sky rainforest rescue€¦ · · 2013-11-29sky rainforest rescue guidance ... 3 subject age range...

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WORKINGTOGETHER TOHELP SAVE1 BILLION TREES

Sky Rainforest Rescue

Guidance foR teacheRS

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By exploring this incredible natural wonder we hope that your pupils will:

• become aware of its importance

• learn about some of the dangers facing it

• understand what we can do to help protect it

Run activities when it suits you

I Love Amazon for primary schools is incredibly flexible and can be run at any time during the year. The activities could be delivered as part of a collapsed curriculum week or simply as part of your normal teaching materials throughout the academic year.

You may also want to link to other events like I Love Amazon Week (21-27 October 2013), Earth Hour (29 March 2014) – visit earthhour.wwf.org.uk or World Environment Day (5 June 2014).

Why not get the whole school involved and show the Amazon some love?

Brilliant resources

Your resource pack contains curriculum linked activities that will enable you to achieve important learning objectives using the Amazon rainforest as a focus. In addition to the inspiring photo cards provided with this guide, the activities are also supported by PowerPoint slides containing background information and imagery, pupil fact sheets and worksheets. These supporting resources can be downloaded for free from sky.com/amazonschoolresources

Whenever you print off a resource, please do print on recycled or FSC paper. A product carrying the FSC label, means that the materials used in the product have come from sustainably managed forests.

Making a difference in Brazil

I Love Amazon for primary schools is part of Sky and WWF’s wider campaign, Sky Rainforest Rescue which aims to help protect one billion trees in the Amazon rainforest, in the state of Acre (pronounced ack-ray), north-west Brazil by making the trees worth more alive than dead to the communities living there.

Find out more at sky.com/rainforestrescue

What is i amazon for primary schools?

The Amazon rainforest is amazing. Home to one in 10 of all the wild species on Earth, it’s a unique and irreplaceable ecosystem. To celebrate this, Sky and WWF have developed i Love amazon for primary schools, an exciting, free, and flexible set of activities that gives pupils aged 5 to 11, the chance to explore the Amazon rainforest.

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SuBject aGe RanGe activity PaGe

assembly 5-11 Assembly grid 6

Geography/Social Studies 5-7

5-11

7-11

7-11

7-11

7-11

Rainforest produce

Animal research

Finding the rainforests

Rainforest at home

Weather forecast

Conscience alley

8

8

8

8

9

9

english/Literacy 5-7

5-7

7-11

7-11

7-11

7-11

7-11

Animal descriptions

Where am I?

Postcards from the rainforest

The rainforest hierarchy

Protecting the rainforest

Finish the story

Save the jaguar

10

10

10

11

11

11

11

Mathematics 5-7

7-11

7-11

7-11

7-11

7-11

7-11

7-11

7-11

7-11

7-11

7-11

Endangered species estimation

Through the tree tops

Endangered data mission

Forest facts and figures

Awesome Amazon animals

Money trees

Rainforest area

Multiple mazes

Time in the tropics

Animal trackers

Rainforest statistics

Monkey puzzle challenge

12

12

12

13

13

14

14

14

14

15

15

15

Rainforest activities

4

SuBject aGe RanGe activity PaGe

Science 5-7

5-7

7-11

7-11

7-11

7-11

7-11

7-11

7-11

7-11

Which layer?

Sensory table

Identify the animal

Adapted for life

Recreating the rainforest

School nature trail

New discovery

The missing link

The water cycle

The carbon cycle

16

16

17

17

17

18

18

18

19

19

art & dt/technology 5-7

5-7

5-7

5-7

5-7

5-11

7-11

7-11

Create your own amphibian

Symmetry of nature

Rainforest layer mobile

Leaf display

Making a rainmaker

Fruits of the rainforest

Create your own amphibian

My Amazon

20

20

20

21

21

21

22

22

Music/expressive arts/Pe 5-7

5-7

7-11

7-11

7-11

7-11

Animal movements

Rainforest games

Amazing animals

Sounds of the rainforest

Guess the layer

Lifecycle composition

24

24

25

26

26

26

PShe/Social Studies 5-7

5-11

7-11

7-11

7-11

7-11

7-11

Amazon SOS

Rainforest pledge

Deforestation in numbers

Rescuing the rainforest

Rainforest role play

Rainforest rights and responsibilities

Thumbometer

28

28

28

28

29

29

29

5

the learning cycle approach

Motivating: Pupils can use our animal factsheets to find out about some of the amazing animals which call the Amazon home

Building knowledge: Pupils can watch the ‘Children of the Amazon’ video to build their understanding that people also live in the Amazon

Reflecting: Pupils are rewarded for their work on the Amazon with certificates and can also make a pledge to make a difference

Making links: Pupils use the ‘Rainforest produce’ or ‘Rainforest at home’ worksheets to understand how their everyday lives are connected to rainforests far away

taking action: Pupils write a letter expressing their concerns about deforestation in the ‘Protecting the rainforest’ activity

If you are planning to use the i Love amazon for primary schools resources within a topic on rainforests, you may want to use the activities as part of a learning cycle. However, you will know best what will suit your pupils and how the activities might fit with your teaching.

Sky SkiLLSi Love amazon for primary schools activities also support the key life skills which underpin all Sky’s schools initiatives. After each activity, can your pupils identify where they’ve used creativity, teamwork, communication, problem solving and/or self-management?

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ePiSode ReSouRceS tiMe inStRuctionS LeaRninG oBjectiveS

1. Welcome to the amazon

Slides 1-18 4 mins • Display slides 1–8 which contain some inspiring images of the Amazon.

• Display slide 9 and ask pupils if they can name any rainforests.

• Introduce the Amazon using slides 10–15 which contain more photos of the Amazon along with some amazing facts about it.

• Explain that the Amazon is home to some very unusual and important species which only live here. Use slides 16–18 to show pictures of these species.

• Know about the Amazon.

• Understand it is home to many different species.

2. Why is the amazon in danger?

Slides 19-28 2 mins • Use slides 19–25 to explain some of the dangers which the Amazon is facing.

• Use slides 26–28 to explore some of the reasons that the Amazon is so important. Explain that if the Amazon is destroyed then it will have disastrous consequences not only for so many species of animals, but also for humans.

• Know about some of the dangers which face the Amazon.

• Understand the importance of the Amazon to the world.

3. i Love amazon for primary schools

Slides 29-32 2 mins • Introduce pupils to I Love Amazon for primary schools using slides 29–32 and explain that the school will learn lots more about the Amazon.

• Explain that I Love Amazon for primary schools is part of a programme by Sky and WWF which aims to help save one billion trees in the Amazon from destruction!

