Sky Rainforest Rescue
Teachers' guide - Sky Rainforest Rescue
Teachers' guide - Sky Rainforest Rescue
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<strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong><br />
WORKING<br />
TOGETHER TO<br />
HELP SAVE<br />
1 BILLION TREES<br />
Guidance<br />
for teachers<br />
1
What is I Amazon<br />
for primary schools?<br />
The Amazon rainforest is amazing. Home to one in 10 of all the wild species on Earth, it’s a unique<br />
and irreplaceable ecosystem. To celebrate this, <strong>Sky</strong> and WWF have developed I Love Amazon for<br />
primary schools, an exciting, free, and flexible set of activities that gives pupils aged 5 to 11, the<br />
chance to explore the Amazon rainforest.<br />
By exploring this incredible natural wonder we hope<br />
that your pupils will:<br />
• become aware of its importance<br />
• learn about some of the dangers facing it<br />
• understand what we can do to help protect it<br />
Run activities when it suits you<br />
I Love Amazon for primary schools is incredibly<br />
flexible and can be run at any time during the year.<br />
The activities could be delivered as part of a collapsed<br />
curriculum week or simply as part of your normal<br />
teaching materials throughout the academic year.<br />
Making a difference in Brazil<br />
I Love Amazon for primary schools is part of <strong>Sky</strong> and<br />
WWF’s wider campaign, <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> which<br />
aims to help protect one billion trees in the Amazon<br />
rainforest, in the state of Acre (pronounced ack-ray),<br />
north-west Brazil by making the trees worth more alive<br />
than dead to the communities living there.<br />
Find out more at sky.com/rainforestrescue<br />
You may also want to link to other events like I Love<br />
Amazon Week (21-27 October 2013), Earth Hour<br />
(29 March 2014) – visit earthhour.wwf.org.uk<br />
or World Environment Day (5 June 2014).<br />
Why not get the whole school involved and show<br />
the Amazon some love?<br />
Brilliant resources<br />
Your resource pack contains curriculum linked<br />
activities that will enable you to achieve important<br />
learning objectives using the Amazon rainforest as a<br />
focus. In addition to the inspiring photo cards provided<br />
with this guide, the activities are also supported by<br />
PowerPoint slides containing background information<br />
and imagery, pupil fact sheets and worksheets.<br />
These supporting resources can be downloaded<br />
for free from sky.com/amazonschoolresources<br />
Whenever you print off a resource, please do print on<br />
recycled or FSC paper. A product carrying the FSC label,<br />
means that the materials used in the product have<br />
come from sustainably managed forests.<br />
2
<strong>Rainforest</strong> activities<br />
Subject Age range Activity Page<br />
Assembly 5-11 Assembly grid 6<br />
Geography/Social Studies 5-7<br />
5-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
<strong>Rainforest</strong> produce<br />
Animal research<br />
Finding the rainforests<br />
<strong>Rainforest</strong> at home<br />
Weather forecast<br />
Conscience alley<br />
8<br />
8<br />
8<br />
8<br />
9<br />
9<br />
English/Literacy 5-7<br />
5-7<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
Animal descriptions<br />
Where am I?<br />
Postcards from the rainforest<br />
The rainforest hierarchy<br />
Protecting the rainforest<br />
Finish the story<br />
Save the jaguar<br />
10<br />
10<br />
10<br />
11<br />
11<br />
11<br />
11<br />
Mathematics 5-7<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
Endangered species estimation<br />
Through the tree tops<br />
Endangered data mission<br />
Forest facts and figures<br />
Awesome Amazon animals<br />
Money trees<br />
<strong>Rainforest</strong> area<br />
Multiple mazes<br />
Time in the tropics<br />
Animal trackers<br />
<strong>Rainforest</strong> statistics<br />
Monkey puzzle challenge<br />
12<br />
12<br />
12<br />
13<br />
13<br />
14<br />
14<br />
14<br />
14<br />
15<br />
15<br />
15<br />
3
Subject Age range Activity Page<br />
Science 5-7<br />
5-7<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
Which layer?<br />
Sensory table<br />
Identify the animal<br />
Adapted for life<br />
Recreating the rainforest<br />
School nature trail<br />
New discovery<br />
The missing link<br />
The water cycle<br />
The carbon cycle<br />
16<br />
16<br />
17<br />
17<br />
17<br />
18<br />
18<br />
18<br />
19<br />
19<br />
Art & DT/Technology 5-7<br />
5-7<br />
5-7<br />
5-7<br />
5-7<br />
5-11<br />
7-11<br />
7-11<br />
Create your own amphibian<br />
Symmetry of nature<br />
<strong>Rainforest</strong> layer mobile<br />
Leaf display<br />
Making a rainmaker<br />
Fruits of the rainforest<br />
Create your own amphibian<br />
My Amazon<br />
20<br />
20<br />
20<br />
21<br />
21<br />
21<br />
22<br />
22<br />
Music/Expressive Arts/PE 5-7<br />
5-7<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
Animal movements<br />
<strong>Rainforest</strong> games<br />
Amazing animals<br />
Sounds of the rainforest<br />
Guess the layer<br />
Lifecycle composition<br />
24<br />
24<br />
25<br />
26<br />
26<br />
26<br />
PSHE/Social Studies 5-7<br />
5-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
7-11<br />
Amazon SOS<br />
<strong>Rainforest</strong> pledge<br />
Deforestation in numbers<br />
Rescuing the rainforest<br />
<strong>Rainforest</strong> role play<br />
<strong>Rainforest</strong> rights and responsibilities<br />
Thumbometer<br />
28<br />
28<br />
28<br />
28<br />
29<br />
29<br />
29<br />
4
The learning<br />
cycle approach<br />
If you are planning to use the I Love Amazon for primary schools resources within a topic on<br />
rainforests, you may want to use the activities as part of a learning cycle. However, you will<br />
know best what will suit your pupils and how the activities might fit with your teaching.<br />
Motivating: Pupils can use<br />
our animal factsheets to<br />
find out about some of the<br />
amazing animals which call<br />
the Amazon home<br />
Building knowledge:<br />
Pupils can watch the ‘Children<br />
of the Amazon’ video to build<br />
their understanding that<br />
people also live in the Amazon<br />
Reflecting:<br />
Pupils are rewarded<br />
for their work on<br />
the Amazon with<br />
certificates and can<br />
also make a pledge<br />
to make a difference<br />
Making links:<br />
Pupils use the<br />
‘<strong>Rainforest</strong> produce’<br />
or ‘<strong>Rainforest</strong> at<br />
home’ worksheets<br />
to understand how<br />
their everyday lives<br />
are connected to<br />
rainforests far away<br />
Taking action: Pupils write a letter<br />
expressing their concerns about<br />
deforestation in the ‘Protecting<br />
the rainforest’ activity<br />
<strong>Sky</strong> Skills<br />
I Love Amazon for primary schools activities also support the key life skills which underpin all <strong>Sky</strong>’s schools<br />
initiatives. After each activity, can your pupils identify where they’ve used creativity, teamwork, communication,<br />
problem solving and/or self-management?<br />
5
Assembly grid 5-11<br />
Episode Resources Time Instructions Learning objectives<br />
1. Welcome to<br />
the Amazon<br />
2. Why is the<br />
Amazon in<br />
danger?<br />
3. I Love Amazon<br />
for primary<br />
schools<br />
Slides 1-18 4 mins • Display slides 1–8 which contain<br />
some inspiring images of the<br />
Amazon.<br />
• Display slide 9 and ask pupils if<br />
they can name any rainforests.<br />
• Introduce the Amazon using slides<br />
10–15 which contain more photos<br />
of the Amazon along with some<br />
amazing facts about it.<br />
• Explain that the Amazon is home<br />
to some very unusual and<br />
important species which only live<br />
here. Use slides 16–18 to show<br />
pictures of these species.<br />
Slides 19-28 2 mins • Use slides 19–25 to explain some<br />
of the dangers which the Amazon<br />
is facing.<br />
• Use slides 26–28 to explore some<br />
of the reasons that the Amazon is<br />
so important. Explain that if the<br />
Amazon is destroyed then it will<br />
have disastrous consequences not<br />
only for so many species of animals,<br />
but also for humans.<br />
Slides 29-32 2 mins • Introduce pupils to I Love Amazon<br />
for primary schools using slides<br />
29–32 and explain that the school<br />
will learn lots more about the<br />
Amazon.<br />
• Explain that I Love Amazon for<br />
primary schools is part of a<br />
programme by <strong>Sky</strong> and WWF which<br />
aims to help save one billion trees<br />
in the Amazon from destruction!<br />
• You could introduce some of the<br />
activities which you will be doing.<br />
• Know about the Amazon.<br />
• Understand it is home to<br />
many different species.<br />
• Know about some of<br />
the dangers which<br />
face the Amazon.<br />
• Understand the<br />
importance of the<br />
Amazon to the world.<br />
• Understand the aims<br />
of I Love Amazon for<br />
primary schools.<br />
4. What can<br />
we do?<br />
Slide 33-39 4 mins • Explain that pupils will be learning<br />
about what they can do to help<br />
protect the rainforest.<br />
• Using slides 33–39 introduce pupils<br />
to some of the positive changes<br />
they could make to help protect<br />
