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Project G.L.A.D.By R. Rosenzweig and K. Wyffels

ADAPTATIONS IN THE RAINFOREST(Level 1)

IDEA PAGES

I. UNIT THEMECross-cultural sensitivity: The rainforest exists in places all over the world. The rainforest is endangered.The rainforest is the habitat for many plants and animals. Plants and animals meet their needs in different ways. The rainforest provides the external features that help plants and animals thrive. The plants and animals of the rainforest need water; animals need food and plants need light.The animals of the rainforest eat from the shapes of their teeth. The animals of the rainforest eat plants or other animals for food and may also use plants to even other animals for shelter and nesting.

II. FOCUS/MOTIVATIONMusic and poetryTeacher made big book- The Important Thing about RainforestInquiry chart: What do you know about the rainforest?What do you want to know about the rainforest?Rainforest reinforcers/ awardsRead aloudObservation chart

III. CLOSUREProcess charts or poemsClass big bookStudent learning logsParent’s day-display all chartsExam

IV.CONCEPTS- HISTORY/SOCIAL STUDIES (CALIFORNIA STANDARDS)

1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.

1. Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

SCIENCE (CALIFORNIA STANDARDS)Life Sciences

2. Plants and animals meet their needs in different ways. As a basis for understanding this concept:

a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.

b. Students know both plants and animals need water, animals need food, and plants need light.

By R. Rosenzweig and K. WyffelsOctober 2005

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c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.

d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants).

e. Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.

INVESTIGATION AND EXPERIMENTATION4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in the other three stands, students should develop their own questions and perform investigations. Students will: a. Make predictions based on observed patterns and not random guessing.

b. Compare and sort common objects based on two or more physical attributes (e.g., shape, texture, size, weight.)

c. Construct bar graphs to record data using appropriately label axes.e. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.

Vocabularyadaptationforest floorunderstorycanopyslothemergentlayerstratastratumshallowbuttress rootsthick

waxypiranhadecayhuntattractjaguarravenousdevourpowerfulfungidiversityecologist

ecosystemrevolveendangeredtarantulaevolvedestroytropicalspeciesdecomposeoxygenprotectcamouflage

VII. ORAL LANGUAGE/READING/WRITING CONCEPTS AND SKILLS (CALIFORNIA STANDARDS) READING (ELA Standards) Grade 1

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print1.1 Match oral words to printed words.1.2 Identify the title and author of a reading selection.1.3 Identify letters, words, and sentences.


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Phonemic Awareness1.4 Distinguish initial, medial, and final sounds in single-syllable words.1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).1.6 Create and state a series of rhyming words, including consonant blends.1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat).1.9 Segment single syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).

Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words.1.13 Read compound words and contractions.1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).1.15 Read common word families (e.g., -ite, -ate).1.16 Read aloud with fluency in a manner that sounds like natural speech.

Vocabulary and Concept Development1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

2.0 Reading ComprehensionStudents read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.

Structural Features of Informational Materials2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Respond to who, what, when, where, and how questions.2.3 Follow one-step written instructions.2.4 Use context to resolve ambiguities about word and sentence meanings.2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).2.6 Relate prior knowledge to textual information.2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and AnalysisStudents read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g.,


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theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.3.2 Describe the roles of authors and illustrators and their contributions to print materials.3.3 Recollect, talk, and write about books read during the school year.

Writing

1.0 Writing StrategiesStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus1.1 Select a focus when writing.1.2 Use descriptive words when writing.

Penmanship1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Write and speak in complete, coherent sentences.

Grammar1.2 Identify and correctly use singular and plural nouns.


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1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/ mine, his/ her, hers, your/s) in writing and speaking.

Punctuation1.4 Distinguish between declarative, exclamatory, and interrogative sentences.1.5 Use a period, exclamation point, or question mark at the end of sentences.1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Capitalization1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Spelling1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.

Listening and Speaking

1.0 Listening and Speaking StrategiesStudents listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension1.1 Listen attentively.1.2 Ask questions for clarification and understanding.1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication1.4 Stay on the topic when speaking.1.5 Use descriptive words when speaking about people, places, things, and events.

2.0 Speaking Applications (Genres and Their Characteristics)Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students: 2.1 Recite poems, rhymes, songs, and stories.2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.2.3 Relate an important life event or personal experience in a simple sequence.2.4 Provide descriptions with careful attention to sensory detail.

ELD STANDRADS FOR GRADES K-2LISTENING AND SPEAKING: Strategies and ApplicationsAsks and answers instructional questions.