• You could introduce some of the activities which you will be doing.

• Understand the aims of I Love Amazon for primary schools.

4. What can we do?

Slide 33-39 4 mins • Explain that pupils will be learning about what they can do to help protect the rainforest.

• Using slides 33–39 introduce pupils to some of the positive changes they could make to help protect the Amazon rainforest.

• Understand what we can do to help protect the rainforest.

assembly grid 5-11

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visit sky.com/

amazonschool

resources to

download

supporting

resources

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RainfoReSt PRoduceLearning objectives

• To explore everyday products we consume which are linked to the rainforest

• To learn about the journey of a cocoa bean from a Brazilian tree to a chocolate bar

Resources required

• Slides 1–10

• Worksheet 1

delivery

1. Use slides 1–10 to explore some of the products we import from Brazil and find out more about the cocoa bean.

2. Pupils sequence the series of pictures on the worksheet and write their own captions to recount the journey of the cocoa bean from a Brazilian tree to a chocolate bar.

aniMaL ReSeaRchLearning objectives

• Understand that there is a huge variety of different species in the Amazon

• Be able to talk about some of the different animals from the Amazon

Resources required

• Fact sheets 1–3

• Research materials

delivery

1. Ask pupils to choose one of the animals from the Amazon to research (alternatively you could assign an animal to each pupil).

2. Pupils should use the fact sheets as well as books and the internet to help with their research. The arkive.org site is a great online resource which offers imagery and film alongside factual text content – pupils could use ‘Amazon’ alongside ‘birds’, ‘reptiles’, ‘mammals’, ‘amphibians’, etc as search terms.

3. They can present their findings to the rest of the class.

Geography/Social Studies activities

findinG the RainfoReStSLearning objectives

• Know where the tropics are

• Understand why tropical rainforests are found in the tropics

• Be able to identify where key rainforests can be found

Resources required

• Slides 11–16

• Worksheet 2a & b

• World map/globe

delivery

1. Using slides 11–16 and a map or globe, introduce pupils to the equator and the tropics.

2. Split the class into small groups and hand out rainforest cards (you will need to print off copies of worksheet 2a & b and cut out the individual cards before the lesson. Remember to print on recycled or FSC paper).

3. Using a map, pupils should identify where the rainforest on their card is on the map.

RainfoReSt at hoMeLearning objectives

• Know that many products we use every day originate from the rainforests

• Be able to carry out an investigation into a product’s origins

Resources required

• Slides 17–22

• Worksheet 3

delivery

1. Using slides 17–22 explore some of the everyday products which come from the rainforest.

2. Distribute a copy of worksheet 3 and ask pupils to carry out a survey of the school to find out what products they rely on from the rainforests. Pupils can also complete this activity at home as a homework assignment.

age 5-7

age 7-11

age 5-11

age 7-11

9

WeatheR foRecaStLearning objectives

• Know how to read temperature and precipitation charts

• Understand that climate is affected by different factors

• Know about the Amazon’s climate

Resources required

• Slides 23–27


delivery

1. Introduce the topic by asking pupils to tell you where they’ve been on holiday. Pick the destinations with the biggest extremes and discuss how weather is different e.g. between the UK and Spain. What differences did they notice? Why do pupils think this is the case?

2. Using slides 23–26 explain that different regions have different climates. Distribute worksheet 4a & b and ask pupils to read the average temperature charts and precipitation charts for three destinations. They should review the charts and write their observations beneath them.

3. Next they should match the charts to the correct destination on the map. Reveal the answers using slide 27.

4. Finally divide the class into six groups and allocate one of the three destinations to each group (you’ll end up with more than one group per destination). Invite each group to create a performance of a weather report for their destination. These could be performed for the class or recorded.

conScience aLLeyLearning objectives

• Know that there are many different groups which rely on the Amazon

• Understand the damage that deforestation can cause to the Amazon and its inhabitants

• Be able to conduct a balanced debate

Resources required

• Slides 28–30


• ‘Children of the Amazon’ video – vimeo.com/25707533 (6.58 minutes long)

delivery

1. Show pupils the ‘Children of the Amazon’ film.

2. Explain that they will be carrying out a conscience alley activity about logging in the Amazon. Distribute the role play cards from worksheet 5a & b to eight pupils and ask them to form two lines opposite each other.

3. Select one pupil to walk down the middle of the alley. As they walk through the middle each pupil in the lines should put forward the point of view on their role play card – these could be the views of a logger or of an indigenous tribe which lives in the Amazon.

4. Once they have made it through all of the arguments the class should conduct a debate to decide whether they think logging should be allowed in the Amazon. Depending on the size of your class you may need to split the class into smaller groups when conducting this activity.

5. Once the debate has finished use slides 28–30 to explain that logging can help poor people to earn an income but needs to be carried out using sustainable forest management in order to protect the rainforest and the people and animals that live there.

Geography/ Social Studies

activities

age 7-11

age 7-11

10

aniMaL deScRiPtionS Learning objectives

• To understand that the Amazon is home to a huge variety of unique creatures

• To use a range of adjectives to describe the different animals who live in the Amazon

Resources required

• Fact sheets 1–3

• A copy of “Slowly, slowly, slowly said the sloth” by Eric Carle (also available at youtube.com/watch?v=9h8Mvy-fGS8)

delivery

1. Introduce the animals pupils will meet in the story using the illustrated glossary at the back of the book.

2. Ask pupils what they know about the three-toed sloth and then share Eric Carle’s story about the sloth.

3. Use the sloth’s answer at the back of the book to explore descriptive language and the use of adjectives, looking up/creating definitions for those they don’t know.

4. Brainstorm a list of adjectives for the other Amazon animals we meet in the story.

5. Using the brainstormed lists together with fact sheets 1–3, pupils write their own descriptions of the animals that live in the rainforest.

WheRe aM i?Learning objectives

• Describe position: above, below, beside, left and right

• Describe direction and movement: forwards, backwards, up, down, left and right

Resources required

• Slides 1–10


• Two different coloured counters per pair

delivery

1. Use slides 1–10 to introduce and practise use of positional vocabulary such as above, below, beside, left and right.

english/Literacy activities

2. Introduce the worksheet and explain how the game is to be played before splitting the class into mixed ability pairs. Pupils sit together with the worksheet grid in-between them and two different coloured counters. Pupils take turns to place their counters on the grid, and then direct each other to their chosen animal; using only directional vocabulary such as forwards, backwards, up and down, left and right.

3. Using the worksheet, pupils work in pairs to give instructions to find the endangered species in the rainforest.

4. As an extension activity pupils could brainstorm adjectives to describe the animals on the slides and then either write or articulate sentences which include both the descriptive and the positional vocabulary for each.

