Rainforest Van
The Living Planet Aquarium
Explore, Discover, Learn
Education Program Sponsors and Partners:
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Rainforest Van Teacher Packet
For more information about outreach programs
&
to schedule a visit contact:
Outreach Manager
725 East 10600 South
Sandy, UT 84094
(801) 355-FISH (3474), ext. 210
Fax: (801) 495-4449
outreach@thelivingplanet.com
Or visit our website
http://www.thelivingplanet.com
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Table of Contents
Why is there an aquarium in a desert? ..................................................... 4
Education Programs Overview ............................................................... 5 - 6
Rainforest Van Program Checklist ............................................................. 7
Science Language Students Should Use ……………………………………………. 8
Background Information .……................................................................ 9-11
Pre-visit Lesson ..................................................................................... 12-28
Post-visit Lesson ................................................................................... 29-33
Teacher Resources ............................................................................... 34-35
Teacher Packet – Last Updated on 10/11/2012
Why is there an aquarium in a desert?
Where else in the world is water so valued and respected? It’s a precious
resource that defines how we live in Utah. Because we’re not surrounded by
oceans and immense water habitats, we have fewer opportunities to experience,
understand, and appreciate the water environments that cover more than 70
percent of our planet. The Living Planet Aquarium brings animals to people who
might not have the chance to see them or their water-based ecosystems in a
natural setting.
Our children are the future custodians of the environment, yet the majority of
today’s young people don’t have the opportunity to understand the ocean or their
own water-dependent environments. The Living Planet Aquarium provides a
“living classroom,” educating us all about our interdependence on our living
planet’s fragile ecosystems.
The Living Planet Aquarium is dedicated to celebrating life on Earth by fostering a
greater awareness and knowledge of Earth’s diverse ecosystems and creating a
deeper understanding of our place in the global system of life.
The Living Planet Aquarium is committed to providing opportunities for families to
learn about our interdependence with the fragile ecosystems of our planet
through entertaining, interactive, educational exhibits and programs. Having this
aquarium provides us with countless opportunities to understand and respect this
precious resource and the living habitats it supports, both in Utah and in our
planet’s oceans.
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Education Programs Overview
Field Trips:
We currently offer Self-guided visits as well as EcoVenture Classes for grades PreK-12th.
Every EcoVenture Class correlates with the Utah State Core Curriculum guidelines by grade level,
as well as the National Science Standards and Utah Environmental Education Guidelines. This
integrated, purpose-driven approach provides for a rich and interesting field trip for students.
EcoVenture Classes are free to all public/charter Utah school groups.
Any school group may schedule a Self-guided visit. All Title I school groups receive free
admission. There are also a limited number of free admissions to other public/charter Utah
school groups. More information about our field trips can be found at our website:
http://www.thelivingplanet.com/index.php/field-trips
Outreach Programs:
We currently offer our Rainforest Van Program free to 2nd grade public/charter Utah students
and our Utah Waters Van Programs free to 4th grade public/charter Utah students. Our outreach
programs correlate with the Utah State Core Curriculum by grade level. This integrated, purposedriven approach provides for a rich and interesting educational opportunity for students. More
information about our outreach programs can be found at our website:
http://www.thelivingplanet.com/index.php/outreach-programs
Professional Development:
The Living Planet Aquarium offers free teacher workshops to public/charter Utah teachers. The
primary goal of these workshops is to support effective science instruction in the classroom by
training teachers to engage students with important, relevant science content, equipment and
resources, practical applications, and classroom activities.
Utah’s Unique Environments: The Utah’s Unique Environments workshop is specifically for
4th grade teachers. This workshop explores Utah’s three major environments: deserts,
forests, and wetlands. In this workshop teacher attendees become “4th grade students,” as
they participate in the experiments and activities just as their own students will do. This
allows the teachers to transfer workshop content in such a way that their 4th grade students
obtain a deeper understanding of what characteristics make up Utah’s environments, learn
the importance of each of these environments, and study the amazing animals and plants
that live in these habitats. Students observe their own environment up close, learn how to
ask questions, and employ scientific inquiry to help answer their questions. Classroom
materials that each teacher receives assist in transforming the classroom into a young
naturalist’s headquarters.