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B. Respond to simple directions and questions using physical actions (matching objects, pointing to an answer, drawing pictures). Answer with one or two words.EI. Ask and answer with phrases or simple sentences.I. Uses simple sentences.EA. Uses more extensive supporting elements (“Most important part?”).A. Same as above, expanded.

Retells and summarizes.EI. Uses gestures to retell stories.I. Uses expanded vocabulary to retell stories.EA. Retells story in greater detail includes character, setting, and plot.A. Narrates and paraphrases events with greater detail, extended vocab.

RecitesEI. Recites familiar rhymes, songs, simple stories.EA. Does al above in expanded form.A. Does all above in extended form like native speaker.

READING: WORD ANALYSIS, FLUENCY AND SYSTEMIC VOCABULARY DEVELOPMENT (ELD Standards)Decodes for automaticity

B. Read aloud simple words (nouns and adjectives)EI. Read aloud an increasing number of words.I. Use decoding skills and apply knowledge of content vocabulary.EA. Does all above with academic vocab to begin independent reading. Reads aloud with

appropriate pacing and intonation.Uses complex vocabulary.

B. Demonstrates and uses simple vocabulary. Responds to simple questions.EI. Produces vocab and simple sentences in academic sentences.I. Uses more complex vocabulary and sentencesEA. Does all aboveA. Does all above like native speaker, but needs time to practice.

Uses correct grammarEI. Demonstrates English grammar by recognizing and correcting some errors when

speaking or reading aloud.I. Same as above.

Determines meaning of words by usage and forms: affixesI. Recognizes simple prefixes and suffixes when attached to known vocabulary.EA. Uses simple prefixes and suffixes when attached to known vocab. Determines

meaning of words by usage and form: -nyms.EA. Recognize simple antonyms and synonyms in stories or games.A. Explain common antonyms and synonyms.

READING: COMPREHENSION (ELD Standards)Identifies sequence.

B. Identify basic sequences in stories read to them, using key words/pictures.EI. Orally identify basic sequence of text read to them.I. Does all above

Understands and follows directions.B. Understands and follow one-step directions.EI. Same as above.I. Understands and follows multi-step directions.

READING: LITERARY RESPONSE AND ANALYSIS (ELD Standards)Understands elements of poetry

EI. Recite simple poems.


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I. Recite simple poetry, uses simple sentences to respond.EA. Read short stories and orally identifies basic elements (rhythm and rhyme).A. Describes the elements of poetry.

Identifies beginning, middle and end.I. Orally identifies beg., middle and endEA. Read and identifies beg., middle and end of storyWRITING: STRATEGIES AND APPLICATIONS (ELD Standards)Uses posted words in writing

B. Copy words posted.EI. Write simple sentences using key words posted.I. Does all the above.

Writes in other content areas.B. Write phrase or simple sentence from a group story.EI. Write one to two simple sentences.I. Write simple sentence for L.A> and other content areas.EA. Use complex vocab and sentencesA. Write short narratives with all above elements.

Produces writing styles: narrative.B. Write few words about event or character from story read to student.EI. Write simple sentences about events and or characters from familiar stories.

I. Write short narrative.EA. Same as above.A. Write short narratives that describe setting objects, and events.

Produces independent writing.I. Writing is understandable but may have inconsistent grammar. EA. Uses more consistent grammar.A. Uses consistent grammatical forms.

Uses the writing process.I. Follows model to write three sentences using the writing process.EA. Uses writing process to write short paragraphs that maintain a consistent

focus.A. Uses process to write clear and coherent sentences and paragraphs.

WRITING: CONVENTIONS (ELD Standards)Uses capital letters.

B. Uses capital letters when writing own name.EI. Uses capital letters to begin sentences and proper nouns.I. Does all above.

Uses punctuation.EI. Uses period or question mark at the end of a sentence.I. Does the above.

Uses standard word order and forms.I. Uses standard word order but may have some inconsistent grammatical forms

(Subject/verb).EA. Same as above but with less inconsistent grammar forms.