the Amazon rainforest.<br />
• Understand what we<br />
can do to help protect<br />
the rainforest.<br />
6
Visit sky.com/<br />
amazonschool<br />
resources to<br />
download<br />
supporting<br />
resources<br />
7
Geography/Social<br />
Studies activities<br />
<strong>Rainforest</strong> produce<br />
Learning objectives<br />
• To explore everyday products we consume<br />
which are linked to the rainforest<br />
• To learn about the journey of a cocoa bean<br />
from a Brazilian tree to a chocolate bar<br />
Resources required<br />
• Slides 1–10<br />
• Worksheet 1<br />
Delivery<br />
1. Use slides 1–10 to explore some of the products<br />
we import from Brazil and find out more about<br />
the cocoa bean.<br />
2. Pupils sequence the series of pictures on the<br />
worksheet and write their own captions to recount<br />
the journey of the cocoa bean from a Brazilian tree<br />
to a chocolate bar.<br />
Animal research<br />
Learning objectives<br />
• Understand that there is a huge variety<br />
of different species in the Amazon<br />
• Be able to talk about some of the different<br />
animals from the Amazon<br />
Resources required<br />
• Fact sheets 1–3<br />
• Research materials<br />
Delivery<br />
1. Ask pupils to choose one of the animals from the<br />
Amazon to research (alternatively you could assign<br />
an animal to each pupil).<br />
2. Pupils should use the fact sheets as well as books and<br />
the internet to help with their research. The arkive.org<br />
site is a great online resource which offers imagery<br />
and film alongside factual text content – pupils could<br />
use ‘Amazon’ alongside ‘birds’, ‘reptiles’, ‘mammals’,<br />
‘amphibians’, etc as search terms.<br />
3. They can present their findings to the rest<br />
of the class.<br />
Age<br />
5-7<br />
Age<br />
5-11<br />
Finding the rainforests<br />
Learning objectives<br />
Age<br />
• Know where the tropics are<br />
7-11<br />
• Understand why tropical rainforests<br />
are found in the tropics<br />
• Be able to identify where key rainforests can be found<br />
Resources required<br />
• Slides 11–16<br />
• Worksheet 2a & b<br />
• World map/globe<br />
Delivery<br />
1. Using slides 11–16 and a map or globe, introduce<br />
pupils to the equator and the tropics.<br />
2. Split the class into small groups and hand out<br />
rainforest cards (you will need to print off copies of<br />
worksheet 2a & b and cut out the individual cards<br />
before the lesson. Remember to print on recycled<br />
or FSC paper).<br />
3. Using a map, pupils should identify where the<br />
rainforest on their card is on the map.<br />
<strong>Rainforest</strong> at home<br />
Learning objectives<br />
• Know that many products we use every<br />
day originate from the rainforests<br />
• Be able to carry out an investigation<br />
into a product’s origins<br />
Resources required<br />
• Slides 17–22<br />
• Worksheet 3<br />
Delivery<br />
1. Using slides 17–22 explore some of the everyday<br />
products which come from the rainforest.<br />
2. Distribute a copy of worksheet 3 and ask pupils<br />
to carry out a survey of the school to find out<br />
what products they rely on from the rainforests.<br />
Pupils can also complete this activity at home<br />
as a homework assignment.<br />
Age<br />
7-11<br />
8
Geography/<br />
Social Studies<br />
activities<br />
Weather forecast<br />
Conscience alley<br />
Learning objectives<br />
• Know how to read temperature and<br />
precipitation charts<br />
• Understand that climate is affected<br />
by different factors<br />
• Know about the Amazon’s climate<br />
Age<br />
7-11<br />
Learning objectives<br />
• Know that there are many different groups<br />
which rely on the Amazon<br />
• Understand the damage that deforestation<br />
can cause to the Amazon and its inhabitants<br />
• Be able to conduct a balanced debate<br />
Age<br />
7-11<br />
Resources required<br />
• Slides 23–27<br />
• Worksheet 4a & b<br />
Delivery<br />
1. Introduce the topic by asking pupils to tell you where<br />
they’ve been on holiday. Pick the destinations with the<br />
biggest extremes and discuss how weather is different<br />
e.g. between the UK and Spain. What differences did<br />
they notice? Why do pupils think this is the case?<br />
2. Using slides 23–26 explain that different regions<br />
have different climates. Distribute worksheet<br />
4a & b and ask pupils to read the average<br />
temperature charts and precipitation charts<br />
for three destinations. They should review the<br />
charts and write their observations beneath them.<br />
3. Next they should match the charts to the correct<br />
destination on the map. Reveal the answers using<br />
slide 27.<br />
4. Finally divide the class into six groups and<br />
allocate one of the three destinations to<br />
each group (you’ll end up with more than one<br />
group per destination). Invite each group to<br />
create a performance of a weather report for<br />
their destination. These could be performed<br />
for the class or recorded.<br />
Resources required<br />
• Slides 28–30<br />
• Worksheet 5a & b<br />
• ‘Children of the Amazon’ video –<br />
vimeo.com/25707533 (6.58 minutes long)<br />
Delivery<br />
1. Show pupils the ‘Children of the Amazon’ film.<br />
2. Explain that they will be carrying out a conscience alley<br />
activity about logging in the Amazon. Distribute the<br />
role play cards from worksheet 5a & b to eight pupils<br />
and ask them to form two lines opposite each other.<br />
3. Select one pupil to walk down the middle of the alley.<br />
As they walk through the middle each pupil in the<br />
lines should put forward the point of view on their<br />
role play card – these could be the views of a logger<br />
or of an indigenous tribe which lives in the Amazon.<br />
4. Once they have made it through all of the arguments<br />
the class should conduct a debate to decide whether<br />
they think logging should be allowed in the Amazon.<br />
Depending on the size of your class you may need to<br />
split the class into smaller groups when conducting<br />
this activity.<br />
5. Once the debate has finished use slides 28–30 to<br />
explain that logging can help poor people to earn an<br />
income but needs to be carried out using sustainable<br />
forest management in order to protect the rainforest<br />
and the people and animals that live there.<br />
9
English/Literacy activities<br />
Animal descriptions<br />
Learning objectives<br />
• To understand that the Amazon is home<br />
to a huge variety of unique creatures<br />
• To use a range of adjectives to describe the<br />
different animals who live in the Amazon<br />
Resources required<br />
• Fact sheets 1–3<br />
• A copy of “Slowly, slowly, slowly said the<br />
sloth” by Eric Carle (also available at<br />
youtube.com/watch?v=9h8Mvy-fGS8)<br />
Delivery<br />
1. Introduce the animals pupils will meet in the story<br />
using the illustrated glossary at the back of the book.<br />
2. Ask pupils what they know about the three-toed sloth<br />
and then share Eric Carle’s story about the sloth.<br />
3. Use the sloth’s answer at the back of the book<br />
to explore descriptive language and the use of<br />
adjectives, looking up/creating definitions for<br />
those they don’t know.<br />
4. Brainstorm a list of adjectives for the other<br />
Amazon animals we meet in the story.<br />
5. Using the brainstormed lists together with fact<br />
sheets 1–3, pupils write their own descriptions<br />
of the animals that live in the rainforest.<br />
Where am I?<br />
Learning objectives<br />
• Describe position: above, below, beside,<br />
left and right<br />
• Describe direction and movement: forwards,<br />
backwards, up, down, left and right<br />
Resources required<br />
• Slides 1–10<br />
• Worksheet 6a & b<br />
• Two different coloured counters per pair<br />
Delivery<br />
1. Use slides 1–10 to introduce and practise use<br />
of positional vocabulary such as above, below,<br />
beside, left and right.<br />
Age<br />
5-7<br />
Age<br />
5-7<br />
2. Introduce the worksheet and explain how the game<br />
is to be played before splitting the class into mixed<br />
ability pairs. Pupils sit together with the worksheet<br />
grid in-between them and two different coloured<br />
counters. Pupils take turns to place their counters on<br />
the grid, and then direct each other to their chosen<br />
animal; using only directional vocabulary such as<br />
forwards, backwards, up and down, left and right.<br />
3. Using the worksheet, pupils work in pairs to give<br />
instructions to find the endangered species in<br />
the rainforest.<br />
4. As an extension activity pupils could brainstorm<br />
adjectives to describe the animals on the slides<br />
and then either write or articulate sentences which<br />
include both the descriptive and the positional<br />
vocabulary for each.<br />
Postcards from<br />
the rainforest<br />
Learning objectives<br />
Age<br />
• Know how to use descriptive language<br />
7-11<br />
• Be able to write imaginatively<br />
• Understand that the rainforest has many different sides<br />
Resources required<br />
• Slides 11-16<br />
• Copies of worksheet 7a–c – you will need to cut out<br />
the postcard images and distribute one to each pupil<br />
Delivery<br />