Project WET: TLPA has collaborated with USEE to offer Project WET workshops for teachers
of all grade levels. Project Wet is a FREE internationally recognized program that enhances
participants’ learning about water! Activities in the Project WET Curriculum and Activity Guide
are correlated with state and national formal education standards. Using interactive, handson, cross-curricular, and often inquiry-based methods of learning, participants increase their
understanding about water.
Interested in attending or hosting a teacher resource program workshop?
Contact the Outreach Manager for more information:
outreach@thelivingplanet.com
(801) 355-FISH (3474), ext. 210
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Teacher Packet – Last Updated on 10/11/2012
Rainforest Van Program Overview
Thank you for allowing The Living Planet Aquarium’s Rainforest Van to present to your
2nd grade students. We look forward to visiting you!
So that our visit will run smoothly, your teacher packet provides an overview of the
visit and a checklist of things to accomplish before, during, and after your experience
with us.
Our core-based program is designed to be an exciting complement to what you are
doing in the classroom. The Living Planet Aquarium’s education team examined the
Utah State Office of Education’s Core Curriculum for 2nd grade and created our
program and activities to reinforce those standards and objectives. Later in your
teacher packet, we list which standards and objectives we cover in our visit.
We begin our 55-minute program with an introduction to tropical rainforests and
mapping skills. Students will “travel” across continents identifying locations of
tropical rainforests around the world. Throughout the program, students will have the
opportunity to observe live rainforest animals up close and connect their ideas with
evidence to make conclusions about how the animals survive in their rainforest
home. Students will see amphibians and reptiles, such as a rainbow boa, crested
gecko, white’s tree frog, and lots more!
Since the start of the Rainforest Van program in 2002, the Rainforest Van has
reached thousands of students in several of Utah’s school districts! Thank you for
helping us make our program a huge success!
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Teacher Packet – Last Updated on 10/11/2012
Rainforest Van Program Checklist
The Living Planet Aquarium appreciates your help in making our visit to your school with the
Rainforest Van successful!
Please provide the following:
1. Copies of all pre-visit materials (documents are attached) to each participating teacher. It
is vital to the success of the program that each teacher is provided with visit information in
a timely manner.
2. A wheelchair accessible room large enough to accommodate an entire class. A classroom,
gym, or auditorium will work as long as there are doors that can be closed. Our Educators
will need to stay set up for the entire duration of the visit.
3. Consistent teacher presence and assistance with classroom management.
4. School lunch for two educators if our visit occurs over lunch period.
5. Please inform our Educators prior to our program if you have any students with special
needs, or if you have a class pet.
6. Please inform your school office staff of our visit and our arrival time.
The following are animals we may bring to your school:
Madagascar Hissing Cockroach
White’s Tree Frog
Giant Cave Cockroach
Giant African Millipede
Rainbow Boa Constrictor
Halloween Moon Crab
Crested Gecko
Cane Toad
Blood Python
Crocodile Skink
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Science Language Second Grade Students Should Use
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
Continent = One of the main landmasses on the globe, usually
recognized as seven in number

Map Key or Legend = A table on a map or chart explaining the symbols used

Ocean = The entire body of salt water that covers more than 70 percent of the earth's
surface

Equator = The imaginary great circle around the earth's surface, equidistant from the
poles and perpendicular to the earth's axis of rotation - divides the earth into the
Northern Hemisphere and the Southern Hemisphere

Environment = Conditions which influence the growth and development of a living
being

Culture = Patterns, traits, and products considered as the expression of a particular
period, class, community, or population

Interaction = Shared action or influence of one thing on another

Weather = The state of the atmosphere at a given time and place relating to
temperature, moisture, and wind

Moisture = The degree of dampness or wetness

Temperature = The measurement or degree of heat or cold

Observe = To pay close attention to or take notice of

Compare = To examine in order to note the similarities or differences of

Contrast = To show differences when compared
Teacher Packet – Last Updated on 10/11/2012
Background Information
There are two major types of rainforest: TEMPERATE rainforests and TROPICAL rainforests.