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Rainforest – Booklist

PICTURE BOOKSJaguar by Helen Cowcher, 1997A Walk in the Rainforest by Kristin Joy Pratt, 1993When the Monkeys Came Back by Kristine L. Franklin, 1994The Great Kapok Tree by Lynne Cherry, 1990The Shaman’s Apprentice: A Talk of the Amazon Rain Forest by Lynne Cherry, 1999Sarah Saw a Blue Macaw by Jo Ellen Bogart, 1991Rain Forest by Helen Cowcher, 1998The Umbrella by Jan Brett, 2004

NON-FICTION BOOKSForest Animals by Louise Woelflein, 1993Wonders of the Rainforest by Janet Craig, 1990The Living Rainforest: An Animal Alphabet by Paul Kratter, 2004Rain Forest Secrets by Arthur Dorros, 1990Life in the Rainforests by Lucy Baker, 1990Flashy Fantastic Rain Forest Frogs by Dorothy Hinshaw Patent, 1997Rainforest Explorer by Sue Nicholson, 2001Rainforest Animals by Kathie Billingslea Smith, 2003


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PLANNING PAGES

Focus/Motivation Teacher-made Big Book The Rainforest, An Important Book Inquiry Chart Observation Walk Videos Realia Ecologist Reinforcers Read Alouds Picture File Cards

Input Pictorial Input Chart with 10/2 lecture – jaguar Graphic Organizer – forest floor, animals, plants, adaptations Narrative Input Chart – The Great Kapok Tree

Guide Oral Practice Personal Interaction T-Graph for social skills: Cooperation Poetry/chanting/singing Picture File Cards Farmer in the Dell on insects Process Grid; insects Process Inquiry Chart Guide Reading and Writing

Reading and WritingTotal Group

Cooperative Strip Paragraph Story Map Poetry-Here, There Modeling: Flip Chants Skills in context Sentence writing Paragraph writing Quotation marks Text and You Capitalization Punctuation

Small Group Practice Input charts: comparative pictorial, graphic organizer, narrative retell Story map – The Great Kapok Tree Focused reading Expert Groups Farmer in the Dell


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Flip Chant Here, There Process Grid

Individual Practice All of the above strategies Learning Log: Text and You Interactive Journal Guided writing Poetry booklet and frames

Writer’s Workshop Mini-lesson Write Author’s Chair

Extended Activities Art Painting Cooking Experiments Graphing Songs

Closure Process all charts and learning Learning log Teacher observation Field Trip Teacher-made test Student-made Class Big Book Unit Folders; individual tasks Parent Visiting Day: Ecologist Fair, Rainforest Museum


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Sample Daily Lesson PlansDay 1

Focus and Motivation Personal Standards and Ecologist Awards CCD/signal word: Adaptation Observation Walk with Picture File Cards Inquiry Chart: What do you know about rainforests? Big Book and Personal Interaction

Input World Map: continents, oceans, rainforests Narrative Input Chart- The Great Kapok Tree

Guided Oral Practice Here, There Chant

Input Pictorial on the forest floor

Guided Oral Practice T-Graph for social skills-cooperation Exploration Report: Adaptations Poetry/Chant: Bugaloo

Reading and Writing Portfolios and Team Organization Journal Home/School Connection


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Day 2

Focus and Motivation CCD/signal word: Review yesterday’s word; choose new signal word

from the walls Process Home/School Connection

Input Review world map and pictorial with word cards

Guided Oral Practice ELD Group Retell Narrative with pictures Learning Log: Text and You

Input Graphic Organizer

Reading and Writing Team Tasks—Name Plate, World Map Expert group: Understory Stratum

Guided Oral Practice Poetry/Chant: Yes, Ma’am—highlight words Poetry/Chant: Sound Off! Process Grid- numbered heads first line only

Reading and Writing Writer’s Workshop: Mini-lesson, on Fiction and Non-Fiction, Write,

Author’s Chair Home/School Connection


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Day 3


from the walls Process Home/School Connection

Reading and Writing Review Narrative with thought bubbles & dialog boxes Story Map of narrative: The Great Kapok Tree

Guided Oral Practice Farmer in the Dell - jaguars Trading Game Flip Chants Poetry/Chants

Guided Oral Practice Review with expert group Process Grid- numbered heads 2nd line

Reading and Writing Cooperative Strip Paragraph Home/ School Connection


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Day 4


from the walls Home/School connection

Reading and Writing Writer’s Workshop: Mini-lesson on dialog, review narrative; write,

author’s chair Model CCD Team Tasks/Leveled Reading Groups

o Cooperative Strip Paragraph with struggling readerso Clunkers and Links with on-grade level readers

Guided Oral Practice Chants

Reading and Writing Ear to ear reading with poetry book Read the Walls Listen & Sketch Letter Home

Evaluation & Closure Review/Process the Inquiry Chart Review Big Book Rainforest Quiz Ecologist Awards


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Tropical RainforestsAn Important Book

Written byChristy DavisDon Solomon

Regina RosenzweigKate Wyffels


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Table of Contents

Overview……………page 1Forest Floor…………page 2Understory…………..page 3Canopy………………page 4Emergent…………….page 5Destruction…………..page 6


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The important thing about tropical rainforests is that they are rainy, warm, multi-layered environments that are home to about half of the plant and animal species in the world.