PoStcaRdS fRoM the RainfoReStLearning objectives

• Know how to use descriptive language

• Be able to write imaginatively

• Understand that the rainforest has many different sides

Resources required

• Slides 11-16

• Copies of worksheet 7a–c – you will need to cut out the postcard images and distribute one to each pupil

delivery

1. Display the images on slides 11-16 and ask pupils to spend 30 seconds with response partners writing down the words they would use to describe each one. Once you have shown all the images ask pupils to suggest their words and write them on the board; there should be some very different words for each picture.

2. Explain that there are many different sides to the rainforest. Now distribute a postcard image from the worksheet to each pupil.

3. Ask pupils to imagine that they are in that image and write a postcard back home from it. They should describe where they are, what they have seen and how it makes them feel. What does the picture tell them about the rainforest? Ask some pupils to read their postcards to the class.

age 5-7

age 7-11

age 5-7

11

the RainfoReSt hieRaRchyLearning objectives

• Be able to sort information in an article by importance

• Know some of the stylistic elements of a newspaper article

• Understand some of the dangers facing the Amazon

Resources required

• Slides 17-19

• Worksheets 8 & 9

delivery

1. Use slides 17-19 to recap on the purpose of newspaper articles and introduce some of the stylistic features.

2. Distribute worksheet 8 and read through with the class, inviting questions for clarification.

3. Hand out worksheet 9 to small, mixed ability groups and ask them to re-read the article and sort the information by importance, putting the most important piece of information at the top of the pyramid.

4. As a homework or extension activity, pupils could use the features of news articles they’ve learned about to create their own news article about the Amazon rainforest.

PRotectinG the RainfoReStLearning objectives

• Know about some of the causes of deforestation

• Be able to write a persuasive letter

• Understand why it is important to protect the rainforest

Resources required

Fact sheet 4

delivery

1. Distribute a copy of fact sheet 4 to each pupil. Read the fact sheet together, discuss as a class what they have learnt about deforestation and the importance of the Amazon.

2. Now ask pupils to write a letter explaining what can be done to protect the rainforest.

3. They should choose who to write to (for example the Brazilian/British government), explain the problems and then outline what they should do differently to protect the Amazon.

finiSh the StoRyLearning objectives

• Be able to develop a story using role plays

• Know how to create a piece of imaginative writing

Resources required

• Slides 20–25

• Worksheet 10

delivery

1. Print copies of worksheet 10 and cut out the scenario cards. Split pupils into six mixed ability groups and give each group a scenario card. Pupils should look at their scenario and then act out how they think it would continue.

2. Once they have acted out their story they should write some quick notes to remind them what happens.

3. Now each pupil should write up their story individually using the scenario as the starting point. Use slides 20–25 to display some tips for writing their story.

Save the jaGuaRLearning objectives

• Know about the jaguar

• Be able to write in a specific style

Resources required

Fact sheet 1

delivery

1. Pupils read fact sheet 1.

2. They then write about the jaguar using a style of their choice; they could create a newspaper article or leaflet or a piece of creative writing with the jaguar as a character.

english/Literacy activities

age 7-11

age 7-11

age 7-11

age 7-11

12

endanGeRed SPecieS eStiMation Learning objectives

• To estimate then count up to 100 objects by grouping in 5s and 10s

• Count on in 2s or 10s from any given number

• Write number names to twenty

Resources required

• Slides 1–6

• Worksheet 11a-c

• Counters or items small enough to hold in one hand

delivery

1. Use slides 1–6 to introduce pupils to estimating. Brainstorm ideas for finding out who the closest is, then scaffold counting using larger numbers by grouping the items on the interactive white board into 2s, 5s or 10s.

2. Split pupils into mixed ability pairs. Provide each pair with counters or items small enough to hold in one hand. Pupils take it in turns to grab a handful of counters for their partner to estimate. Pupils then work together to group and count actual amounts in 2s, 5s, and 10s.

3. Pupils complete the worksheet individually.

4. Show slide 7 and explain that estimating and counting in groups are important skills when collecting data and monitoring population trends of animals in the wild, not least because they don’t keep still whilst you’re counting!

Mathematics activities

thRouGh the tRee toPSLearning objectives

• To solve a range of rainforest themed word problems and puzzles

Resources required

• Worksheet 12a-c

delivery

1. Use the mental and oral starter to review calculation methods and concepts covered by the worksheet. Allay any misconceptions and work through any particular areas of difficulty together, modelling the correct approach.

2. Pupils work in pairs to solve the rainforest problems.

3. Fast finishers can create their own rainforest themed problems for their partner to answer.

4. Share answers and calculation methods.

endanGeRed data MiSSionLearning objectives

• To be able to read, interpret and present data in a variety of formats.

• To understand that the rainforest and its inhabitants are under threat and need our help and protection.

Resources required

• http://worldwildlife.org/places/amazon

• arkive.org

• http://discover.iucnredlist.org/

• Worksheet 13

delivery

1. Pupils complete the first task on the worksheet followed by a class discussion on what the data shows.

2. They then complete task 2, so that they can begin to understand how the ‘at risk status’ of an animal is categorized and what this means for animals under threat.

age 7-11

age 5-7

age 7-11

13

3. Using the websites, they explore the kind of data collected by scientists about different species and create their own data files using tables and charts to highlight the animals most in need of protection.

foReSt factS and fiGuReSLearning objectives

• To measure, compare, add and subtract mixed units of measure

• To appreciate the sheer size of the rainforest flora and fauna in real and relevant terms

Resources required

• Slides 8–16

• Worksheet 14

• Space big enough to measure relative size

• Metre sticks

• Trundle wheels

• Chalk

• Digital camera (optional)

delivery

1. The Amazon rainforest is home to some of the biggest and tallest species of trees and plants. Use slides 8–16 to introduce pupils to some of them.

2. In pairs, pupils look at key facts and data about the Amazon rainforest trees and plants and sort them by height and length using the worksheet to record their answers.

3. Using measuring equipment, chalk and a digital camera, pupils demonstrate the data in real terms using standard and non-standard units of measure including themselves for comparison!

aWeSoMe aMazon aniMaLSLearning objectives

• To compare, measure and record the lengths, heights and weights using standard units

• To learn more about the Amazon through comparative data

Resources required

• Worksheet 15a-d

delivery

1. Check pupils’ understanding of the game top trumps.

2. Introduce them to our rainforest version of the game using worksheet 15a-c.

3. Pupils complete the blank cards on worksheet 15d with their own height, weight etc.

4. In groups of 4–6, pupils compare the animal ‘wow’ facts to their own statistics to help quantify some of the weird, wonderful and amazing attributes of the Amazon wildlife.