TROPICAL Rainforest Facts
 forest of tall trees in a region of year-round warmth
 average of 50 to 260 inches of rain falls annually
 belong to the tropical wet climate group
 temperature rarely gets higher than 93 °F (34 °C) or drops below 68 °F (20 °C)
 average humidity between 77 and 88%
 rainfall is often more than 100 inches a year
 usually a brief season of less rain - in monsoonal areas there is a real dry season
 found near the equator
 nutrients are removed from the ecosystem if burned or cut down
 a study found 99% of nutrients are held in root mats
 soil can only be used for a very short time before it becomes completely depleted of all
nutrients
TROPICAL Rainforest Geographical Areas
 Central America – The Amazon River Basin Rainforest contains a wider variety of plant
and animal life than any other biome in the world. There may be 40 to 100 different
species in 2.5 acres (1 hectare) of an Amazon tropical rainforest.
 Africa - Zaire Basin, with a small area in West Africa; also eastern Madagascar
 Indo-Malaysia - West coast of India, Assam, Southeast Asia, New Guinea, and
Queensland, Australia
TROPICAL Rainforest Similarities
 Many of the trees have straight trunks that don't branch out for 100 feet or more. There
is no sense in growing branches below the canopy where there is little light.
 The majority of the trees have smooth, thin bark because there is no need to protect
them from water loss and freezing temperatures. The bark of different species is so
similar that it is difficult to identify a tree by its bark. Many trees can only be identified by
their flowers.
 The air beneath the lower canopy is almost always humid. The trees themselves give off
water through the pores (stomata) of their leaves. This process, called transpiration, can
account for as much as half of the precipitation in the rainforest.
TROPICAL Rainforest Layers
There are four very distinct layers of trees in a tropical rainforest. These layers have been
identified as the emergent, upper canopy, understory (lower layer), and forest floor.
 Emergent
In this layer the trees are spaced wide apart, and are 100 to 240 feet tall with umbrellashaped canopies that grow above the forest. Because emergent trees are exposed to
drying winds, they tend to have small, pointed leaves. Some species lose their leaves
during the brief dry season in monsoon rainforests. These giant trees have straight,
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


smooth trunks with few branches. Their root system is very shallow, and to support their
size they grow buttresses that can spread out to a distance of 30 feet.
Upper Canopy
This layer has 60 to 130 foot trees, allwing light to be easily available at the top of this
layer, but greatly reducing any light below it. Most of the rainforest's animals live in the
upper canopy. There is so much food available at this level that some animals never go
down to the forest floor. The leaves have "drip spouts" that allows rain to run off. This
keeps them dry and prevents mold and mildew from forming in the humid environment.
Understory (Lower Layer)
This layer consists of 60 foot trees and the trunks of canopy trees, shrubs, plants and
small trees. There is little air movement. As a result the humidity is constantly high. This
level is in constant shade.
Forest Floor
This layer is usually completely shaded, except where a canopy tree has fallen and
created an opening. Most areas of the forest floor receive so little light that few bushes
or herbs can grow there. As a result, a person can easily walk through most parts of a
tropical rainforest. Less than 1 % of the light that strikes the top of the forest penetrates
to the forest floor. The top soil is very thin and of poor quality. A lot of litter falls to the
ground where it is quickly broken down by decomposers like termites, earthworms and
fungi. The heat and humidity further help to break down the litter. This organic matter is
then just as quickly absorbed by the trees' shallow roots.