Tropical rainforests are located near the earth’s equator. It is always warm, about 78º and it rains almost everyday. The rainforest is composed of four layers or strata: the forest floor, the understory, the canopy, and the emergent layer. Each stratum forms an ecosystem where certain plants and animals can live together.

However, the important thing about tropical rainforests is that they are rainy, warm, multi-layered environments that are home to about half of the plant and animal species in the world.


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The bottom stratum of the rainforest is called the forest floor. The forest floor is always dark and wet. This layer is covered with dead, decomposing leaves, fungi, mosses and ferns. Most plants get their nutrients from decaying plants and leaves. Some animals that live in this layer are: jaguars, anteaters and tarantulas.



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The second stratum of the rainforest is called the understory. This layer gets a little more sunlight and has less moisture than the forest floor. In the understory, liana vines dangle and stunted trees wait their chance to reach the sun. Some animals that live in the understory are: monkeys, emerald tree boas, ocelots, and green tree pythons.



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The third stratum of the rainforest is called the canopy. This is a thick layer of treetops, all woven together. The canopy looks like a large green umbrella. Plants include the kapok tree, the teak tree and bromeliads. Most of the rainforest animals live in the canopy. Toucans, macaws and hummingbirds hop from branch to branch, howler monkeys trumpet, tree frogs croak from bromeliad pools and slow sloths hang upside down in trees.



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The final stratum of the rainforest is called the emergent layer. The sun beams down on this top most layer. In the emergent layer, tall, scattered trees poke through the rainforest growth. Here beautiful morpho butterflies live in the highest branches of the Kapok tree, and hungry harpy eagles search for their prey in the canopy below.



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Scientists fear that too much of the rainforests are being destroyed. They are being cut down for their wood and to clear land for farms and houses. When the rainforests are destroyed, many of the plants and animals that live there cannot survive in new places. Rainforests also give off oxygen to the world, an important resource for people. Rainforests need people to protect them.



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Rain Forest NarrativeThe Great Kapok Tree adapted from Lynne Cherry

Two men walked into the rain forest. The larger man stopped and pointed to a great Kapok tree. The smaller man took the ax he carried and stuck the trunk of the tree. Whack! Whack! Whack! The wood of the tree was very hard. Chop! Chop! Chop! The man wiped off the sweat that ran down his face and neck.

Soon the man grew tired, and he sat down to rest at the foot of the great Kapok tree. Before he knew it, the heat and hum of the forest had lulled him to sleep.

A boa constrictor lived in the Kapok tree. He slithered down its trunk to where the man was sleeping. The huge snake slid very close to the man and hissed in his ear: “Senhor, this tree is a tree of miracles. It is my home, where generations of my ancestors have lived. Do not chop it down. Senhor please do not cut it down.”

A bee buzzed in the sleeping man’s ear: “Senhor, my hive is in this Kapok tree, and I fly from tree to tree and flower to flower collecting pollen. In this way I pollinate the trees and flowers throughout the rain forest. You see, all living things depend on one another. Senhor, please do not cut it down.”

A troupe of monkeys scampered down from the canopy of the Kapok tree. They chattered to the sleeping man: “Senhor, we have seen the ways of man. You chop down one tree, then come back for another and another. The roots of these great trees will wither and die. When the heavy rains come, the soil will be washed away and the forest will become a desert. Senhor, please do not cut it down.”

A toucan, macaw, and a cock-of-the-rock flew down from the canopy. “Senhor,” squawked the toucan, “you must not cut down this tree. We have flown over the rain forest and seen what happens once you begin to chop down the trees. Many people settle on the land. They set fires to clear the underbrush, and soon the forest disappears. Senhor, please do not cut it down.”

A bright and small tree frog crawled along the edge of a leaf. In a squeaky voice he piped in the man’s ear: “Senhor, a ruined rain forest mean ruined lives….. many ruined lives. You will leave many of us homeless if you chop down this great Kapok tree. Senhor, please do not cut it down.”

A jaguar had been sleeping along a branch in the middle of the tree. His spotted coat blended into the shadows of the under story and no one had noticed him. He growled in the ear of the man: “Senhor, the Kapok tree is home to many birds and animals. If you cut it down, where will I find my dinner?”