1. Display the images on slides 11-16 and ask pupils to<br />
spend 30 seconds with response partners writing down<br />
the words they would use to describe each one. Once<br />
you have shown all the images ask pupils to suggest<br />
their words and write them on the board; there should<br />
be some very different words for each picture.<br />
2. Explain that there are many different sides to<br />
the rainforest. Now distribute a postcard image<br />
from the worksheet to each pupil.<br />
3. Ask pupils to imagine that they are in that image<br />
and write a postcard back home from it. They should<br />
describe where they are, what they have seen and<br />
how it makes them feel. What does the picture tell<br />
them about the rainforest? Ask some pupils to read<br />
their postcards to the class.<br />
10
English/Literacy<br />
activities<br />
The rainforest hierarchy<br />
Learning objectives<br />
Age<br />
• Be able to sort information in an article<br />
7-11<br />
by importance<br />
• Know some of the stylistic elements<br />
of a newspaper article<br />
• Understand some of the dangers facing the Amazon<br />
Resources required<br />
• Slides 17-19<br />
• Worksheets 8 & 9<br />
Delivery<br />
1. Use slides 17-19 to recap on the purpose of<br />
newspaper articles and introduce some of<br />
the stylistic features.<br />
2. Distribute worksheet 8 and read through with<br />
the class, inviting questions for clarification.<br />
3. Hand out worksheet 9 to small, mixed ability groups<br />
and ask them to re-read the article and sort the<br />
information by importance, putting the most<br />
important piece of information at the top<br />
of the pyramid.<br />
4. As a homework or extension activity, pupils could<br />
use the features of news articles they’ve learned<br />
about to create their own news article about the<br />
Amazon rainforest.<br />
Protecting the rainforest<br />
Learning objectives<br />
• Know about some of the causes<br />
of deforestation<br />
• Be able to write a persuasive letter<br />
• Understand why it is important to protect<br />
the rainforest<br />
Resources required<br />
Fact sheet 4<br />
Delivery<br />
1. Distribute a copy of fact sheet 4 to each pupil.<br />
Read the fact sheet together, discuss as a class<br />
what they have learnt about deforestation and<br />
the importance of the Amazon.<br />
Age<br />
7-11<br />
2. Now ask pupils to write a letter explaining what<br />
can be done to protect the rainforest.<br />
3. They should choose who to write to (for example the<br />
Brazilian/British government), explain the problems<br />
and then outline what they should do differently to<br />
protect the Amazon.<br />
Finish the story<br />
Learning objectives<br />
• Be able to develop a story using role plays<br />
• Know how to create a piece of<br />
imaginative writing<br />
Resources required<br />
• Slides 20–25<br />
• Worksheet 10<br />
Delivery<br />
1. Print copies of worksheet 10 and cut out the scenario<br />
cards. Split pupils into six mixed ability groups and<br />
give each group a scenario card. Pupils should look<br />
at their scenario and then act out how they think it<br />
would continue.<br />
2. Once they have acted out their story they<br />
should write some quick notes to remind them<br />
what happens.<br />
3. Now each pupil should write up their story individually<br />
using the scenario as the starting point. Use slides<br />
20–25 to display some tips for writing their story.<br />
Save the jaguar<br />
Learning objectives<br />
• Know about the jaguar<br />
• Be able to write in a specific style<br />
Resources required<br />
Fact sheet 1<br />
Delivery<br />
1. Pupils read fact sheet 1.<br />
2. They then write about the jaguar using a style<br />
of their choice; they could create a newspaper<br />
article or leaflet or a piece of creative writing<br />
with the jaguar as a character.<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
11
Mathematics activities<br />
Endangered species<br />
estimation<br />
Learning objectives<br />
• To estimate then count up to 100 objects<br />
by grouping in 5s and 10s<br />
• Count on in 2s or 10s from any given number<br />
• Write number names to twenty<br />
Resources required<br />
• Slides 1–6<br />
• Worksheet 11a-c<br />
• Counters or items small enough to hold in one hand<br />
Delivery<br />
1. Use slides 1–6 to introduce pupils to estimating.<br />
Brainstorm ideas for finding out who the closest<br />
is, then scaffold counting using larger numbers by<br />
grouping the items on the interactive white board<br />
into 2s, 5s or 10s.<br />
Age<br />
5-7<br />
2. Split pupils into mixed ability pairs. Provide each<br />
pair with counters or items small enough to hold in<br />
one hand. Pupils take it in turns to grab a handful of<br />
counters for their partner to estimate. Pupils then<br />
work together to group and count actual amounts in<br />
2s, 5s, and 10s.<br />
3. Pupils complete the worksheet individually.<br />
4. Show slide 7 and explain that estimating and counting<br />
in groups are important skills when collecting data<br />
and monitoring population trends of animals in the<br />
wild, not least because they don’t keep still whilst<br />
you’re counting!<br />
Through the tree tops<br />
Learning objectives<br />
• To solve a range of rainforest themed<br />
word problems and puzzles<br />
Resources required<br />
• Worksheet 12a-c<br />
Delivery<br />
1. Use the mental and oral starter to review calculation<br />
methods and concepts covered by the worksheet.<br />
Allay any misconceptions and work through any<br />
particular areas of difficulty together, modelling<br />
the correct approach.<br />
2. Pupils work in pairs to solve the rainforest problems.<br />
3. Fast finishers can create their own rainforest<br />
themed problems for their partner to answer.<br />
4. Share answers and calculation methods.<br />
Endangered data mission<br />
Learning objectives<br />
• To be able to read, interpret and<br />
present data in a variety of formats.<br />
• To understand that the rainforest and its inhabitants<br />
are under threat and need our help and protection.<br />
Resources required<br />
• http://worldwildlife.org/places/amazon<br />
• arkive.org<br />
• http://discover.iucnredlist.org/<br />
• Worksheet 13<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
Delivery<br />
1. Pupils complete the first task on the worksheet<br />
followed by a class discussion on what the<br />
data shows.<br />
2. They then complete task 2, so that they can begin<br />
to understand how the ‘at risk status’ of an animal<br />
is categorized and what this means for animals<br />
under threat.<br />
12
Mathematics<br />
activities<br />
3. Using the websites, they explore the kind of data<br />
collected by scientists about different species and<br />
create their own data files using tables and charts<br />
to highlight the animals most in need of protection.<br />
Forest facts and figures<br />
Learning objectives<br />
• To measure, compare, add and subtract<br />
mixed units of measure<br />
• To appreciate the sheer size of the rainforest<br />
flora and fauna in real and relevant terms<br />
Resources required<br />
• Slides 8–16<br />
• Worksheet 14<br />
• Space big enough to measure relative size<br />
• Metre sticks<br />
• Trundle wheels<br />
• Chalk<br />
• Digital camera (optional)<br />
Age<br />
7-11<br />
Delivery<br />
1. The Amazon rainforest is home to some of the biggest<br />
and tallest species of trees and plants. Use slides<br />
8–16 to introduce pupils to some of them.<br />
2. In pairs, pupils look at key facts and data about the<br />
Amazon rainforest trees and plants and sort them<br />
by height and length using the worksheet to record<br />
their answers.<br />
Awesome Amazon animals<br />
Learning objectives<br />
• To compare, measure and record the lengths,<br />
heights and weights using standard units<br />
• To learn more about the Amazon through<br />
comparative data<br />
Resources required<br />
• Worksheet 15a-d<br />
Delivery<br />
1. Check pupils’ understanding of the game top trumps.<br />
2. Introduce them to our rainforest version of the game<br />
using worksheet 15a-c.<br />
3. Pupils complete the blank cards on worksheet 15d<br />
with their own height, weight etc.<br />
Age<br />
7-11<br />
4. In groups of 4–6, pupils compare the animal ‘wow’<br />
facts to their own statistics to help quantify some<br />
of the weird, wonderful and amazing attributes of<br />
the Amazon wildlife.<br />
5. In groups pupils use the cards sets created to play<br />
top trumps.<br />
6. You could research other comparison data to create<br />
a wall display e.g. comparing the wing span of the<br />
harpy eagle to pupils’ arm-spans.<br />
3. Using measuring equipment, chalk and a digital<br />
camera, pupils demonstrate the data in real terms<br />
using standard and non-standard units of measure<br />
including themselves for comparison!<br />
Visit sky.com/<br />
amazonschool<br />
resources to<br />
download<br />
supporting<br />
resources<br />
13
Money trees<br />
Learning objectives<br />
• To solve problems using money<br />
• To explore how the <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong><br />
project is helping the people of the Amazon<br />
rainforest to help themselves<br />
Resources required<br />