Besides these four layers, a shrub/sapling layer receives about 3 % of the light that filters in
through the canopies. These stunted trees are capable of a sudden growth surge when a gap in
the canopy opens above them.
TROPICAL Rainforest Plants
With over 80 inches of rain per year, rainforest plants have made adaptations that help shed
water off their leaves quickly so the branches do not get weighed down and break.
 Many plants have drip tips and grooved leaves, and some leaves have oily coatings to
shed water.
 To absorb as much sunlight as possible on the dark understory, leaves are very large.
 Some trees have leaf stalks that turn with the movement of the sun so they always
absorb the maximum amount of light.
 Leaves in the upper canopy are dark green, small and leathery to reduce water loss in
the strong sunlight.
 Some trees will grow large leaves at the lower canopy level and small leaves in the upper
canopy.
 Other plants grow in the upper canopy on larger trees to get sunlight. These are the
epiphytes such as orchids and bromeliads.
 Many trees have buttress and stilt roots for extra support in the shallow, wet soil of the
rainforests.
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TROPICAL Rainforest Animals
Many species of animal life can be found in the rainforest.
 Common characteristics found among mammals and birds (and reptiles and amphibians,
too) include adaptations to a life in the trees, such as the prehensile tails of New World
monkeys. Other characteristics are bright colors and sharp patterns, loud vocalizations,
and diets heavy on fruits.
 Insects make up the largest single group of animals that live in tropical forests. They
include brightly colored butterflies, mosquitoes, camouflaged stick insects, and huge
colonies of ants.
TROPICAL Rainforest Impacts & Cool Facts
 Rainforests act as the world's thermostat by regulating temperatures and weather
patterns.
 One-fifth of the world's fresh water is found in the Amazon Basin.
 Rainforests are critical in maintaining the Earth's limited supply of drinking and fresh
water.
 A typical four-square-mile patch of rainforest contains as many as 1,500 flowering
plants, 750 species of trees, 400 species of birds and 150 species of butterflies.
 Rainforests provide many important products for people: timber, coffee, cocoa and many
medicinal products, including those used in the treatment of cancer.
 Seventy percent of the plants identified by the U.S. National Cancer Institute as useful in
the treatment of cancer are found only in rainforests.
 More than 2,000 tropical forest plants have been identified by scientists as having anticancer properties.
 Less than one percent of the tropical rainforest species have been analyzed for their
medicinal value.
 Rainforests now cover less than 6% of Earth's land surface.
 Scientists estimate that more than half of all the world's plant and animal species live in
tropical rain forests.
 Tropical rainforests produce 40% of Earth's oxygen.
 A tropical rain forest has more kinds of trees than any other area in the world. Scientists
have counted about 100 to 300 species in one 2 1/2-acre (1-hectare) area in South
America.
Background information found above is directly referenced from the following websites:
Blue Planet Biomes. (n.d.) Tropical Rainforests. Retrieved October 5, 2012 from
http://www.blueplanetbiomes.org/rainforest.htm
The Nature Conservancy. (n.d.) Rainforest: Facts About Rainforests. Retrieved October 5,
2012 from http://www.nature.org/ourinitiatives/urgentissues/rainforests/rainforestsfacts.xml
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Pre-visit Lesson
Continents Fun
Core Curriculum: Science
Standard 4: Life Science: Students will gain an understanding of Life Science through the
study of changes in organisms over time and the nature of living things.
Objective 1: Tell how external features affect an animals’ ability to survive in its
environment.
Indicator: Compare and contrast the characteristics of living things in different habitats.
Indicator: Develop, communicate and justify an explanation as to why a habitat is or is not
suitable for a specific organism
Science Language Students Should Use: populations, similarities, differences.
Intended Learning Outcomes: (NoS) When people give different descriptions of the same
thing, it is usually a good idea to make some fresh observations instead of just arguing
about who is right.