5. In groups pupils use the cards sets created to play top trumps.

6. You could research other comparison data to create a wall display e.g. comparing the wing span of the harpy eagle to pupils’ arm-spans.


age 7-11

age 7-11

visit sky.com/ amazonschool resources to download supporting resources

14

Money tReeS Learning objectives

• To solve problems using money

• To explore how the Sky Rainforest Rescue project is helping the people of the Amazon rainforest to help themselves

Resources required

• youtube.com/watch?v=943ibes0GBU What is Sky Rainforest Rescue?


delivery

1. Watch the video clip to help pupils understand why deforestation is an on-going problem and why it needs more than just campaign messages to solve it.

2. Discuss the issues raised.

3. Using the worksheet, pupils work in pairs to solve money problems that inhabitants of the Amazon rainforest may encounter.

RainfoReSt aRea Learning objectives

• To understand the difference between perimeter and area

• To calculate the area and perimeter of 2D shapes

Resources required

• youtube.com/watch?v=Pk0dGCjpouI Sky Rainforest Rescue overview

• Slide 17


• String, scissors, rulers

delivery

1. Show the Sky Rainforest Rescue overview film to set the context of the activity.

2. Use the slide to introduce pupils to Acre, the state in Brazil where WWF and Sky are aiming to save a billion trees with the Sky Rainforest Rescue campaign.

3. Ask pupils how they could measure this area of rainforest. Take suggestions, then demonstrate how to carefully measure the perimeter with string and record it as a square/rectangle to allow the calculation of area.

4. Pupils repeat the method shown in order to calculate the perimeter and area of the different forest regions and complete the worksheet.

MuLtiPLe MazeS Learning objectives

• Know by heart all multiplication facts up to 12 x 12

Resources required

• Slides 18– 24


• 100 square

• White boards and pens

delivery

1. Use the slides for a fun themed mental and oral starter.

2. Using an interactive 100 square remind pupils of the number patterns created by the multiplication tables. Give pupils white boards and pens and ask them to write down the multiplication sum in response to the product you call out e.g. 56 = 7 x 8 or 8 x 7.

3. Pupils then complete the worksheet using the times tables they have learnt.

tiMe in the tRoPicS Learning objectives

• Record and compare time in terms of seconds, minutes, hours and o’clock

• Use vocabulary such as am/pm, morning, afternoon, noon and midnight

Resources required

• Slides 25–30


• Mini clocks (1 per pupil)

age 7-11

age 7-11

age 7-11

age 7-11

15

delivery

1. Mental oral starter. Using the mini clocks play “What’s the time Mr Cayman?” (similar to an alligator), where pupils set their clocks to a chosen time before asking the teacher ‘‘What’s the time Mr Cayman?”. If the answer corresponds to the pupil’s clock then that pupil is out. To increase the level of challenge, vary responses from specific times to periods of time e.g. between 1 o’clock and half past 4, in which case all the pupils with a time in between the two parameters are out.

2. Use the slides to explore time in the Amazon.

3. Pupils complete the worksheet by sorting the information provided into Venn and Carroll diagrams.

aniMaL tRackeRSLearning objectives

• To understand that many of the rainforests animals are threatened with extinction because of habitat loss and that conservation science is key to understanding what we can do to help

• To use co-ordinates, compass points and directions

Resources required

• worldwildlife.org/initiatives/science


delivery

1. Use the film to add context to the activity.

2. Introduce the worksheet and check pupils’ understanding of compass points and co-ordinates.

3. Using the worksheet, pupils follow the instructions to find out and record which animals were last sighted where.

RainfoReSt StatiSticS Learning objectives

• To use and interpret averages including mean, median and mode and solve problems using different kinds of averages

Resources required

• Children of the Amazon film – vimeo.com/25707533 (6.58 minutes long)


delivery

1. Show pupils the film and discuss the issues faced by the people living in the rainforest.

2. Introduce the real life rainforest data presented on the worksheet.

3. Pupils identify the mean, median and mode, look at ratios and proportion and use graphs to represent the data provided, to produce a report for the government on deforestation and its impact on tribal villagers.

Monkey PuzzLe chaLLenGeLearning objectives

• To understand how missing information can be found by using known facts

Resources required

• Worksheet 22

delivery

1. Set the scene for pupils by reading aloud; “Up in the canopy where the spider monkeys play everything adds up to 48. Work out the missing numbers to solve the Monkey Puzzle Challenge”.

2. Give out the worksheet – follow the example to check for understanding e.g. there are 24 branches wide enough to sit on. How many cm wide is each branch? Answer = 2 Workings = 2 x 24 = 48

Ask what if there were only 12 branches? What if the branches were 6cm wide?

3. Pupils complete the Monkey Puzzle Challenge on the worksheet.

4. Fast finishers can create their own challenge for someone else to solve.


age 7-11

age 7-11

age 7-11


16

Which LayeR?Learning objectives

• To explore the layers of the rainforest in order to understand that different layers are home to different animals

• To describe how different habitats provide for the basic needs of different kinds of animals and plants

Resources required

• A2 poster

• Slides 1–21


delivery

1. Use the poster and slides to explain that the structure of the rainforest can be split into different layers.

2. Explore each layer in order to describe what type of habitat it offers.

3. Pupils work in small mixed ability groups (2 to 4 pupils) to complete the worksheet.

4. Using what they have learned pupils play guess the layer using the animal slide show to match each Amazon animal to the layer they think offers the most desirable habitat.

Science activities

SenSoRy taBLeLearning objectives

• To create tangible local/global links to the rainforest

• To use different senses to explore a range of themed items

Resources required

• Range of rainforest themed sensory items for pupils to explore using their senses e.g.

Touch – pineapple, coconut, wax, rubber, bark, leaves, soil

Scent – cinnamon, nutmeg, cloves, root ginger, cocoa, coffee, pineapple, rubber

Hearing – rainmaker, bird whistles, music block, ocarina, sound recordings

Sight – all the items on the table plus information and picture books about the rainforest and the animals and plants that live there

delivery

1. Create a table of rainforest items providing different scents, sounds and textures for pupils to explore using their senses.

2. Pupils can find out about each item and how it relates to the rainforest.

3. Pupils could then use these different items to create textured artwork using rubbings and printing to design eye-catching posters and displays about the rainforest and why it is important to us.

4. Taste is not explored here, but this activity could be extended to include the supervised sampling of fruit and nuts (as appropriate) from Brazil.

N.B Remember to check that children aren’t allergic to any items included on your table.

age 5-7

age 5-7

17

identify the aniMaL Learning objectives

• Know some of the animals which come from the Amazon rainforest

• Be able to use a classification key

Resources required

• Worksheet 24

delivery

1. Distribute colour copies of the worksheet to small groups of pupils and ask them to use the key to identify each of the animals shown. Once they have worked out the name for each animal they should write it in the space provided.

