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WORKINGTOGETHER TOHELP SAVE1 BILLION TREES

Sky Rainforest Rescue

LIFE INTHE FOREST

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Welcome to your I Love Amazon Schools ‘Life in the forest’ pack, which provides lots of opportunities for your pupils to learn more about the flora and fauna of the forest and to understand how they can help protect them.

This Spring our focus is the forest ecosystem: from the tallest tree to the tiniest ant, everything which lives in the forest is interdependent on each other for survival. Forests are not only home to around ¼ of the world’s land based species, they also help regulate our water supply and our climate.

Remember to encourage pupils to use their Sky Skills to help them make the most of these Amazon Explorer activities.

Creativity • Teamwork • Communication • Problem solving • Self-management

CAmPAIgNINg FOR CHANgE

We can conserve most of the life on Earth by protecting vital ecosystems and habitats. Places like the Amazon are particularly rich in biodiversity. Visit wwf.panda.org/about_our_earth/about_forests to find out more.

The activities in this pack use an evidence based approach to support the ‘working scientifically’ strand of science in exploring, comparing and contrasting the ecosystems of a temperate forest in the UK and Acre in the Amazon rainforest. To start exploring, select the activities with the best curriculum fit for your pupils’ age and stage and use the linked activities to support their learning.

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Activities in this pack

This pack has been designed to support all primary teachers deliver elements of the science curriculum. Specific strands of the new National Curriculum for England 2014 are given at the back of the pack.

Ecosystem exploration Page 4

• Biodiversity map (5-11) Page 4

• Classification quest (5-11) Page 5

• Balancing act (7-11) Page 5

• Ecosystem investigation (7-11) Page 6

Focus on food chains Page 7

• Eating habits (5-7) Page 7

• Matryoshka food chains (7-11) Page 8

• The circle of life (5-11) Page 9

• Top of the food chain (5-11) Page 9

• Interdependence game (5-7) Page 10

• Human impact (7-11) Page 10

At home with habitats Page 11

• All kinds of habitats (5-7) Page 11

• Habitat comparison (7-11) Page 12

• Habitat investigation (5-11) Page 12

• Habitat haven (5-11) Page 13

• Biodiversity diorama (5-11) Page 14

Life in the forest competition Page 15Design a wildlife area for your school

Spring: Competition entry form Page 16

Resource links Page 17

KEy

ACTIvITy

RESEARCH

PHOTO OPPORTUNITy

CREATIvE

more than 1,600 new

species of animals and plants

have been discovered in

the Amazon in the last

15 years, making it the

most diverse habitat

on the planet.

globally, we are now using more than one planet’s worth of resources to support our lifestyles. This is humanity’s current ecological footprint - the demand people place upon the natural world.

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BIODIvERSITy mAP

What is an ecosystem?

Age 5-11

Biodiversity is measured by looking at how many different types of insect, animal or bird live in a particular area.

Steps

1. Use the ‘Creatures of the rainforest’ poster (download a copy at sky.com/amazonschoolresources) to explore the different species that live in the Amazon rainforest and discuss why pupils think each different animal, bird or insect prefers their chosen layer of the forest.

2. Next, choose somewhere in your local area or in the school for pupils to collect evidence in order to map the biodiversity.

3. Ask them to collect evidence of the wildlife found in the chosen area using observations, digital photographs, video and sound recordings.

4. As a class, create a biodiversity map which provides information about the area and its location, together with all the different species of wildlife found there.

5. Get pupils to research just one forest layer or area of the Amazon for comparison and discuss their findings.

Don’t have the ‘Creatures

of the rainforest’ poster?

Then download a

copy from

sky.com/

amazonschool

resources

Everything on Earth is connected. An ecosystem is made up of living and non-living things that live together in order to survive and thrive, a bit like your local community, where the air, water, soil, trees, rocks and plants provide food, water and shelter for the insects, birds and animals that live there.

Ecosystems can be as small as a leaf or as big as a forest; very large ecosystems like the Amazon rainforest are called biomes. Plants and animals living in a biome have special adaptations that make it possible for them to exist in that area. There are usually a great number of smaller ecosystems within one biome. The Amazon biome is made up of the largest rainforest and river system on Earth. It has a huge number of different types of habitat, from swamps to grasslands to mangrove and lowland forests. The Amazon is home to about 20% of the world’s plant species, 20% of bird species and 10% of mammal species, including some of those most endangered.

Ecosystem exploration

An ecosystem is a self-sustaining and self-regulating community of living organisms and its non-living environment. Why not

take a sketch pad and observe an ecosystem near you? See

‘Ecosystem investigation’ on page 6 to find out more.

Don’t forget to send us a photo of

your biodiversity map, we’d love to

see it! Please scan and email to iloveamazon schools@ wwf.org.uk

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CLASSIFICATION QUEST

Age 5-11

Identifying and classifying are important scientific enquiry skills. Use the evidence collected from your biodiversity map, together with secondary sources of information to sort and group, identify and name all the different species of animals and plants found.

Steps

1. Using the biodiversity map created during the previous activity, as a class consider the range of insects, birds, animals, plants and non-living elements. Ask pupils how you might go about classifying these. • For KS1 pupils use simple classification e.g. living, dead, never alive • For KS2 use more complex classification e.g. plants (flowering/non-flowering), fish, amphibians, reptiles, birds and mammals.

2. Ask pupils to work in small groups of 3-4 to use secondary sources to support identification and naming of species.

3. Groups should record and present their findings as appropriate to the age and stage of your pupils.

4. Work together to identify and classify the flora and fauna already introduced as being from the Amazon.

Find out more about wildlife that lives in the Amazon at wwf.org.uk/where_we_work/south_america/amazon and arkive.org

Don’t forget to share your

classification work with us.