Core Curriculum: Social Studies
Standard 3: Students will use geographic tools and skills to locate and describe places on
earth.
Objective 1: Identify common symbols and physical features of a community, and explain
how they affect people’s activities in that area.
b) Describe how geographic aspects of the area affect a community and influence
culture (e.g., river, mountain, and desert).
Supplies you will need:
1. Attached continent picture
2. Attached scenery, people, animal photos
Instructions:
1. Put the continent picture on a projector or enlarge it.
2. Print the photos for each continent (we recommend laminating the photos for
durability).
a. You may choose to use both or only one photo from each of the three photo
categories. Using both photos gives a larger scale picture of each continent
and will make discussions, comparisons easier for students.
3. Have the students identify each continent 1-7.
4. Break up the students into 7 groups.
5. Give each group a set of photos from the same continent and ask the students to
figure out what continent their photos came from.
6. Have each group one at a time come up and stick their photos on their continent.
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a. Ask the students to explain why they think their photos belong to that
continent. Students should use information they gathered by observing details
in the photos.
b. If another group of students disagrees with their choice ask the students to
gather new evidence about the photos and come to a group consensus, rather
than arguing about who is right. For example - 1 group thinks the photos are
from Africa because of the way the people look. The other group thinks the
continent is Asia because of the type of animals. Have the students use the
scenery photos to decide which continent is correct. Provide the students
with additional information to focus them. Information you can give them
would be; Africa has lots of savannahs, Asia has lots of forests. So which type
of environment is depicted in the scenery photos? Have the students explain
their answer with their observations, prior knowledge of those environments.
7. After all continents and photos have been matched correctly. Have the students
discuss similarities and differences (in groups or alone) amongst the continents.
Focus comparisons/examples are given as a starting point.
a. Have the students focus on the animals and how their adaptations help it
survive. Would that animal survive on another continent? Why or why not?
b. Have the students compare and contrast the various environments on each
continent and discuss how the environment affects the culture (life) of the
people, or animals.
Continents Key
1 – Antarctica
2 – Asia
3 – North America
4 – Africa
5 – South America
6 – Australia
Attached are photos of the following for each continent: Scenery, Animals, and People of the
continents.
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Photos:
People: African girls, African woman
Scenery: West Sudanian, African Savannah
Animals: African Bush Elephant, Cheetah
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Photos:
People: Antarctic Scotts, Antarctic Scotts
Scenery: Antarctica, Antarctica
Animals: Emperor Penguins, Elephant Seals
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Photos:
People: Chinese girl at New Years, Woman from India
Scenery: Halong Bay, Great Wall of China
Animals: Panda Bear, Bengal Tiger
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Photos:
People: Australian aboriginal man, Australian aboriginal group
Scenery: Ayers Rock, Fraser Island
Animals: Koala Bear, Platypus
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Photos:
People: German folk dancers, Oktoberfest man
Scenery: Anemone Forest, European Alps
Animals: European Otter, Alpine Ibex
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Photos:
People: Cowboy and Indian, Native American
Scenery: Teddy Roosevelt’s cabin in North Dakota, Grand Canyon
Animals: Black Bear, Bald Eagle
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Photos:
People: South America peasants, Brazilian futbol player
Scenery: Amazon, Machu-Picchu
Animals: Three-toed Sloth, Aardvark
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Post-visit Lesson
Ecosystem Activity
Core Curriculum: Science
Standard 4 – Life Science: Students will gain an understanding of Life Science through the
study of changes in organisms over time and the nature of living things.
Objective 1: Tell how external features affect an animals’ ability to survive in its
environment.
Indicator: Compare and contrast the characteristics of living things in different
habitats.
Indicator: Develop, communicate and justify an explanation as to why a habitat is or
is not suitable for a specific organism.
Science Language Students Should Use: populations, similarities, differences.