2. Once pupils have completed their identification key they could research one of the animals and create a top trump card for that animal highlighting their strengths and best features.

adaPted foR LifeLearning objectives

• Understand that animals adapt in order to survive

• Be able to identify different adaptations

Resources required

Slides 22–36

delivery

1. Using slides 22–26 introduce pupils to adaptation.

2. Show the pictures of Amazonian animals on slides 27–31 and ask pupils to identify the adaptations and what they think the adaptations are for. Reveal the answers using slides 32–36.

3. Discuss the implications that climate change/deforestation could have on an animal like a sloth which has adapted specially to survive in the Amazon rainforest.

RecReatinG the RainfoReStLearning objectives

• To explore why the rainforest is always wet

• To understand that because plants need the energy from the sun to live, they will grow to seek any available sunlight however small

Resources required

• Slides 37–41

• Worksheet 25

• Green leafed potted plant, large transparent plastic bag/cellophane wrapping and sticky tape

• Shoeboxes, scissors, stiff card, small runner bean seedlings* sufficient for one per group

*N.B. pupils can grow runner bean seedlings from seed for this experiment, but they can only be placed in the maze once they have started to shoot.

delivery

1. Use the slides to introduce the natural processes of transpiration and photosynthesis with respect to the Amazon rainforest.

2. Show pupils the pot plant and explain that you are going to prove the process of transpiration is taking place. Then water the soil of the pot plant and from the top, cover it with the clear plastic bag/cellophane wrapping. Tape tightly around the pot. Leave the plant on a windowsill until the end of the day or even overnight. The water vapour given off by the plant will turn back into water/condense on the plastic. The air inside the plastic will be warm and moist (humid) just like the rainforest!

3. Split the class into groups (2 - 3 pupils) and introduce the experiment on the worksheet and hand out appropriate resources.

Science activities

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4. Pupils follow the instructions on the worksheet to create their bean mazes. Once a day remove the lid to check if the seedling requires watering, otherwise keep covered and place on a window sill. The seedling will find its way through the maze to find the sunlight. Note that the green leaves required for photosynthesis will not grow until the seedling pokes out through the hole in the top of the shoe box into the light. Discuss how this natural ability to find light helps to ensure new saplings continue to grow even in the dense areas of rainforest, where light at forest floor level is very limited.

SchooL natuRe tRaiLLearning objectives

• Know about the different animals which can be found in the local area

• Understand that different environments support different types of animals

Resources required

• Slides 42–48


delivery

1. Organise a nature walk around the school grounds or nearby woodland for example.

2. Ask pupils to keep a record of all the animals and plants they encounter using the worksheet.

3. Once back in the classroom display slides 42–48 which contain images of some animals which can be found in the Amazon; how do these compare to the animals pupils discovered?

4. For a more extended nature trail activity, register for the Spring pledge pack at sky.com/amazonschools

neW diScoveRy Learning objectives

• Know that the Amazon is a mega-diverse ecosystem

• Be able to think creatively

Resources required

• Worksheet 27

• ‘Astonish Me’ film – youtube.com/watch?v=6hO5FFRykOA

delivery

1. Explain that there are so many different types of animals in the rainforests that new discoveries are being made all the time. You could show WWF’s ‘Astonish Me’ film to inspire pupils.

2. Ask pupils to imagine that they have discovered a brand new animal and create a fact file for it using the template on the worksheet. They should consider where it lives, what it eats and how it is adapted for its surroundings.

the MiSSinG Link Learning objectives

• Know what a food chain is and how it works

• Understand that each of the organisms relies on the chain for equilibrium

Resources required

• Slides 49–51

• Worksheet 28

delivery

1. Introduce pupils to food chains using slides 49–51.

2. Distribute a copy of the worksheet and ask pupils to identify the missing links in the food chains shown.

3. Once this has been completed discuss the effect which removing one element of a food chain could have on the other organisms in that chain.

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Science activities

the WateR cycLe Learning objectives

• Understand how the water cycle works

• Be able to identify the different stages in the water cycle

Resources required

• Slides 52–54

• Worksheet 29

delivery

1. Introduce pupils to the water cycle and explain its importance using slides 52–54.

2. Explain that the Amazon rainforest provides a great example of the water cycle in action.

3. Distribute a copy of the worksheet to each pupil and ask them to add the correct number to each part of the diagram.

the caRBon cycLe Learning objectives

• Know how the carbon cycle works

• Understand that protecting the Amazon can play an important role in managing climate change

Resources required

Slides 55–60

delivery

1. Introduce pupils to the carbon cycle using slides 55–59.

2. Discuss as a class how Amazon deforestation could affect climate change and also affect us.

3. What can we do to help limit deforestation? Display slide 60 at the end of the discussion.

20

cReate youR oWn aMPhiBian Learning objectives

• Know about the key features of an amphibian

• Be able to identify different amphibians

• Be able to paint creatively

Resources required

• Slides 1–7


• Water colours

• Lemon juice

delivery

1. Use slides 1–7 to introduce pupils to amphibians. Examine their different features and explore the various types of amphibians that exist. Explain that in the Amazon there are many different types of amphibians, some of which have bright markings to try and scare off predators.

2. Give each pupil a copy of the worksheet which contains the outlines of some frogs and ask pupils to paint them using brightly coloured watercolours.

3. Before the paint dries, drip lemon juice on to the frogs and wait for the colours to change.

SyMMetRy of natuReLearning objectives

• To explore the symmetry of nature

• To use bi-folds to create symmetrical artwork based on Amazon wildlife

Resources required

• Slides 8–14

• A4 paper

• Acetates (optional)

• Paints or inks

delivery

1. Use the slides to introduce pupils to the symmetry of nature.

art & dt/technology activities

2. Demonstrate how, by painting just one half of an image, pupils can fold the page to create a symmetrical image.

3. If you are using acetates, pupils will need to carefully place the acetate over the symmetrical painting before it dries and press down to ensure that the paint sticks.

4. Leave to dry.

5. When finished the acetates can be used to decorate windows or be cut and hung up in the classroom. Paper artwork can be cut out and used to add a splash of colour to your rainforest wall displays.

RainfoReSt LayeR MoBiLeLearning objectives

• Know that rainforests are made up of different layers

• Be able to use a variety of methods to create a finished product

Resources required

• Slides 15–25

• Scissors

• String

• Coloured pens and/or paints

• Paper or card

• Wire coat hanger

delivery

1. Use slides 15–25 to explain to pupils that the Amazon rainforest is made up of four different layers.

2. Explain that they will be making a mobile to show the different layers of the rainforest. They should draw trees and bushes at four different heights, cut them out and colour them in or paint them. These bushes and trees should then be attached to the bottom of a wire coat hanger using different lengths of string; remember all the layers should start from the same level.