• youtube.com/watch?v=943ibes0GBU<br />
What is <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong>?<br />
• Worksheet 16a & b<br />
Delivery<br />
1. Watch the video clip to help pupils understand why<br />
deforestation is an on-going problem and why it<br />
needs more than just campaign messages to solve it.<br />
2. Discuss the issues raised.<br />
3. Using the worksheet, pupils work in pairs to solve<br />
money problems that inhabitants of the Amazon<br />
rainforest may encounter.<br />
<strong>Rainforest</strong> area<br />
Age<br />
7-11<br />
Learning objectives<br />
Age<br />
• To understand the difference between<br />
7-11<br />
perimeter and area<br />
• To calculate the area and perimeter of 2D shapes<br />
3. Ask pupils how they could measure this area of<br />
rainforest. Take suggestions, then demonstrate<br />
how to carefully measure the perimeter with string<br />
and record it as a square/rectangle to allow the<br />
calculation of area.<br />
4. Pupils repeat the method shown in order to calculate<br />
the perimeter and area of the different forest regions<br />
and complete the worksheet.<br />
Multiple mazes<br />
Learning objectives<br />
• Know by heart all multiplication<br />
facts up to 12 x 12<br />
Resources required<br />
• Slides 18– 24<br />
• Worksheet 18a & b<br />
• 100 square<br />
• White boards and pens<br />
Delivery<br />
1. Use the slides for a fun themed mental and<br />
oral starter.<br />
Age<br />
7-11<br />
2. Using an interactive 100 square remind pupils of the<br />
number patterns created by the multiplication tables.<br />
Give pupils white boards and pens and ask them to<br />
write down the multiplication sum in response to<br />
the product you call out e.g. 56 = 7 x 8 or 8 x 7.<br />
Resources required<br />
• youtube.com/watch?v=Pk0dGCjpouI<br />
<strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> overview<br />
• Slide 17<br />
• Worksheet 17a & b<br />
• String, scissors, rulers<br />
Delivery<br />
1. Show the <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> overview film<br />
to set the context of the activity.<br />
2. Use the slide to introduce pupils to Acre, the state in<br />
Brazil where WWF and <strong>Sky</strong> are aiming to save a billion<br />
trees with the <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> campaign.<br />
3. Pupils then complete the worksheet using the<br />
times tables they have learnt.<br />
Time in the tropics<br />
Learning objectives<br />
• Record and compare time in terms<br />
of seconds, minutes, hours and o’clock<br />
• Use vocabulary such as am/pm, morning,<br />
afternoon, noon and midnight<br />
Resources required<br />
• Slides 25–30<br />
• Worksheet 19a & b<br />
• Mini clocks (1 per pupil)<br />
Age<br />
7-11<br />
14
Mathematics<br />
activities<br />
Delivery<br />
1. Mental oral starter. Using the mini clocks play<br />
“What’s the time Mr Cayman?” (similar to an alligator),<br />
where pupils set their clocks to a chosen time before<br />
asking the teacher ‘‘What’s the time Mr Cayman?”.<br />
If the answer corresponds to the pupil’s clock then<br />
that pupil is out. To increase the level of challenge,<br />
vary responses from specific times to periods of time<br />
e.g. between 1 o’clock and half past 4, in which case all<br />
the pupils with a time in between the two parameters<br />
are out.<br />
2. Use the slides to explore time in the Amazon.<br />
3. Pupils complete the worksheet by sorting the<br />
information provided into Venn and Carroll diagrams.<br />
Animal trackers<br />
Learning objectives<br />
• To understand that many of the<br />
rainforests animals are threatened with<br />
extinction because of habitat loss and that<br />
conservation science is key to understanding<br />
what we can do to help<br />
• To use co-ordinates, compass points and directions<br />
Resources required<br />
• worldwildlife.org/initiatives/science<br />
• Worksheet 20a & b<br />
Delivery<br />
1. Use the film to add context to the activity.<br />
2. Introduce the worksheet and check pupils’<br />
understanding of compass points and co-ordinates.<br />
3. Using the worksheet, pupils follow the instructions<br />
to find out and record which animals were last<br />
sighted where.<br />
<strong>Rainforest</strong> statistics<br />
Learning objectives<br />
• To use and interpret averages including<br />
mean, median and mode and solve problems<br />
using different kinds of averages<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
Resources required<br />
• Children of the Amazon film – vimeo.com/25707533<br />
(6.58 minutes long)<br />
• Worksheet 21a & b<br />
Delivery<br />
1. Show pupils the film and discuss the issues faced by<br />
the people living in the rainforest.<br />
2. Introduce the real life rainforest data presented on<br />
the worksheet.<br />
3. Pupils identify the mean, median and mode, look at<br />
ratios and proportion and use graphs to represent<br />
the data provided, to produce a report for the<br />
government on deforestation and its impact on<br />
tribal villagers.<br />
Monkey puzzle challenge<br />
Learning objectives<br />
• To understand how missing information<br />
can be found by using known facts<br />
Resources required<br />
• Worksheet 22<br />
Delivery<br />
1. Set the scene for pupils by reading aloud; “Up in the<br />
canopy where the spider monkeys play everything<br />
adds up to 48. Work out the missing numbers to<br />
solve the Monkey Puzzle Challenge”.<br />
2. Give out the worksheet – follow the example to check<br />
for understanding e.g. there are 24 branches wide<br />
enough to sit on. How many cm wide is each branch?<br />
Answer = 2<br />
Workings = 2 x 24 = 48<br />
Ask what if there were only 12 branches? What if<br />
the branches were 6cm wide?<br />
3. Pupils complete the Monkey Puzzle Challenge on<br />
the worksheet.<br />
4. Fast finishers can create their own challenge for<br />
someone else to solve.<br />
Age<br />
7-11<br />
15
Science activities<br />
Which layer?<br />
Learning objectives<br />
• To explore the layers of the rainforest<br />
in order to understand that different<br />
layers are home to different animals<br />
• To describe how different habitats provide<br />
for the basic needs of different kinds of<br />
animals and plants<br />
Resources required<br />
• A2 poster<br />
• Slides 1–21<br />
• Worksheet 23a & b<br />
Delivery<br />
1. Use the poster and slides to explain that the<br />
structure of the rainforest can be split into<br />
different layers.<br />
2. Explore each layer in order to describe what type<br />
of habitat it offers.<br />
3. Pupils work in small mixed ability groups<br />
(2 to 4 pupils) to complete the worksheet.<br />
Age<br />
5-7<br />
4. Using what they have learned pupils play guess the<br />
layer using the animal slide show to match each<br />
Amazon animal to the layer they think offers the<br />
most desirable habitat.<br />
Sensory table<br />
Learning objectives<br />
• To create tangible local/global links<br />
to the rainforest<br />
• To use different senses to explore a range<br />
of themed items<br />
Resources required<br />
• Range of rainforest themed sensory items<br />
for pupils to explore using their senses e.g.<br />
Touch – pineapple, coconut, wax, rubber, bark,<br />
leaves, soil<br />
Scent – cinnamon, nutmeg, cloves, root ginger,<br />
cocoa, coffee, pineapple, rubber<br />
Hearing – rainmaker, bird whistles, music block,<br />
ocarina, sound recordings<br />
Sight – all the items on the table plus information and<br />
picture books about the rainforest and the animals<br />
and plants that live there<br />
Delivery<br />
1. Create a table of rainforest items providing different<br />
scents, sounds and textures for pupils to explore<br />
using their senses.<br />
2. Pupils can find out about each item and how it<br />
relates to the rainforest.<br />
Age<br />
5-7<br />
3. Pupils could then use these different items to create<br />
textured artwork using rubbings and printing to<br />
design eye-catching posters and displays about<br />
the rainforest and why it is important to us.<br />
4. Taste is not explored here, but this activity could<br />
be extended to include the supervised sampling<br />
of fruit and nuts (as appropriate) from Brazil.<br />
N.B Remember to check that children aren’t<br />
allergic to any items included on your table.<br />
16
Science<br />
activities<br />
Identify the animal<br />
Learning objectives<br />
• Know some of the animals which come<br />
from the Amazon rainforest<br />
• Be able to use a classification key<br />
Resources required<br />
• Worksheet 24<br />
Delivery<br />
1. Distribute colour copies of the worksheet to small<br />
groups of pupils and ask them to use the key to<br />
identify each of the animals shown. Once they have<br />
worked out the name for each animal they should<br />
write it in the space provided.<br />
2. Once pupils have completed their identification key<br />
they could research one of the animals and create<br />
a top trump card for that animal highlighting their<br />
strengths and best features.<br />
Adapted for life<br />
Learning objectives<br />
• Understand that animals adapt in order<br />
to survive<br />
• Be able to identify different adaptations<br />
Resources required<br />
Slides 22–36<br />