Supplies you will need:
3. Red poster board
4. Brown poster board
5. Green poster board
6. Blue poster board
7. Glue
8. Paper and crayons
9. Scissors
10. Rulers
Instructions:
1. Label the poster boards – red for desert, brown for forest, blue for wetlands, green
for rainforest.
2. Hang the poster boards on the wall.
3. Have the students draw and cut out at least one animal and one plant from the
provided list. You may want to do research as a class to gain insight as to how these
animals look and the adaptations they may possess.
4. Discuss each of the ecosystems with the class. Explain what the temperature,
landscape and availability of food and water are like. Have the students glue the
pictures onto the ecosystem poster board in which the plant or animal they drew
would most likely live.
5. Have each student explain adaptations the plant or animal they drew might have that
would help it to survive in its ecosystem. You may also want to have them explain why
it may not survive in the other ecosystems.
Animal and Plant Ideas for Ecosystem Activity
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TROPICAL RAINFOREST
Macaw ~ A parrot that feeds mostly on fruits and seeds. They have large beaks for opening
nuts. Macaws are brightly colored and mostly found in large groups.
Anaconda ~ A large boa snake that can grow, on average, about 25
feet. They do not have venom and will constrict their prey. They are
large carnivores that can swallow food whole. They can eat anything
3-5 times the size of their head. They live on land and can be under
water for up to 45 minutes.
Golden Lion Tamarin ~ A small monkey that has silky fur and long, bright,
reddish orange hairs around its face and ears which give it a distinctive mane.
Their first activities of the day are traveling and feeding on fruits, flowers, and
nectar. As afternoon nears, tamarins focus more on insects. They are very
social animals found in groups of 2-8 members.
Tree Frog ~ A small amphibian that lives in warm, moist environments. They
have circular sticky pads on the ends of their toes which help them to move
around trees. Some tree frogs have vibrant colors while some can even change their color to
blend in and camouflage.
Rafflesia ~ The world’s largest flower. They release a horrible smell like rotting meat to
attract carrion-loving flies and beetles. It also provides fruit to attract tree shrews and
squirrels. The only portion of the plant that is visible is the flower; the rest of the plant is
inside its tropical vine host. It takes years for the flower to bud.
Kapok Tree ~ An emergent layer tree from the tropical rainforest. They can grow 150 feet or
more, towering over other tree species. The highest point
has all the branches and forms an umbrella shape. The
seeds, leaves, bark and resin have been used to treat
dysentery, fever, asthma, and kidney disease. The trunk
has been used to make canoes and the white fluffy seed
covering is used in pillows and mattresses.
Strangler fig ~ A tree beginning as a small plant above ground, usually in a crack or crevice
of another tree, eventually developing many thick roots that grow upward, and cover
enormous areas. They take in nutrients and water from the air and host tree.
DESERT
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Gila Monster ~ A slow-moving reptile that is one of the only venomous lizards in the world.
The toxin in its saliva helps this slow-moving creature capture prey. The Gila monster is
perfectly suited for life in the desert. It has powerful limbs for burrowing and a thick tail to
store fat when food is scarce.
Kangaroo Rat ~ A small rodent which has super sensitive hearing and quick powerful hind
legs to allow it to safely forage in open areas. It is able to eat a wide diversity of foods, and
has feet made for burrowing, allowing it to escape the desert heat or cold.
Pronghorn ~ A large mammal native to North America similar to an antelope
that has wide, flat hooves to assist in walking on sand. They are herbivores,
feeding mainly on grass and sagebrush. It is named for its tall horns that split
and form prongs, which curl inward on the males. They are the fastest mammal
in North America, reaching more than 53 mph.
Burrowing Owl ~ This unique owl saves energy by using the abandoned burrows
of other animals. Burrowing underground rather than making a nest in a tree
also allows the owl to live in all kinds of open and treeless areas. The Burrowing owl has
sharp talons to assist in the catching of prey, and very large eyes to help it see in the dark.