3. Pupils could also create animals to hang in the different layers of their mobile. Alternatively you could create a class wall display by decorating a notice board to show the different layers of the rainforest.

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Leaf diSPLayLearning objectives

• Be able to use natural materials to create a piece of art

Resources required

• Glue

• Card

• Fallen leaves

delivery

1. Collect fallen leaves from around the school and use glue to attach them to a piece of card. This activity will work best during the autumn when there are plenty of leaves of different colours and shapes to choose from.

2. You could create a classroom display using pupils’ work.

MakinG a RainMakeRLearning objectives

• Be able to use a range of techniques to develop a finished product

Resources required

• Empty kitchen roll tubes

• Paper

• Lentils or rice

• Glue

• Coloured pens or paints

delivery

1. Place the empty tube on a piece of paper or card, draw two larger circles around it and cut the circles out.

2. Place one circle on the end of the tube and use masking tape to secure it to the end. Pour some rice or lentils into the tube and then attach the other circle to the open end of the tube.

3. At this point pupils can use paints or colouring pens to decorate their rainmaker.

fRuitS of the RainfoReStLearning objectives

• Know about some of the fruits which come from the rainforests

• Be able to combine ingredients to create simple dishes

Resources required

• Tropical fruits

• Water or fruit juice

• Blender

NB: Remember to ensure children are not allergic to any of the fruits

delivery

1. You will need to provide samples of different tropical fruits such as bananas, pineapples, passion fruit, limes, coconut, mango, guava, star fruit and breadfruit. Allow children to try small samples of each fruit and discuss the flavour.

2. Explain that the Amazon rainforest is home to a huge variety of different plants, many of which have delicious fruits.

3. Ask pupils to think about which flavours will work well together, then let pupils in groups of 2 or 3 create their own rainforest smoothie using the fruit available. They should write down their smoothie recipe for others to try.

4. A homework or extension activity for older pupils could include finding out how the different types of fruits grow.

art & dt/technology

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cReate youR oWn aMPhiBianLearning objectives

• To identify key features of an amphibian

• To explore variation and adaptation of amphibians in the rainforest

• To understand how pneumatics make things move in order to create a hopping frog

Resources required

• Slides 1–7

• arkive.org/explore/species/amphibians?geographicLocation=Brazil

• Worksheets 30a & b and 31

• Plastic tubing, latex glove fingers/water bomb balloons, elastic bands, sticky tape and empty washing up bottles in sufficient quantities for one per pupil

delivery

• Use slides 1–7 and the web link above to introduce pupils to amphibians. Examine their different features and explore their variation and adaptation with respect to the rainforest, such as their bright markings to try and scare off predators and the ability to climb trees.

• Demonstrate how you can construct a simple pneumatic system by joining a balloon to some 5mm tubing and then attach this to a washing-up liquid bottle.

• Give each pupil a copy of worksheet 30a & b which contains the outlines of some frogs and ask pupils to colour them in and cut them out.

• Using the simple pneumatic system as demonstrated, challenge pupils to make their frogs hop using the guidance on worksheet 31.

My aMazonLearning objectives

• To consider the impact of human activity on the rainforest

• To explore the effects created by wax-resistant painting

• To create an artistic response using this technique which shows the contrast of natural beauty and man-made destruction

Resources required

• Slides 26-31

• Art paper

• Wax candles (white) and/or wax crayons

• Watercolour paints and brushes

delivery

1. Use the slides to discuss the natural beauty and colours of the rainforest in contrast to the visual impact of some human activity such as unsustainable farming and logging, which contributes to a deforestation landscape of death and destruction.

2. Demonstrate the effects that can be created using wax-resistant painting.

3. Distribute art materials and encourage pupils to create their own artistic responses using this technique e.g. using white wax crayons or candles to portray deforestation and then over painting using yellow and brown watercolours to reveal an image of devastation OR using coloured wax crayons to draw branches, fruits and flowers or colour animal sketches then over painting using various greens and golds to bring the rainforest to life all around them.

4. Display the artwork alongside key rainforest facts to create an evocative portrayal of the plight of the rainforest.

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art & dt/technology

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visit sky.com/ amazonschool resources to download

supporting resources

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aniMaL MoveMentSLearning objectives

• Know about some of the animals that live in the Amazon

• Be able to create movements to reflect a specific animal

Resources required

• YouTube or ARKive videos – youtube.com (try searching for ‘incredible animals’ + Amazon) and arkive.org

delivery

1. Use YouTube or ARKive to show pupils some videos of different animals from the Amazon and discuss how they move. You could show a variety of animals, for example a jaguar, a tree frog, a howler monkey, anaconda, morpho butterfly and a tapir.

2. Assign pupils a rainforest animal and ask them to develop movements to represent them. Their movements could simply reflect how they move or represent some of the character and personality of that animal.

3. Once pupils have practised their movements for a while ask pupils to move around the room and try to guess which animals other pupils are mimicking.

Music/expressive arts/Pe activities

RainfoReSt GaMeS Learning objectives

• To develop listening skills using rainforest themed games

• Encourage co-operative and non-cooperative play

Resources required

• Sufficient space to accommodate the whole class with ample space to move around

• Parachute

delivery

1. Encourage the children to space themselves around the parachute so that there are no large gaps. Hold the parachute with both hands with the thumb and fingers on top.

2. Begin by lifting the parachute up and down to create the rainforest canopy and forest floor. When you shout out “under the canopy” everyone lifts the parachute and pulls it down over their head and behind them.

3. Ask the children to stand around the edge of the parachute, before going around the circle giving each child the name of a tropical fruit such as pineapple, mango, papaya or banana. When you call the fruits, children change places beneath the parachute as it is lifted.

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4. Repeat the game above, only this time using Amazon animals such as jaguar, spider monkey, harpy eagle and a tree boa. This time when they travel beneath the parachute as their animal is called they need to move as their animal would move as they change places.

5. Choose a child to be a jaguar, then select two more to be peccaries to play cat and mouse rainforest style; the peccaries crawl beneath the parachute and the Jaguar crawls around the top to catch them. An alternative version of this game is caimans, where one child is chosen to be the caiman and everyone else sits around the edge with their legs straight out beneath the parachute. When the caiman grabs someone’s legs they have to join them beneath the parachute – play continues until all the other animals have been ‘eaten’ and everyone is under the parachute.