Delivery<br />
1. Using slides 22–26 introduce pupils to adaptation.<br />
2. Show the pictures of Amazonian animals on slides<br />
27–31 and ask pupils to identify the adaptations and<br />
what they think the adaptations are for. Reveal the<br />
answers using slides 32–36.<br />
3. Discuss the implications that climate change/<br />
deforestation could have on an animal like a sloth<br />
which has adapted specially to survive in the<br />
Amazon rainforest.<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
Recreating the rainforest<br />
Learning objectives<br />
• To explore why the rainforest is always wet<br />
• To understand that because plants need the<br />
energy from the sun to live, they will grow to<br />
seek any available sunlight however small<br />
Resources required<br />
• Slides 37–41<br />
• Worksheet 25<br />
• Green leafed potted plant, large transparent<br />
plastic bag/cellophane wrapping and sticky tape<br />
• Shoeboxes, scissors, stiff card, small runner bean<br />
seedlings* sufficient for one per group<br />
Age<br />
7-11<br />
*N.B. pupils can grow runner bean seedlings from<br />
seed for this experiment, but they can only be placed<br />
in the maze once they have started to shoot.<br />
Delivery<br />
1. Use the slides to introduce the natural processes<br />
of transpiration and photosynthesis with respect<br />
to the Amazon rainforest.<br />
2. Show pupils the pot plant and explain that you are<br />
going to prove the process of transpiration is taking<br />
place. Then water the soil of the pot plant and from<br />
the top, cover it with the clear plastic bag/cellophane<br />
wrapping. Tape tightly around the pot. Leave the<br />
plant on a windowsill until the end of the day or even<br />
overnight. The water vapour given off by the plant will<br />
turn back into water/condense on the plastic. The air<br />
inside the plastic will be warm and moist (humid) just<br />
like the rainforest!<br />
3. Split the class into groups (2 - 3 pupils) and introduce<br />
the experiment on the worksheet and hand out<br />
appropriate resources.<br />
17
4. Pupils follow the instructions on the worksheet<br />
to create their bean mazes. Once a day remove<br />
the lid to check if the seedling requires watering,<br />
otherwise keep covered and place on a window sill.<br />
The seedling will find its way through the maze to find<br />
the sunlight. Note that the green leaves required for<br />
photosynthesis will not grow until the seedling pokes<br />
out through the hole in the top of the shoe box into<br />
the light. Discuss how this natural ability to find light<br />
helps to ensure new saplings continue to grow even<br />
in the dense areas of rainforest, where light at forest<br />
floor level is very limited.<br />
New discovery<br />
Learning objectives<br />
• Know that the Amazon is a mega-diverse<br />
ecosystem<br />
• Be able to think creatively<br />
Resources required<br />
• Worksheet 27<br />
• ‘Astonish Me’ film –<br />
youtube.com/watch?v=6hO5FFRykOA<br />
Age<br />
7-11<br />
School nature trail<br />
Learning objectives<br />
• Know about the different animals which<br />
can be found in the local area<br />
• Understand that different environments<br />
support different types of animals<br />
Resources required<br />
• Slides 42–48<br />
• Worksheet 26a & b<br />
Delivery<br />
1. Organise a nature walk around the school grounds<br />
or nearby woodland for example.<br />
2. Ask pupils to keep a record of all the animals and<br />
plants they encounter using the worksheet.<br />
Age<br />
7-11<br />
3. Once back in the classroom display slides 42–48<br />
which contain images of some animals which can be<br />
found in the Amazon; how do these compare to the<br />
animals pupils discovered?<br />
4. For a more extended nature trail activity, register for<br />
the Spring pledge pack at sky.com/amazonschools<br />
Delivery<br />
1. Explain that there are so many different types of<br />
animals in the rainforests that new discoveries are<br />
being made all the time. You could show WWF’s<br />
‘Astonish Me’ film to inspire pupils.<br />
2. Ask pupils to imagine that they have discovered a<br />
brand new animal and create a fact file for it using<br />
the template on the worksheet. They should consider<br />
where it lives, what it eats and how it is adapted for<br />
its surroundings.<br />
The missing link<br />
Learning objectives<br />
• Know what a food chain is and how it works<br />
• Understand that each of the organisms<br />
relies on the chain for equilibrium<br />
Resources required<br />
• Slides 49–51<br />
• Worksheet 28<br />
Age<br />
7-11<br />
Delivery<br />
1. Introduce pupils to food chains using slides 49–51.<br />
2. Distribute a copy of the worksheet and ask pupils to<br />
identify the missing links in the food chains shown.<br />
3. Once this has been completed discuss the effect<br />
which removing one element of a food chain could<br />
have on the other organisms in that chain.<br />
18
Science<br />
activities<br />
The water cycle<br />
Learning objectives<br />
• Understand how the water cycle works<br />
• Be able to identify the different stages<br />
in the water cycle<br />
Age<br />
7-11<br />
Resources required<br />
• Slides 52–54<br />
• Worksheet 29<br />
Delivery<br />
1. Introduce pupils to the water cycle and<br />
explain its importance using slides 52–54.<br />
2. Explain that the Amazon rainforest provides<br />
a great example of the water cycle in action.<br />
3. Distribute a copy of the worksheet to each pupil<br />
and ask them to add the correct number to each<br />
part of the diagram.<br />
The carbon cycle<br />
Learning objectives<br />
Age<br />
• Know how the carbon cycle works<br />
7-11<br />
• Understand that protecting the Amazon can<br />
play an important role in managing climate change<br />
Resources required<br />
Slides 55–60<br />
Delivery<br />
1. Introduce pupils to the carbon cycle using<br />
slides 55–59.<br />
2. Discuss as a class how Amazon deforestation<br />
could affect climate change and also affect us.<br />
3. What can we do to help limit deforestation?<br />
Display slide 60 at the end of the discussion.<br />
19
Art & DT/Technology<br />
activities<br />
Create your own amphibian<br />
Learning objectives<br />
• Know about the key features of an amphibian<br />
• Be able to identify different amphibians<br />
• Be able to paint creatively<br />
Resources required<br />
• Slides 1–7<br />
• Worksheet 30a & b<br />
• Water colours<br />
• Lemon juice<br />
Delivery<br />
1. Use slides 1–7 to introduce pupils to amphibians.<br />
Examine their different features and explore the<br />
various types of amphibians that exist. Explain that<br />
in the Amazon there are many different types of<br />
amphibians, some of which have bright markings<br />
to try and scare off predators.<br />
2. Give each pupil a copy of the worksheet which<br />
contains the outlines of some frogs and ask pupils<br />
to paint them using brightly coloured watercolours.<br />
3. Before the paint dries, drip lemon juice on to the<br />
frogs and wait for the colours to change.<br />
Symmetry of nature<br />
Learning objectives<br />
• To explore the symmetry of nature<br />
• To use bi-folds to create symmetrical<br />
artwork based on Amazon wildlife<br />
Resources required<br />
• Slides 8–14<br />
• A4 paper<br />
• Acetates (optional)<br />
• Paints or inks<br />
Delivery<br />
1. Use the slides to introduce pupils to the<br />
symmetry of nature.<br />
Age<br />
5-7<br />
Age<br />
5-7<br />
2. Demonstrate how, by painting just one half of<br />
an image, pupils can fold the page to create a<br />
symmetrical image.<br />
3. If you are using acetates, pupils will need to carefully<br />
place the acetate over the symmetrical painting<br />
before it dries and press down to ensure that the<br />
paint sticks.<br />
4. Leave to dry.<br />
5. When finished the acetates can be used to decorate<br />
windows or be cut and hung up in the classroom.<br />
Paper artwork can be cut out and used to add a<br />
splash of colour to your rainforest wall displays.<br />
<strong>Rainforest</strong> layer mobile<br />
Learning objectives<br />
• Know that rainforests are made up<br />
of different layers<br />
• Be able to use a variety of methods<br />
to create a finished product<br />
Resources required<br />
• Slides 15–25<br />
• Scissors<br />
• String<br />
• Coloured pens and/or paints<br />
• Paper or card<br />
• Wire coat hanger<br />
Age<br />
5-7<br />
Delivery<br />
1. Use slides 15–25 to explain to pupils that the Amazon<br />
rainforest is made up of four different layers.<br />
2. Explain that they will be making a mobile to show<br />
the different layers of the rainforest. They should<br />
draw trees and bushes at four different heights, cut<br />
them out and colour them in or paint them. These<br />
bushes and trees should then be attached to the<br />
bottom of a wire coat hanger using different lengths<br />
of string; remember all the layers should start from<br />
the same level.<br />
3. Pupils could also create animals to hang in the<br />
different layers of their mobile. Alternatively you could<br />
create a class wall display by decorating a notice board<br />
to show the different layers of the rainforest.<br />
20
Art & DT/<br />
Technology<br />
