

5. 25% of the active ingredients in cancer-fightingdrugs come from rainforest organisms.

Protection of the world’srainforestsRainforests once covered 14% of the Earth’s landsurface, and now only cover 6%. In the last 50years, half the world’s rainforests have beendestroyed through burning off for commercialagriculture, and cutting down trees for the loggingindustry.Following is a list of the dangers that rainforestsface. Discuss each danger with students in the lightof whether they are preventable or not: logging,cattle ranching, mining, soil erosion, river pollution,floods, and disease.

ErosionWhen rain falls in the tropical rainforest, the leavesand vines of the canopy trap much of the water.Plants absorb through their roots the water thattrickles down to the forest floor; the rest of thewater runs off into streams and rivers. But when arainforest is cleared, the rainfall quickly runs offand washes away the humus and topsoil. Therainfall then swells the rivers with silty water thatcan cause floods downstream.

Certain animals dwell at each level of the rainforest.Large animals like leopards and gorillas live on theforest floor although they can climb the trees.Animals such as sugar gliders, bats and tree frogslive below the canopy, where they can nest andmove from one tree to the other without touchingthe forest floor. Most of the creatures of therainforest live in the canopy, where it is warm, wetand light. Monkeys feed on fruit, insects and eggs inthe canopy and many birds nest in the canopy andfly off when in danger.

Rainforest imagesWith students brainstorm a list of the imagery thatthey associate with rainforests. View images of therainforest on video, posters and photos and listen torainforest music or sounds (see Resources) tofurther stimulate the students’ imaginations.Ask students to respond to these images throughpoetry. Explain that these poems do not have torhyme; instead, students should concentrate onusing words that will create an image of therainforest in other people’s minds. Have studentsconsider the best way to present their poem. Theymay like to present a collection of poems in a book,or on a poster, or read their poem to the class withrainforest music playing in the background.

Rainforest classroomTurn the classroom, or a corner of the classroom,into a rainforest by hanging large paintings of treeson the walls, and leaves and branches on theceiling, making the roof of the classroom look likethe canopy. Hang crepe paper vines and creepersfrom the ceilings to the walls. You might like toview a G-rated Tarzan video with students forinspiration. Add models of rainforest animals to themural, and incorporate classroom furniture anddisplays so that they appear to be part of therainforest.

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Demonstrate the effects of erosion by comparingthe effects of rainfall on soil that is covered invegetation (garden) and soil that is bare ofvegetation (sandpit). Spray each area with a mistfrom a garden hose or from a watering can. Havestudents observe how the vegetation of the gardenholds the soil together and absorbs water, whereasin the sandpit water quickly runs off the soil in thesand pit and takes particles of soil with it.

Logging debateDivide the class into three groups—a ‘Yes’, ‘Don’tknow’ and ‘No’ group—to debate the question‘Logging of rainforests should be banned’. Give the‘Yes’ group time to research conservation issues thatsupport logging being banned. Direct the ‘No’ groupto look into uses for timber and the benefits oflogging. Have the ‘Don’t know’ group preparequestions to ask each group about the logging issue. Sit the ‘Don’t know’ group between the othergroups. Give the ‘Yes’ and ‘No’ groups anopportunity to present their cases before the ‘Don’tknow’ group asks questions. The students in the‘Don’t know’ group are to choose which side theyagree with and join their group.

Conservation organisationsThere are many organisations committed toconserving rainforests. Encourage students to findout more about these organisations, their aims andobjectives, and their approaches towards achievingtheir goals. The Internet is a valuable resource forfinding out up-to-date information about rainforest

conservationorganisations. Use BLM 9 andBLM 10 toencourage studentsto document andcommunicate theirrainforest concerns.Provide support forthose students whowish to followthrough with theaction plans onBLM 10.

Reflection and reviewCelebrate the learning that has taken place in yourclassroom by asking parents, other students andinterested school community members into yourclassroom to view the ‘rainforest’. Display all of thestudents’ work, including their rotting leavesexperiment and housing models. Invite eachstudent to report on one aspect of the rainforestunit. They might like to perform their poem, debatea rainforest conservation issue, report on the resultsof the rotting leaves experiment, and so on. Playrainforest music in the background, and encouragevisitors to stay afterwards, view all the displays andprovide feedback to students.

This page may be reproduced by the original purchaser for non-commercial classroom use.

BLM 1

Name:................................................................................................................Date:............................................................

© Blake Education – Rainforests Integrated Unit

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The majortropical rainforestregions of theworld aremarked on this map.

The map labelsthe continentswhere rainforestsare found,but not thecountries.