6. Pack away the parachute and play a calming game of woodcutter in the forest (played like wink murderer); where one or two children are chosen to be Government officials called in to protect the forest and are therefore sent outside whilst the woodcutter is chosen. Once the woodcutter is decided all the pupils form a circle around the Government officials who have to identify the woodcutter and stop him from felling trees. The woodcutter winks at his/her classmates causing them to fall as felled trees until he/she is caught.

7. At end of activity, explain that not all tree felling is bad, or illegal. This process is vital to ensure woodland/rainforests are managed sustainably. Managing forests responsibly can ensure that they stay healthy and can provide wood, fruits etc for years to come.

8. Finish off by asking pupils to spread out and find a space to play sleeping sloths (played as sleeping lions) – as each pupil hears their name whispered they can go and line up or go back to their seat.

aMazinG aniMaLS Learning objectives

• To compare human abilities and agilities to some of the amazing animals that live in the Amazon rainforest

• To measure and record data using stop watches, trundle wheels and meter sticks

• To perform actions and skills with improved quality and control

Resources required

• P.E. apparatus

• Stop watches, trundle wheels and meter sticks

• Worksheet 32

• Slides 1– 6

delivery

1. Show slides 1–6 and discuss the amazing attributes of the various rainforest creatures shown.

2. Introduce pupils to the worksheet and discuss ways in which pupils could measure their own ability/agility for comparison, highlighting the importance of fair and accurate measuring.

3. Split the class into small groups (3–4 pupils).

4. Pupils attempt each activity available individually, working as a group to ensure their achievements are accurately measured and recorded on the worksheet.

5. Discuss pupil results in comparison to the amazing animals of the Amazon using the slides.

Music/ expressive arts/

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SoundS of the RainfoReStLearning objectives

• Understand that materials can be used in different ways to create sounds

Resources required

• Slides 7–11

• Instruments

• Assorted materials

• YouTube or ARKive videos – youtube.com (try searching for ‘incredible animals’ + Amazon) and arkive.org

delivery

1. Using slides 7–11 play pupils some unusual sounds which are made by animals that live in the rainforest.

2. Ask pupils to use some of the materials or instruments in the room to create sounds which they think could be heard in the Amazon. For example they might use a whistle to create the sound for a bird or scrunch paper to imitate the sound of animal footsteps.

3. Once the pupils have created some sounds you could play a rainforest recording from YouTube or ARKive and ask pupils to perform their sounds over the top.

GueSS the LayeRLearning objectives

• Understand about the different layers of the Amazon

• Be able to represent a place using movement

Resources required

Slides 12–22

delivery

1. Using slides 12–22 introduce pupils to the four different layers of the Amazon rainforest; discuss the different animals that live in each layer and how the atmosphere might be different. Come up with a list of words to describe each layer of the rainforest.

2. Split the class into four groups and ask each to come up with a piece of dance or movement which reflects one of the layers.

3. At the end ask each group to present their piece and the rest of the class can guess which layer each piece represents.

LifecycLe coMPoSitionLearning objectives

• Know about the life cycles of different species

• Be able to express different moods using music

Resources required

• Instruments

• Slides 23–26

delivery

1. Using slides 23–26 introduce pupils to the life cycles of three different animals which can be found in the Amazon.

2. In pairs ask pupils to pick an animal and create a piece of music which represents its life cycle. They could choose different instruments to represent different parts of the cycle. They should consider how their piece changes over time and what these changes represent.

3. Explain that the music in their piece just needs to reflect a mood; it doesn’t need to be technically perfect.

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visit sky.com/ amazonschool resources to download

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aMazon SoS Learning objectives

• To understand why the rainforest is important to us

• To match number patterns in order to decode a hidden message

• To read for meaning and purpose

Resources required

• Slides 1–20

• Worksheet 33

• A4 paper and art materials

delivery

1. Use the slides to aid a whole class discussion about the plight of the Amazon rainforest.

2. Explain to pupils that you have received an encoded message from a group of scientists in the Amazon and that you need their help to decode the message and help communicate it to others.

3. Pupils use the information on the worksheet to help them crack the code and reveal the secret message from the scientists.

4. Using the art materials available, pupils create posters to communicate the importance of the rainforest and the impact of climate change, if help is not received to protect it.

RainfoReSt PLedGe Learning objectives

• Know about the dangers facing the Amazon

• Understand changes which we can make to help make a difference

Resources required


delivery

1. Carry out a class discussion about the importance of protecting the Amazon rainforest. Why is it such a vital habitat? What is threatening it? How do these threats link back to our everyday lives? You could facilitate a class idea-shower and group their ideas in relation to the energy they use, the food they eat and the things they buy.

PShe/Social Studies activities

2. Ask each pupil to use one of the leaf templates on worksheet 34a & b to write a pledge about something they will do to help protect the Amazon. It could be something they will carry out at home or in school.

3. Pupils could decorate their completed pledges and they could be used to create a classroom display. For a more extended pledge activity, register for the Autumn pledge pack at sky.com/amazonschools

defoReStation in nuMBeRSLearning objectives

• Know about the impact that deforestation is having on the Amazon

Resources required

• Slides 21–24

• Worksheet 35

• Sky Rainforest Rescue film (sky.com/rainforestrescue/campaignvideo)

delivery

1. Show the Sky Rainforest Rescue film to introduce some of the problems which are facing the Amazon. Split pupils into pairs and distribute a copy of worksheet 35 to each pair.

2. Using slides 21–22 present pupils with a set of numbers and ask them to match each number to one of the statistics on the worksheet.

3. Reveal the answers on slides 23–24 and discuss each statistic as a class. Pupils could choose one of the statistics and express it visually, with their pieces used to create a class display.

ReScuinG the RainfoReStLearning objectives

• Know about some of the problems facing people living in the Amazon

• Understand what Sky and WWF are doing to protect it

Resources required

• Slides 25–28


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delivery

1. Print out two sets of worksheet 36a & b. Keep a copy for yourself so that you have the problems and solution matches!

2. Cut out all the problem cards from one photocopied set and mix them up before distributing one card to each mixed ability group of 4 – 5 children. Do the same with the solution cards.

3. Display slides 25–26. Now read out the statement on slide 27 which explains one of the problems facing the Amazon and the people that live in it. Ask groups to look at their cards and to put up their hands if they think they have the response to that problem. Invite one of the pupils from that group to read it out.

4. Once they have done this, reveal slide 28 to see if this is the correct answer.

5. Invite another pupil from the same group to read their problem card, and repeat the process until all the problem and solution cards have been read out.