Cactus ~ This plant is equipped with somewhat dangerous and spiny exteriors. This aids in
protection from predators. The cactus is capable of storing water, an adaptation which helps
the plant survive in the heat and dryness of the open desert.
Sagebrush ~ A sage-like, shrubby plant, having silvery, wedge-shaped leaves.
Common in the dry plains of the western U.S., this plant does not need a lot of
water to survive. This plant has a strong aroma.
Agave ~ A perennial plant whose flowers only bloom once in its lifetime and
then dies. Because of this they are also known as the century plant. They are
succulents with a large rosette of thick, fleshy leaves, each ending in a sharp
point with a spiny margin. The nectar is known as “honey water”, and used by
many for ingredients in food and drinks.
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FOREST
Squirrel ~ The ability to find and store food allows this rodent to survive cold
forest winters. Its camouflage is perfectly suited for hiding among the
grasses and trees in the forest, and the ability to climb trees allows it to
escape predators.
Moose ~ A large mammal that has long legs and wide hooves to assist in wading through
mud and walking on snow. It survives well in the forest for many reasons; it is perfectly
camouflaged to blend with trees, has flexible lips to help grasp vegetation, and develops a
thick winter coat.
Gray Wolf ~ The largest member of the canid family, the gray wolf is outfitted with a thick fur
coat to help maintain body heat during the cold winters of the forest. A large foot with a
tough pad and long claws also assists this mammal with survival in snowy, cold winters.
Black Bear ~ A medium-sized bear, found in mountainous areas where there are few people.
They are not always black; their colors range from light brown to black, and they can even be
near white sometimes. They have a straight brown muzzle. They are omnivores, feeding
mainly on grasses, roots, berries and insects, but will occasionally prey on
squirrels and small, weak, deer.
Lodgepole Pine ~ A tall, narrow, slow-growing coniferous tree, having eggshaped cones that remain closed for years. Its needles are in groups of 2, 1-2
inches long. The bark is an orange-brown to gray. They inhabit higher elevations
in northern Utah and throughout the West.
Fern ~ A seedless, nonflowering plant found in tropical to temperate regions.
They have triangular fronds, or leaves, that uncoil upward. They have spores
that appear as brown dots on the underside of the fronds. Ferns prefer moist soil.
Oak Tree ~ This deciduous tree is one of many that has been adapted by
developing the ability to drop its leaves when the threat of cold or drought
approaches. In order to photosynthesize as much as possible before cold or
drought arrives, this tree is equipped with large flat leaves.
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WETLANDS
Frog ~ A four-legged amphibian suited to live in the wetlands because of their
webbed feet to aid in swimming. Frogs are great burrowers, and dig into the
mud in times of extreme heat, cold, or dryness. A long sticky tongue helps
frogs catch insects, the most abundant prey in the wetlands.
Turtle ~ A reptile with webbing between the toes to aid in swimming. Turtles
also bear a flat, smooth shell. This allows it to glide easily through the water. Turtles have
the ability to eat almost anything, plant or animal matter.
Great Blue Heron ~ A large bluish bird which has extremely long and slender legs – a
perfect adaptation for wading around in the waters of the wetlands. Long toes on the
ends of long legs, and a long pointed beak further aid the bird in finding food and
moving around the wetlands. They have a wingspan of 5.5 to 6.5 feet which make
them a joy to see in flight.
Mallard ~ A common wild duck, found all over the northern hemisphere. The males
have a distinct green head and white neckband that sets off a chestnut-colored chest and
gray body. The females are brown, with purple-blue wing feathers visible as a patch on their
sides. They both have a bright yellow bill. They can be found in almost any body of water, but
prefer calm, shallow areas. They eat insects, fish, amphibians, and a variety of plants.
Lily Pads ~ This wetland plant bears leaves with a leathery, smooth surface to let water run
off of them easily. Long stems help the lily pads to stay afloat on the surface of the water.