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Four tree porcupines swung down from branch t branch and whispered to the man: “Senhor, do you know what we animals and humans need in order to live? Oxygen. And, Senhor, do you know what trees produce? Oxygen! If you cut down the forests, you will destroy that which gives us all life. Senhor, please do not cut it down.”

Several anteaters climbed down the Kapok tree. One said: “Senhor, you are chopping down this tree with no thought for the future. And surely you know what happens tomorrow depends upon what you do today. The big man tells you to chop down a beautiful tree, but he does not think of his own children, who tomorrow must live in a world without trees. Senhor, please do not cut it down.”

A three-toed sloth began climbing down from the canopy when the men first appeared. Moving ever so slowly over to the sleeping man, she spoke in her deep and lazy voice: “Senhor, how much is beauty worth? Can you live without it? If you destroy the rainforest, on what would you feast your eyes?” Senhor, please do not cut down the rainforest.” A child from the Yanomamo tribe who lived in the rainforest knelt over the sleeping man. He murmured in his ear: ”Senhor, when you are awake, please look upon us all with new eyes.”

The man awoke with a start. Before him stood the rainforest child, and all around him, staring, were the creatures who depended upon the great Kapok tree. What wondrous and rare animals they were! The man looked about and saw the sun shining through the canopy. He heard no sound, for the creatures were strangely silent.

The man picked up his ax and swung back his arm as though to strike the tree. Suddenly he stopped, looked at the animals and the child, dropped the ax and walked out of the rainforest.


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Ecology Bugaloo by K. Wyffels and R. Rosenzweig

I’m an ecologist, and I’m here to say,I investigate the rainforests everyday.I study the canopy or climb a cocoa treeand watch the bright toucans fly near me

Strata, diversity,Ecosystems tooDoing the ecology bugaloo!

Jaguars, tapirs and piranhas tooLive on the forest floor; it’s true.The strata here is wet and darkAnd the buttress roots feed the bark.

Strata, diversity,Ecosystems too.Doing the ecology bugaloo!


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Rainforest Yes, Ma’amBy R. Rosenzweig and K. Wyffels

Is this a rainforest? Yes, Ma’am


How do you know? It has four strata.

What are the strata? Forest floor, understory, canopy and

emergent layer

How do you know? It rains every day.

Is this the forest floor? Yes, Ma’am

How do you know? It’s dark and wet.

What do you see? Jaguars, ants and snakes

How do jaguars adapt? They can swim and hunt in water.

What plants do you see? Ferns and fungi

Is this rainforest? Yes, Ma’am



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Jaguars Here, ThereBy R. Rosenzweig & K. Wyffels

Jaguars here, jaguars thereJaguars, Jaguars everywhere!

Bold, fearless jaguars leapingPowerful, endangered jaguars huntingHungry, ravenous jaguars devouring

And spotted jaguars adapting

Jaguars on the forest floorJaguars around the trees

Jaguars through the brushAnd jaguars in the river

Jaguars here, jaguars thereJaguars, jaguars everywhere!

Jaguars! Jaguars! Jaguars!


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Rainforests Here, ThereBy K. Wyffels

Rainforests here, rainforests thereRainforests, rainforests everywhere.

Humid jungles steamingEnormous trees towering Giant lianas dangling andDecaying plants nourishing Rainforests here, rainforests thereRainforests, rainforests everywhere. Poisonous tree frogs clingingSlow sloths hangingHowler monkeys trumpeting and Colorful macaws squawking

Rainforests in South AmericaRainforests in North AmericaRainforests in Southeast AsiaAnd rainforests in Africa

Rainforests here, rainforests thereRain forests, rain forests everywhere!

Rainforests! Rainforests! Rainforests!


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Rainforests Sound Off!by K. Wyffels

I don’t know but I’ve been toldRainforests are really old.Many years to grow and evolve,Animal’s lives around the trees revolve.

Sound Off – Forest FloorSound Off - EmergentSound Off – 1,2,3,4 They’re endangered!

An ecosystem with animals and treesInsects too like ants and bees.The jaguar, sloth and tarantula tooLive in the rainforest; it’s true.

Sound Off – Forest FloorSound Off – CanopySound Off – 1,2,3,4 They’re endangered!

The four layers of the rainforest areEmergent, canopy, understory, forest floor.People burn the forest you see,Endangering the lives of you and me.