RainfoReSt RoLe PLay Learning objectives

• Understand the concerns of different groups who rely on the Amazon

• Be able to take part in a structured and constructive debate

Resources required


delivery

1. Split the class into groups. Cut out the cards on worksheet 5a & b and distribute a different card to each member of the group. The cards provide details on a character which pupils should play in a role play exercise.

2. Now each group should conduct a debate over how the Amazon should be treated using the characters on their cards. Once the debates are complete discuss as a class.

3. Who do students think should have control over the rainforest, is it the government or the people that live there?

RainfoReSt RiGhtS and ReSPonSiBiLitieSLearning objectives

• Understand the rights and responsibilities of people that live in the rainforest.

• Be able to create a piece of persuasive writing

Resources required


delivery

1. This activity explores the rights and responsibilities of the people that live in the Amazon rainforest. It could be carried out in pairs, small groups or individually.

2. You will need to print out copies of worksheet 37a & b, cut out the cards and distribute one to each pupil or group. The cards explore the pros and cons of a number of situations.

3. Pupils should research and discuss the scenario on their card and create a piece of persuasive writing supporting it. This piece of writing could take the form of a newspaper article, essay, speech or presentation.

4. Ask pupils/groups to present both sides of the argument and then discuss which they think is more convincing and why.

5. Finally ask pupils to agree on three important rights and responsibilities for the people that live in the Amazon rainforest.

thuMBoMeteR Learning objectives

• Be able to form and express an opinion

Resources required

Slides 29-38

delivery

1. Using slides 29-38, present different statements about the Amazon rainforest and ask pupils to use their thumbs to show whether they agree or disagree (thumb up to agree, down to disagree and in the middle if pupils are not sure). Each statement can be discussed further if necessary.

PShe/Social Studies

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Getting involved

Bringing the rainforest indoors

Set the tone by decorating your classroom or school hall to make it look like a rainforest. You could use coloured paper to create trees and animals on display boards and even include props like camouflage netting or cuddly toys if you want. Many of the art activities included on pages 20-22 could also be used to decorate the classroom. Finish it off by playing some sounds of the rainforest; there are lots available on YouTube (try searching for ‘incredible animals’ + Amazon).

Masked ball

Hold an Amazon-themed masked disco for pupils. There are some great mask templates available to download at sky.com/amazonresources or alternatively they could design their own. You could play some funky rainforest-themed tunes alongside the normal music to help get pupils into the mood.

dress up as a rainforest creature

Why not hold a non-uniform day where pupils can come in dressed up as their favourite animal from the Amazon. Pupils could pay a pound for the privilege which could be donated to Sky Rainforest Rescue, a partnership between Sky and WWF which aims to help protect 1 billion trees in the Amazon rainforest.

School pledge

Draw up a school pledge to help protect the rainforest. Perhaps you could switch to recycled paper or ensure that all new wooden furniture is FSC certified? For a more extended pledge activity, register for the Autumn pledge pack at sky.com/amazonschools.

amazon cake sale

Ask parents and other members of the school community to bake cakes or biscuits which could be used for an Amazon cake sale. Perhaps there could be a prize for the best cake. You could use fair trade products to help raise awareness of fair trade and the impact this is having.

Taking part in i Love amazon for primary schools provides a great opportunity to get the whole school involved in some engaging activities which will help to raise awareness about the world’s biggest rainforest. We’ve provided you with a few ideas but you’re free to carry out any of your own too.

School nature trail

Take children on a nature trail around the school grounds or a local green space or woodlands. Worksheet 26a & b provides some guidance on how to run a nature trail. Photos and video could be taken and uploaded to the school website or shared with WWF and Sky to show the great work you are doing. For a more extended nature trail activity, register for the Spring pledge pack at sky.com/amazonschools.

School adoption

Stoke your pupils’ interest in the Amazon by sponsoring an acre of rainforest for the school. Your sponsorship will help Sky and WWF to work with the local population to ensure that the precious trees in the Amazon are worth more alive than dead. We will send you regular updates about how your donation is helping.

Visit wwf.org.uk/adoption/sponsoranacre/ to find out more.

Alternatively you could also sponsor a jaguar and help protect the rainforests where they live. Visit wwf.org.uk/adoption/skyjaguar to find out more.

amazon treasure hunt

Hide some Amazon themed objects around the school grounds (e.g. a model of a monkey or a pineapple). Give pupils a map of the school and ask them to find all the objects and mark them on the map. A prize could be offered for the pupil who gets the most or finds them the quickest.

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defoReStationDeforestation is putting the future of the people, animals and plants that call the Amazon their home at risk. And it’s also having a huge impact on climate change.

We want to help stop it, now. The funds raised by Sky Rainforest Rescue supporters have been helping us do that by giving local people in the Amazon ways of making a fair living from the forest, without cutting down the trees.

By doing this, Sky Rainforest Rescue, launched by Sky and WWF in 2009, aims to help save one billion trees in Acre, north-west Brazil.

If you’re not involved yet, join us! Together, we can help protect the Amazon we all love, working hand in hand with the people who live there.

for more information visit

sky.com/rainforestrescue Facebook: facebook.com/skyrainforestrescue Twitter: @SkyRainforest

aBout WWf and SkyAt Sky we believe in better. We are passionate about ensuring what we do at Sky brings real benefits to our customers and to life in Britain and Ireland. As well as meeting the needs of millions of families with our products and services, we have a positive impact on our industry, on the economy and on society. We believe this is an essential part of building long-term, sustainable success. sky.com/biggerpicture

WWF is the world’s leading independent conservation organisation. With over 50 years’ experience of working across the globe, our aim is to build a future in which people live in harmony with nature. We do this by working with governments, businesses and communities around the world. Schools are also vital partners in helping the next generation to connect with nature and develop the knowledge and skills to help build a more sustainable future. wwf.org.uk/schools

Stronger together

We believe that by working together, Sky and WWF have what it takes to raise the awareness, funds and commitment needed to help save a critical part of the Amazon rainforest for the long-term.

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Sky and WWf combine a trusted reputation in working to protect the environment with a unique ability to inspire and engage people on issues that matter. With WWf’s 40 years of experience in the amazon and Sky’s reach into more than 10 million homes we can put in place an effective conservation programme in the amazon, while showcasing it here in the uk and ireland for everyone to understand.

i Love amazon for primary schools, c/o WWF-UK, The Living Planet Centre, Rufford House, Brewery Road, Woking, GU21 4LL. WWF-UK registered charity number 1081247 and registered in Scotland number SC039593. A company limited by guarantee number 4016725. © panda symbol and ® “WWF” Registered Trademark of WWF-World Wide Fund for Nature (formerly World Wildlife Fund).

sky rainforest rescue€¦ · · 2013-11-29sky rainforest rescue guidance ... 3 subject age range...

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