activities<br />
Leaf display<br />
Learning objectives<br />
• Be able to use natural materials to create<br />
a piece of art<br />
Resources required<br />
• Glue<br />
• Card<br />
• Fallen leaves<br />
Delivery<br />
1. Collect fallen leaves from around the school and use<br />
glue to attach them to a piece of card. This activity<br />
will work best during the autumn when there are<br />
plenty of leaves of different colours and shapes<br />
to choose from.<br />
2. You could create a classroom display using<br />
pupils’ work.<br />
Making a rainmaker<br />
Learning objectives<br />
• Be able to use a range of techniques<br />
to develop a finished product<br />
Resources required<br />
• Empty kitchen roll tubes<br />
• Paper<br />
• Lentils or rice<br />
• Glue<br />
• Coloured pens or paints<br />
Age<br />
5-7<br />
Age<br />
5-7<br />
Delivery<br />
1. Place the empty tube on a piece of paper or card, draw<br />
two larger circles around it and cut the circles out.<br />
Fruits of the rainforest<br />
Learning objectives<br />
• Know about some of the fruits which<br />
come from the rainforests<br />
• Be able to combine ingredients to create<br />
simple dishes<br />
Resources required<br />
• Tropical fruits<br />
• Water or fruit juice<br />
• Blender<br />
NB: Remember to ensure children are not allergic<br />
to any of the fruits<br />
Delivery<br />
1. You will need to provide samples of different<br />
tropical fruits such as bananas, pineapples, passion<br />
fruit, limes, coconut, mango, guava, star fruit and<br />
breadfruit. Allow children to try small samples of<br />
each fruit and discuss the flavour.<br />
2. Explain that the Amazon rainforest is home to<br />
a huge variety of different plants, many of which<br />
have delicious fruits.<br />
3. Ask pupils to think about which flavours will work<br />
well together, then let pupils in groups of 2 or 3<br />
create their own rainforest smoothie using the fruit<br />
available. They should write down their smoothie<br />
recipe for others to try.<br />
4. A homework or extension activity for older pupils<br />
could include finding out how the different types<br />
of fruits grow.<br />
Age<br />
5-7<br />
7-11<br />
2. Place one circle on the end of the tube and use<br />
masking tape to secure it to the end. Pour some<br />
rice or lentils into the tube and then attach the<br />
other circle to the open end of the tube.<br />
3. At this point pupils can use paints or colouring<br />
pens to decorate their rainmaker.<br />
21
Art & DT/<br />
Technology<br />
activities<br />
Create your own amphibian<br />
Learning objectives<br />
• To identify key features of an amphibian<br />
• To explore variation and adaptation of<br />
amphibians in the rainforest<br />
• To understand how pneumatics make things<br />
move in order to create a hopping frog<br />
Resources required<br />
• Slides 1–7<br />
• arkive.org/explore/species/<br />
amphibians?geographicLocation=Brazil<br />
• Worksheets 30a & b and 31<br />
• Plastic tubing, latex glove fingers/water bomb<br />
balloons, elastic bands, sticky tape and empty washing<br />
up bottles in sufficient quantities for one per pupil<br />
Delivery<br />
• Use slides 1–7 and the web link above to introduce<br />
pupils to amphibians. Examine their different features<br />
and explore their variation and adaptation with respect<br />
to the rainforest, such as their bright markings to try<br />
and scare off predators and the ability to climb trees.<br />
• Demonstrate how you can construct a simple<br />
pneumatic system by joining a balloon to some 5mm<br />
tubing and then attach this to a washing-up liquid<br />
bottle.<br />
• Give each pupil a copy of worksheet 30a & b which<br />
contains the outlines of some frogs and ask pupils<br />
to colour them in and cut them out.<br />
Age<br />
7-11<br />
• Using the simple pneumatic system as demonstrated,<br />
challenge pupils to make their frogs hop using the<br />
guidance on worksheet 31.<br />
My Amazon<br />
Learning objectives<br />
• To consider the impact of human activity<br />
on the rainforest<br />
• To explore the effects created by wax-resistant<br />
painting<br />
• To create an artistic response using this technique<br />
which shows the contrast of natural beauty and<br />
man-made destruction<br />
Resources required<br />
• Slides 26-31<br />
• Art paper<br />
• Wax candles (white) and/or wax crayons<br />
• Watercolour paints and brushes<br />
Delivery<br />
1. Use the slides to discuss the natural beauty and<br />
colours of the rainforest in contrast to the visual<br />
impact of some human activity such as unsustainable<br />
farming and logging, which contributes to a<br />
deforestation landscape of death and destruction.<br />
2. Demonstrate the effects that can be created using<br />
wax-resistant painting.<br />
3. Distribute art materials and encourage pupils<br />
to create their own artistic responses using this<br />
technique e.g. using white wax crayons or candles to<br />
portray deforestation and then over painting using<br />
yellow and brown watercolours to reveal an image of<br />
devastation OR using coloured wax crayons to draw<br />
branches, fruits and flowers or colour animal sketches<br />
then over painting using various greens and golds to<br />
bring the rainforest to life all around them.<br />
4. Display the artwork alongside key rainforest<br />
facts to create an evocative portrayal of the<br />
plight of the rainforest.<br />
Age<br />
7-11<br />
22
Visit sky.com/<br />
amazonschool<br />
resources to<br />
download<br />
supporting<br />
resources<br />
23
Music/Expressive<br />
Arts/PE activities<br />
Animal movements<br />
Learning objectives<br />
• Know about some of the animals that<br />
live in the Amazon<br />
• Be able to create movements to reflect<br />
a specific animal<br />
Resources required<br />
• YouTube or ARKive videos – youtube.com<br />
(try searching for ‘incredible animals’ + Amazon)<br />
and arkive.org<br />
Age<br />
5-7<br />
Delivery<br />
1. Use YouTube or ARKive to show pupils some videos<br />
of different animals from the Amazon and discuss<br />
how they move. You could show a variety of animals,<br />
for example a jaguar, a tree frog, a howler monkey,<br />
anaconda, morpho butterfly and a tapir.<br />
2. Assign pupils a rainforest animal and ask them<br />
to develop movements to represent them. Their<br />
movements could simply reflect how they move or<br />
represent some of the character and personality<br />
of that animal.<br />
3. Once pupils have practised their movements for a<br />
while ask pupils to move around the room and try<br />
to guess which animals other pupils are mimicking.<br />
<strong>Rainforest</strong> games<br />
Learning objectives<br />
Age<br />
• To develop listening skills using<br />
5-7<br />
rainforest themed games<br />
• Encourage co-operative and non-cooperative play<br />
Resources required<br />
• Sufficient space to accommodate the whole class<br />
with ample space to move around<br />
• Parachute<br />
Delivery<br />
1. Encourage the children to space themselves around<br />
the parachute so that there are no large gaps.<br />
Hold the parachute with both hands with the<br />
thumb and fingers on top.<br />
2. Begin by lifting the parachute up and down to create<br />
the rainforest canopy and forest floor. When you<br />
shout out “under the canopy” everyone lifts the<br />
parachute and pulls it down over their head and<br />
behind them.<br />
3. Ask the children to stand around the edge of the<br />
parachute, before going around the circle giving each<br />
child the name of a tropical fruit such as pineapple,<br />
mango, papaya or banana. When you call the fruits,<br />
children change places beneath the parachute as it<br />
is lifted.<br />
© André Bärtschi / WWF-Canon<br />
24
Music/<br />
Expressive Arts/<br />
PE activities<br />
4. Repeat the game above, only this time using Amazon<br />
animals such as jaguar, spider monkey, harpy eagle<br />
and a tree boa. This time when they travel beneath<br />
the parachute as their animal is called they need to<br />
move as their animal would move as they change<br />
places.<br />
5. Choose a child to be a jaguar, then select two more<br />
to be peccaries to play cat and mouse rainforest<br />
style; the peccaries crawl beneath the parachute<br />
and the Jaguar crawls around the top to catch them.<br />
An alternative version of this game is caimans, where<br />
one child is chosen to be the caiman and everyone<br />
else sits around the edge with their legs straight<br />
out beneath the parachute. When the caiman grabs<br />
someone’s legs they have to join them beneath the<br />
parachute – play continues until all the other animals<br />
have been ‘eaten’ and everyone is under<br />
the parachute.<br />
6. Pack away the parachute and play a calming game of<br />
woodcutter in the forest (played like wink murderer);<br />
where one or two children are chosen to be<br />
Government officials called in to protect the forest<br />
and are therefore sent outside whilst the woodcutter<br />
is chosen. Once the woodcutter is decided all the<br />
pupils form a circle around the Government officials<br />
who have to identify the woodcutter and stop him<br />
from felling trees. The woodcutter winks at his/her<br />