Use your atlas to find out thenames of thecountries thatare shaded onthis map. Labelthem.

Rainforests of the worldN

orth A

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rica

South A

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Afric

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Asia

Austra

lia

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an

Atla

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an

Pac

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an

India

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Pac

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an


BLM 2

Name:................................................................................................................Date:............................................................


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Use these words as a beginning for your rainforest glossary.Research to find brief definitions for the words. On the back of this sheet, add more words and definitions that you think will be useful.

canopy.......................................................................................................................................................................................................

debris............................................................................................................................................................................................................

decompose............................................................................................................................................................................................

deforestation..........................................................................................................................................................................................

ecosystem ..............................................................................................................................................................................................

emergent ................................................................................................................................................................................................

endangered .........................................................................................................................................................................................

fungi...............................................................................................................................................................................................................

germinate ...............................................................................................................................................................................................

greenhouse ...........................................................................................................................................................................................

herbivore ..................................................................................................................................................................................................

humus .........................................................................................................................................................................................................

logging ......................................................................................................................................................................................................

photosynthesis ......................................................................................................................................................................................

rainforest ...................................................................................................................................................................................................

seedling .....................................................................................................................................................................................................

shrub..............................................................................................................................................................................................................

temperate ..............................................................................................................................................................................................

tropical .......................................................................................................................................................................................................

understorey.............................................................................................................................................................................................

Rainforest glossary


BLM 3

Name:................................................................................................................Date:............................................................


9

These are the average monthly temperatures and rainfall in a typical rainforest in Brazil. Graph them onto the climatogram.

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Temp ºC 27 27 27 27 27 27 28 28 28 28 28 28Rainfall cm 26 24 28 24 20 10 9 8 9 12 16 22

Now see if you can answer these questions:

Climatogram

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Tropical Rainforest (Brazil) ClimatogramBar graph: average monthly rainfall

Line graph: average monthly temperature

1. Which month has the highest

average rainfall?

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2. Which month has the lowest

average rainfall?

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3. How much rain fell throughout

this year?

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4. What does ‘average monthly

temperature’ mean?

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BLM 4

Name: .......................................................................Date:.................................................................


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Tropical climate pattern

November to January

July to November

February to April

April to June

Tropical rainforests do not have the four seasons that cooler climates have.The changes are more subtle, and average temperatures stay much the same.

Research to find out the conditions in a tropical rainforest at the different times of year.Write keywords that describe each ‘season’ into the boxes below. Use these keywordsto help you write a script for a nature documentary on a tropical rainforest, or todesign a poster showing how the rainforest’s climate changes throughout the year.


BLM 5

Name:................................................................................................................Date:............................................................


11

When an old tree grows heavy with the weight of massivevines and epiphytes (plant parasites), it crashes to theground.The leaves, twigs and bark are eaten by beetles,mites and tiny invertebrates. Fungi break down the harderwood, and wood-eating insects help them do it.Possums and jungle fowl scratch through the remains of thedecomposing tree as they look for insects.Then worms,millipedes and micro-organisms break down the tree furtheruntil it becomes nutrient-rich soil.Other plants absorb these nutrients through their roots.Thenutrients become part of a living plant again!

Draw and label a diagram of what happens to the tree when it dies.

Death of a rainforest treeepiphyte

Aim: (What would you like to find out about how leaves rot?)

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Materials: (What will you need to carry out the experiment?)

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Method: (How will you carry out the experiment?)

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Results: (What happened?)

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Conclusions: (Think about the results: what happened and why?)

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BLM 6

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A rotten experiment


BLM 7

Name:................................................................................................................Date:............................................................


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The energy chainDo some research to find out how the energy chain works.Add theinformation into the diagram below, so that it describes what happensat each stage.

Energy from the sun

Plants

Herbivores

Carnivores

Decomposition

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BLM 8

Name:................................................................................................................Date:............................................................


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The rainforest structure

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BLM 9

Name:................................................................................................................Date:............................................................


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Draft an email saying what you think about the conservation of rainforests.Who will you send it to? An environmental group? The governments ofrainforest countries? Logging companies?

Have your say!

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BLM 10

Name:................................................................................................................Date:............................................................


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Brainstorm a conservation action plan with your friends to help protect our rainforests. Fill in your ideas under each heading.

Rainforest Conservation Action Plan!

Rainforest action plan

1. Our concerns

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3. How can we present our ideas?

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2. Our goals

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4. People and organisations we can contact

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iu46 rainforests upper primary - blake education · 1 upper primary learning area focusscience...

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