Sound Off – Forest FloorSound Off – UnderstorySound Off – 1,2,3,4 They’re endangered!


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Name_____________________________

HOME/SCHOOL CONNECTION

Day 1

Tell your family about what an ecologist does. Do you want to be an ecologist? What do you want to be when you grow up? Draw a picture of the job you’d like to have.

parent/family signature x


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Nombre______________________________

Conexión entre hogar y escuela

Día 1

Habla con su familia sobre el trabajo de un ecólogo. ¿Quieres ser un ecólogo en el futuro? ¿Que quieres ser en el futuro? Dibujar el trabajo que quieres hacer en el futuro.

firma del padre/familia x


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Name_____________________________


Day 2

Draw the forest floor. Talk to your family about the plants and animals that live there.



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Nombre______________________________


Día 2

Dibujar el suelo del bosque. Hablar con su familia sobre las plantas y animales que viven allá.



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Name______________________________


Day 3

Write about or draw the jaguar’s adaptations.



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Nombre______________________________


Día 3

Dibujar o escribir de las adaptaciones del yaguar.



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Name______________________________


Day 4

Draw three animals that appear in the story The Great Kapok Tree.



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Nombre______________________________


Día 4

Dibujar tres animales que aparecen en el cuento The Great Kapok Tree.

firma del padre/familia xName:___________________


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Rain Forest Expert Group #1 Emerald Tree Boa/Understory Stratum

Plants that live with the Emerald Tree Boa:Bushes and liana vines grow in the understory.

Animals and insects that live with the Emerald Tree Boa:Monkeys, ocelots and green tree pythons live in the understory.

Adaptations:The emerald tree boa looks like a long vine. This is its camouflage. Also leopards are good climbers.

Interesting Facts:Not many flowers live in the understory because there is not much light.


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Rain Forest Expert Group #2 Sloth/Canopy Stratum, Part A

Plants that live with the sloth:The middle parts of tall trees like the kapok tree are in the canopy. The orchids also grow there.

Animals and insects that live in the canopy:The toucan, macaw and howler monkey live in the canopy stratum.

Rain Forest Expert Group #3 Sloth/Canopy Stratum, Part B

Adaptations:The leaves are thick so the water drips to prevent algae. The sloth has sharp claws for hanging upside down.

Interesting Facts:The leaves are so big they can be used for umbrellas.


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Rain Forest Expert Group # 4 Morpho Butterfly/Emergent Stratum

Plants that live with the Morpho Butterfly:The highest parts of tall trees like the Kapok Tree live in the emergent stratum.

Animals and Insects that live with the Morpho Butterfly:The Harpy eagle and the Proboscis monkey both live in the emergent stratum.

Adaptations:The birds and insects are small and light because the branches are thin.

Interesting Facts:Birds that live in the emergent stratum have to be good flyers because the trees are spread out. The Morpho butterfly is blue.


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Process Grid for Rainforests

Animal & Layer of Rain Forest

Plants Other Animals/insects

Adaptations Interesting Facts

JaguarForest Floor

rafflesia fungi ferns

ants piranhas tapirs anteaters tarantulas gorillassnakes

Jaguars swim and hunt in the water/spots are for camouflageTree roots are shallow and form buttress roots

plants get nutrients from decaying leavesvery dark and wet

Emerald tree boaUnderstory

bushesliana vines

ocelotsmonkeys green tree pythons

emerald tree boas look like a long vine (camouflage); leopards are good climbers

Few flowers bloom because of lack of sunlight

SlothCanopy Layer

kapok tree orchids

Toucan macawhowler monkey

Leaves are thick allows water to drip to prevent algae.Sloth has sharp claws for hanging upside down

Leaves are so big they can be used for umbrellas

Morpho butterflyEmergent Layer

Tall TreesKapok Tree

harpy eagleproboscis monkey

Bird and insects are light and small because tree branches are thin

Birds have to be good flyers--the trees are more spread out Morpho butterfly is blue


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Rainforest QuizCircle the best answer.

1. The stratum the jaguar lives on is called thea. oceanb. canopyc. forest floord. none of these

2. The jaguar’s camouflaging spots are an example of an

a. respectb. adaptationc. anteaterd. forest floor

3. Who lives on the forest floor with the jaguar?a. monkeysb. toucansc. antsd. harpy eagles


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4. Which continent has rainforests?a. Antarcticab. Europec. South Americad. None of these

5. What part of speech is jaguars?a. nounb. verbc. adjectived. prepositional phrase

Thank you for trying your best!!


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