classmates causing them to fall as felled trees until<br />
he/she is caught.<br />
7. At end of activity, explain that not all tree felling<br />
is bad, or illegal. This process is vital to ensure<br />
woodland/rainforests are managed sustainably.<br />
Managing forests responsibly can ensure that they<br />
stay healthy and can provide wood, fruits etc for<br />
years to come.<br />
Amazing animals<br />
Learning objectives<br />
• To compare human abilities and agilities<br />
to some of the amazing animals that live<br />
in the Amazon rainforest<br />
• To measure and record data using stop watches,<br />
trundle wheels and meter sticks<br />
• To perform actions and skills with improved quality<br />
and control<br />
Resources required<br />
• P.E. apparatus<br />
• Stop watches, trundle wheels and meter sticks<br />
• Worksheet 32<br />
• Slides 1– 6<br />
Delivery<br />
1. Show slides 1–6 and discuss the amazing attributes<br />
of the various rainforest creatures shown.<br />
2. Introduce pupils to the worksheet and discuss ways<br />
in which pupils could measure their own ability/agility<br />
for comparison, highlighting the importance of fair<br />
and accurate measuring.<br />
3. Split the class into small groups (3–4 pupils).<br />
Age<br />
7-11<br />
4. Pupils attempt each activity available individually,<br />
working as a group to ensure their achievements are<br />
accurately measured and recorded on the worksheet.<br />
5. Discuss pupil results in comparison to the amazing<br />
animals of the Amazon using the slides.<br />
8. Finish off by asking pupils to spread out and find<br />
a space to play sleeping sloths (played as sleeping<br />
lions) – as each pupil hears their name whispered<br />
they can go and line up or go back to their seat.<br />
25
Music/<br />
Expressive Arts/<br />
PE activities<br />
SOUNDS OF THE RAINFOREST<br />
Learning objectives<br />
• Understand that materials can be<br />
used in different ways to create sounds<br />
Resources required<br />
• Slides 7–11<br />
• Instruments<br />
• Assorted materials<br />
• YouTube or ARKive videos – youtube.com<br />
(try searching for ‘incredible animals’ + Amazon)<br />
and arkive.org<br />
Age<br />
7-11<br />
Delivery<br />
1. Using slides 7–11 play pupils some unusual sounds<br />
which are made by animals that live in the rainforest.<br />
2. Ask pupils to use some of the materials or<br />
instruments in the room to create sounds which<br />
they think could be heard in the Amazon. For example<br />
they might use a whistle to create the sound for<br />
a bird or scrunch paper to imitate the sound of<br />
animal footsteps.<br />
3. Once the pupils have created some sounds you could<br />
play a rainforest recording from YouTube or ARKive<br />
and ask pupils to perform their sounds over the top.<br />
Guess the layer<br />
Learning objectives<br />
• Understand about the different layers<br />
of the Amazon<br />
• Be able to represent a place using movement<br />
Resources required<br />
Slides 12–22<br />
Delivery<br />
1. Using slides 12–22 introduce pupils to the four<br />
different layers of the Amazon rainforest; discuss the<br />
different animals that live in each layer and how the<br />
atmosphere might be different. Come up with a list<br />
of words to describe each layer of the rainforest.<br />
2. Split the class into four groups and ask each to come<br />
up with a piece of dance or movement which reflects<br />
one of the layers.<br />
3. At the end ask each group to present their piece<br />
and the rest of the class can guess which layer each<br />
piece represents.<br />
Lifecycle composition<br />
Learning objectives<br />
• Know about the life cycles of<br />
different species<br />
• Be able to express different moods using music<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
Resources required<br />
• Instruments<br />
• Slides 23–26<br />
Delivery<br />
1. Using slides 23–26 introduce pupils to the life<br />
cycles of three different animals which can be<br />
found in the Amazon.<br />
© Juan Pratginestos/ WWF-Canon<br />
2. In pairs ask pupils to pick an animal and create a piece<br />
of music which represents its life cycle. They could<br />
choose different instruments to represent different<br />
parts of the cycle. They should consider how their piece<br />
changes over time and what these changes represent.<br />
3. Explain that the music in their piece just<br />
needs to reflect a mood; it doesn’t need to<br />
be technically perfect.<br />
26
Visit sky.com/<br />
amazonschool<br />
resources to<br />
download<br />
supporting<br />
resources<br />
27
PSHE/Social<br />
Studies activities<br />
Amazon SOS<br />
Learning objectives<br />
• To understand why the rainforest is<br />
important to us<br />
• To match number patterns in order to<br />
decode a hidden message<br />
• To read for meaning and purpose<br />
Resources required<br />
• Slides 1–20<br />
• Worksheet 33<br />
• A4 paper and art materials<br />
Delivery<br />
1. Use the slides to aid a whole class discussion<br />
about the plight of the Amazon rainforest.<br />
2. Explain to pupils that you have received an encoded<br />
message from a group of scientists in the Amazon<br />
and that you need their help to decode the message<br />
and help communicate it to others.<br />
3. Pupils use the information on the worksheet to help<br />
them crack the code and reveal the secret message<br />
from the scientists.<br />
4. Using the art materials available, pupils create<br />
posters to communicate the importance of the<br />
rainforest and the impact of climate change, if help<br />
is not received to protect it.<br />
<strong>Rainforest</strong> pledge<br />
Learning objectives<br />
• Know about the dangers facing the Amazon<br />
• Understand changes which we can make to<br />
help make a difference<br />
Resources required<br />
• Worksheet 34a & b<br />
Age<br />
5-7<br />
Age<br />
5-7<br />
7-11<br />
Delivery<br />
1. Carry out a class discussion about the importance<br />
of protecting the Amazon rainforest. Why is it such a<br />
vital habitat? What is threatening it? How do these<br />
threats link back to our everyday lives? You could<br />
facilitate a class idea-shower and group their ideas<br />
in relation to the energy they use, the food they eat<br />
and the things they buy.<br />
2. Ask each pupil to use one of the leaf templates on<br />
worksheet 34a & b to write a pledge about something<br />
they will do to help protect the Amazon. It could be<br />
something they will carry out at home or in school.<br />
3. Pupils could decorate their completed pledges and<br />
they could be used to create a classroom display.<br />
For a more extended pledge activity, register for the<br />
Autumn pledge pack at sky.com/amazonschools<br />
Deforestation in numbers<br />
Learning objectives<br />
• Know about the impact that deforestation<br />
is having on the Amazon<br />
Resources required<br />
• Slides 21–24<br />
• Worksheet 35<br />
• <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> film<br />
(sky.com/rainforestrescue/campaignvideo)<br />
Delivery<br />
1. Show the <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> film to introduce<br />
some of the problems which are facing the Amazon.<br />
Split pupils into pairs and distribute a copy of<br />
worksheet 35 to each pair.<br />
2. Using slides 21–22 present pupils with a set of<br />
numbers and ask them to match each number<br />
to one of the statistics on the worksheet.<br />
3. Reveal the answers on slides 23–24 and discuss each<br />
statistic as a class. Pupils could choose one of the<br />
statistics and express it visually, with their pieces<br />
used to create a class display.<br />
Rescuing the rainforest<br />
Learning objectives<br />
• Know about some of the problems facing<br />
people living in the Amazon<br />
• Understand what <strong>Sky</strong> and WWF are doing to protect it<br />
Resources required<br />
• Slides 25–28<br />
• Worksheet 36a & b<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
28
PSHE/Social<br />
Studies<br />
activities<br />
Delivery<br />
1. Print out two sets of worksheet 36a & b. Keep a<br />
copy for yourself so that you have the problems<br />
and solution matches!<br />
2. Cut out all the problem cards from one photocopied<br />
set and mix them up before distributing one card to<br />
each mixed ability group of 4 – 5 children. Do the same<br />
with the solution cards.<br />
3. Display slides 25–26. Now read out the statement on<br />
slide 27 which explains one of the problems facing the<br />
Amazon and the people that live in it. Ask groups to<br />
look at their cards and to put up their hands if they<br />
think they have the response to that problem. Invite<br />
one of the pupils from that group to read it out.<br />
4. Once they have done this, reveal slide 28 to see<br />
if this is the correct answer.<br />
5. Invite another pupil from the same group to read<br />
their problem card, and repeat the process until all<br />
the problem and solution cards have been read out.<br />
<strong>Rainforest</strong> role play<br />
Learning objectives<br />
• Understand the concerns of different<br />
groups who rely on the Amazon<br />
• Be able to take part in a structured and<br />
constructive debate<br />
Resources required<br />
• Worksheet 5a & b<br />
Delivery<br />