There are a variety of different flowers that may bloom on lily pads, which are
large, and sit nicely atop the lily pad.
Cattail ~ Any tall, reedlike marsh plant, having long, sword-shaped leaves and
dense, cylindrical clusters of small brown flowers that have the appearance of a
cat’s tail. Some people say they look like hotdogs on a stick.
Duckweed ~ A very small, light green, free-floating plant. They have 1-3 leaves, of
only 1/16 to 1/8 inches in length. Duckweeds tend to grow in dense colonies in quiet water.
They are known to have the smallest flower in the world, and they can be found right here in
Utah.
Teacher Resources
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Teacher Packet – Last Updated on 10/11/2012
Online Resources:
The Mongabay Kids – this website has everything from videos, photos, as well as student
and teacher resources. The site focuses on education and impact.
http://kids.mongabay.com
Rainforest Alliance – provides information and curricula that you can interact with in the
classroom and online with a specific rainforest. This link takes you directly to 2nd grade
lessons and resources.
http://www.rainforest-alliance.org/curriculum/second
Rainforest Action Network - Lots of student activities!
http://www.ran.org
Blue Planet Biomes – specific information about the world’s biomes, including the
tropical rainforest.
http://www.blueplanetbiomes.org
World Wildlife Fund – cool maps, the ability to find out which species live in different
areas of the world, and lots of information on endangered species and biodiversity.
http://worldwildlife.org/
Dr. Blythe’s Rainforest Education Website – pictures, a tour through the layers of the
rainforest, and information on conservation issues, medicines and other rainforest
products
http://www.rainforesteducation.com
Focus on Forests - Focus on Forests has been written by the World Land Trust for
students 11 to 14 years old but contains information that would be useful to anyone with
an interest in forest issues. For teachers there is a special section of the site with an
online handbook.
http://www.focusonforests.org/
Sheppard Software – This websites offers online games for every grade level and various
topics. All free of charge!
http://sheppardsoftware.com/
Lesson Planet – provides teacher reviewed lesson plans on many topics. The link takes
you directly to rainforest lesson plans. You can sign up for a 10 day trial period, after that
there is a fee to access the lessons.
http://www.lessonplanet.com/search?keywords=Rainforests
Extensions:
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Teacher Packet – Last Updated on 10/11/2012
After the Rainforest Van presentation you can have the students choose their favorite
animal they saw and write down what they remember about that animal. Explain that
they will be writing a journal entry from that animal’s point of view. Give students 3-4
minutes at beginning of every hour during the school day to write down 2 sentences
about what they think their animal would be doing at that exact time. As follow-up
have students rewrite their sentences as a journal entry for that animal.
Curricula:
Project Learning Tree is an environmental education curriculum package that uses the
forest as a "window" on the world to increase students' understanding of our
environment; stimulate students' critical and creative thinking; develop students' ability
to make informed decisions on environmental issues; and instill in students the
commitment to take responsible action on behalf of the environment. Find out more
about Project Learning Tree at http://www.plt.org
Further Reading:
For Teachers:
Pratt, Kristin Joy. (1992). A Teacher’s Guide To, A Walk in the Rainforest.
Michaels, S., Shouse, A., Scheingruber, H. (2007). Ready, set, science!: Putting
research to work in K-8 science classrooms.
This book highlights practical application of current science education research into
kindergarten through eighth grade science classrooms.
For Students:
Baker, Lucy. Life in the Rainforest. Animals, People, Plants. Scholastic INC.
1990.
Pratt, Kristin Joy. A Walk in the Rainforest. Dawn Publication. 1992.
Greenwood, Elinor. Rain Forest. Eye Wonder. Dorling Kindersly Limited. 2001.
Cherry, Lynne. The Great Kapok Tree: A Tale of the Amazon Rain Forest.
Harcourt. 1990.
For Students and Teachers:
Marnet, T. (2006). Rainforest. DK Publishing: New York.
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