1. Split the class into groups. Cut out the cards on<br />
worksheet 5a & b and distribute a different card<br />
to each member of the group. The cards provide<br />
details on a character which pupils should play in<br />
a role play exercise.<br />
2. Now each group should conduct a debate over how<br />
the Amazon should be treated using the characters<br />
on their cards. Once the debates are complete<br />
discuss as a class.<br />
3. Who do students think should have control over<br />
the rainforest, is it the government or the people<br />
that live there?<br />
Age<br />
7-11<br />
<strong>Rainforest</strong> rights and<br />
responsibilities<br />
Learning objectives<br />
• Understand the rights and responsibilities<br />
of people that live in the rainforest.<br />
• Be able to create a piece of persuasive writing<br />
Resources required<br />
• Worksheet 37a & b<br />
Delivery<br />
1. This activity explores the rights and responsibilities of<br />
the people that live in the Amazon rainforest. It could<br />
be carried out in pairs, small groups or individually.<br />
2. You will need to print out copies of worksheet 37a &<br />
b, cut out the cards and distribute one to each pupil<br />
or group. The cards explore the pros and cons of a<br />
number of situations.<br />
3. Pupils should research and discuss the scenario on<br />
their card and create a piece of persuasive writing<br />
supporting it. This piece of writing could take the<br />
form of a newspaper article, essay, speech or<br />
presentation.<br />
4. Ask pupils/groups to present both sides of the<br />
argument and then discuss which they think is<br />
more convincing and why.<br />
5. Finally ask pupils to agree on three important<br />
rights and responsibilities for the people that<br />
live in the Amazon rainforest.<br />
Thumbometer<br />
Learning objectives<br />
• Be able to form and express<br />
an opinion<br />
Resources required<br />
Slides 29-38<br />
Age<br />
7-11<br />
Age<br />
7-11<br />
Delivery<br />
1. Using slides 29-38, present different statements<br />
about the Amazon rainforest and ask pupils to use<br />
their thumbs to show whether they agree or disagree<br />
(thumb up to agree, down to disagree and in the<br />
middle if pupils are not sure). Each statement can<br />
be discussed further if necessary.<br />
29
Getting involved<br />
Taking part in I Love Amazon for primary schools provides a great opportunity to get the whole<br />
school involved in some engaging activities which will help to raise awareness about the world’s biggest<br />
rainforest. We’ve provided you with a few ideas but you’re free to carry out any of your own too.<br />
Bringing the rainforest indoors<br />
Set the tone by decorating your classroom or school hall<br />
to make it look like a rainforest. You could use coloured<br />
paper to create trees and animals on display boards and<br />
even include props like camouflage netting or cuddly<br />
toys if you want. Many of the art activities included<br />
on pages 20-22 could also be used to decorate the<br />
classroom. Finish it off by playing some sounds of the<br />
rainforest; there are lots available on YouTube<br />
(try searching for ‘incredible animals’ + Amazon).<br />
Masked ball<br />
Hold an Amazon-themed masked disco for pupils.<br />
There are some great mask templates available to<br />
download at sky.com/amazonresources or alternatively<br />
they could design their own. You could play some funky<br />
rainforest-themed tunes alongside the normal music<br />
to help get pupils into the mood.<br />
Dress up as a rainforest creature<br />
Why not hold a non-uniform day where pupils can<br />
come in dressed up as their favourite animal from the<br />
Amazon. Pupils could pay a pound for the privilege<br />
which could be donated to <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong>, a<br />
partnership between <strong>Sky</strong> and WWF which aims to help<br />
protect 1 billion trees in the Amazon rainforest.<br />
School pledge<br />
Draw up a school pledge to help protect the rainforest.<br />
Perhaps you could switch to recycled paper or ensure<br />
that all new wooden furniture is FSC certified? For a<br />
more extended pledge activity, register for the Autumn<br />
pledge pack at sky.com/amazonschools.<br />
School nature trail<br />
Take children on a nature trail around the school<br />
grounds or a local green space or woodlands. Worksheet<br />
26a & b provides some guidance on how to run a nature<br />
trail. Photos and video could be taken and uploaded<br />
to the school website or shared with WWF and <strong>Sky</strong> to<br />
show the great work you are doing. For a more extended<br />
nature trail activity, register for the Spring pledge<br />
pack at sky.com/amazonschools.<br />
School adoption<br />
Stoke your pupils’ interest in the Amazon by sponsoring<br />
an acre of rainforest for the school. Your sponsorship<br />
will help <strong>Sky</strong> and WWF to work with the local population<br />
to ensure that the precious trees in the Amazon are<br />
worth more alive than dead. We will send you regular<br />
updates about how your donation is helping.<br />
Visit wwf.org.uk/adoption/sponsoranacre/<br />
to find out more.<br />
Alternatively you could also sponsor a jaguar<br />
and help protect the rainforests where they live.<br />
Visit wwf.org.uk/adoption/skyjaguar to find out more.<br />
Amazon treasure hunt<br />
Hide some Amazon themed objects around the school<br />
grounds (e.g. a model of a monkey or a pineapple).<br />
Give pupils a map of the school and ask them to find<br />
all the objects and mark them on the map. A prize<br />
could be offered for the pupil who gets the most<br />
or finds them the quickest.<br />
Amazon cake sale<br />
Ask parents and other members of the school<br />
community to bake cakes or biscuits which could be<br />
used for an Amazon cake sale. Perhaps there could<br />
be a prize for the best cake. You could use fair trade<br />
products to help raise awareness of fair trade and<br />
the impact this is having.<br />
30
Deforestation<br />
Deforestation is putting the future of the<br />
people, animals and plants that call the<br />
Amazon their home at risk. And it’s also<br />
having a huge impact on climate change.<br />
We want to help stop it, now. The funds raised<br />
by <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong> supporters have<br />
been helping us do that by giving local people<br />
in the Amazon ways of making a fair living from<br />
the forest, without cutting down the trees.<br />
By doing this, <strong>Sky</strong> <strong>Rainforest</strong> <strong>Rescue</strong>, launched<br />
by <strong>Sky</strong> and WWF in 2009, aims to help save<br />
one billion trees in Acre, north-west Brazil.<br />
If you’re not involved yet, join us! Together,<br />
we can help protect the Amazon we all love,<br />
working hand in hand with the people who<br />
live there.<br />
For more information visit<br />
sky.com/rainforestrescue<br />
Facebook: facebook.com/skyrainforestrescue<br />
Twitter: @<strong>Sky</strong><strong>Rainforest</strong><br />
About WWF and <strong>Sky</strong><br />
At <strong>Sky</strong> we believe in better. We are passionate<br />
about ensuring what we do at <strong>Sky</strong> brings real<br />
benefits to our customers and to life in Britain<br />
and Ireland. As well as meeting the needs of<br />
millions of families with our products and<br />
services, we have a positive impact on our<br />
industry, on the economy and on society.<br />
We believe this is an essential part of<br />
building long-term, sustainable success.<br />
sky.com/biggerpicture<br />
WWF is the world’s leading independent<br />
conservation organisation. With over 50<br />
years’ experience of working across the globe,<br />
our aim is to build a future in which people<br />
live in harmony with nature. We do this by<br />
working with governments, businesses and<br />
communities around the world. Schools<br />
are also vital partners in helping the next<br />
generation to connect with nature and develop<br />
the knowledge and skills to help build a more<br />
sustainable future. wwf.org.uk/schools<br />
Stronger together<br />
We believe that by working together, <strong>Sky</strong> and<br />
WWF have what it takes to raise the awareness,<br />
funds and commitment needed to help save a<br />
critical part of the Amazon rainforest for the<br />
long-term.<br />
31
<strong>Sky</strong> and WWF combine a trusted reputation in<br />
working to protect the environment with a unique<br />
ability to inspire and engage people on issues that<br />
matter. With WWF’s 40 years of experience in the<br />
Amazon and <strong>Sky</strong>’s reach into more than 10 million<br />
homes we can put in place an effective conservation<br />
programme in the Amazon, while showcasing it here<br />
in the UK and Ireland for everyone to understand.<br />
I Love Amazon for primary schools, c/o WWF-UK, The Living Planet Centre, Rufford House,<br />
Brewery Road, Woking, GU21 4LL. WWF-UK registered charity number 1081247 and registered in<br />
Scotland number SC039593. A company limited by guarantee number 4016725. © panda symbol and<br />
® “WWF” Registered Trademark of WWF-World Wide Fund for Nature (formerly World Wildlife Fund).<br />
32