Email your photos to

iloveamazon

schools@

wwf.org.uk

BALANCINg ACT

Age 7-11

Within a forest ecosystem there is a fine balance between the non-living and living things. Competition between and within populations of living things for the limited resources available is part of the circle of life. However, if the balance changes such that resources become scarce, then competition is greater and for animals, it is the fittest of a population that normally survives when food or prey is limited. Imbalances in ecosystems can happen for a number of reasons, but often they are caused by human intervention.

Steps

1. Show the film clip at youtube.com/watch?v=3OTgiosu94c to introduce the natural beauty of the Amazon and highlight the effects of deforestation.

2. Use wwf.panda.org/what_we_do/where_we_work/amazon/species and assets.wwf.ch/downloads/flora_and_fauna_feb09.pdf to find out more about the flora and fauna that make up the Amazon biome.

3. In groups, use the information at:

rainforestrescue.sky.com/assets/assets/documents/2014/04/Deforestation_in_the_Amazon_rainforest_fact_sheet.pdf

wwf.panda.org/what_we_do/where_we_work/amazon/problems

wwf.org.uk/what_we_do/forests/responsible_forestry_and_trade

and other secondary sources, to explore the impact of deforestation on the Amazon rainforest’s eco-systems.

4. Ask pupils to create presentations, vox pops or posters to communicate what they have learned.

Be astonished! Watch a magical tale of adventure and discovery showcasing some of the extraordinary species recently found around the world at youtube.com/ watch?v=6hO 5FFRykOA

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ECOSySTEm INvESTIgATION

Age 7-11

An ecosystem is made up of a community of plants and animals living together. As well as being dependent on one another for survival, they will also depend upon their surroundings for light, water and shelter. This activity encourages pupils to take time to investigate an ecosystem in their local area, considering the flora and fauna that live there, and the non-living things they rely on for shelter.

Steps

1. Identify an ecosystem in your school grounds or local environment.

2. Draw and label a diagram of this area, remember to include both living and non-living things.

3. Look for the presence or evidence of any animals, birds or insects in your ecosystem and add to the diagram.

4. Consider the role of the flora, fauna, animals, birds and insects you have identified in your ecosystem. Discuss the role of insects and birds as pollinators.

5. As a comparative study, use thebrazilnutstory.wordpress.com and rainforestrescue.sky.com/our-campaign/news-and-blogs/news/nuts-about-amazon to find out how large bodied bees in the Amazon are fundamental to the supply of Brazil nuts.

6. Finally identify possible threats and opportunities to develop the ecosystem you have identified.

Insects and birds play a very important role in forest ecosystems as pollinators for many trees that cannot self-pollinate. Pollination involves carrying pollen from the flower of one tree to the flower of another tree to assist in the reproductive process (see ‘Pollination and seed dispersal’ activity in the Nature Trail Activity Pack, dowload a copy from sky.com/amazonschoolresources). When flowers are successfully pollinated, the ovary of the flower develops into a fruit or nut, providing food for animals as well as new seeds.

WWF has been involved in conservation of forests

since its launch over 50 years ago. Today work is focused

on preserving remaining forests and working

in partnership to promote sustainable

forestry.

Use this activity to help enter

our competition (see page 15)

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In any ecosystem all the animals are linked together by what they eat; this is called a food chain. The position of an animal in the food chain depends on what it eats (the number of different species of animals and/or plants) and what eats it.

What’s a food chain?

Focus on food chains

EATINg HABITS

Age 5-7

All animals need to eat to live. What they eat depends on what type of animal they are and where they live. most animals can be grouped into three main categories, but how easy is that to do?

Steps

1. Working together, classify the animals on the ‘Eating habits’ PowerPoint slides (download a copy at sky.com/amazonschoolresources) according to what they eat. Are they: • Carnivores – meat eating animals that eat other animals • Herbivores – plant eaters which graze and browse on grasses, trees and leafy plants • Omnivores – animals that eat both meat and plants, just like us.

2. How else could these animals be classified? Consider using species type - mammal, bird, amphibian, fish, reptile, insect or location/habitat - water/wetland, forest, field, mountain.

3. Using secondary sources (download the ‘Creatures of the rainforest’ poster at sky.com/amazonschoolresources) and the internet e.g. wwf.org.uk/wildlife/ source other animals to classify in the same way(s). Don’t forget to include some of your local species for comparison.

4. Play guess my animal: Get pupils to take it in turns to come to the front having secretly chosen one of the species you’ve researched. Using what they’ve learned about classifying animals, the other pupils ask questions to try to find out which animal it is. The pupil who has secretly chosen can only answer ‘yes’ or ‘no’ until the right answer is guessed. Once the correct animal is revealed, play continues with the next pupil/the correct guesser.

glossary

Producers are an energy source and they provide food for those above them in the food chain e.g. plants and trees. Trees and plants get most of their energy from the sun via a process called photosynthesis.

Consumers get their energy from feeding on organisms below them in the food chain:• Primary consumers are herbivores - they eat

only plants

• Secondary consumers are carnivores - they eat only meat

• Tertiary consumers are predators – they eat secondary consumers

• Omnivores eat both plants and animals - they can therefore be both primary and secondary consumers

Decomposers are at the bottom of the food chain - they feed on dead plants and animals which make the nutrients for the producers.

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mATRyOSHKA FOOD CHAINS

Age 7-11

matryoshka is another name for a Russian nesting doll, and here refers to the use of paper cups to illustrate the transfer of energy in a food chain through the cups. This activity can be used to illustrate each stage of the food chain - as the primary consumer eats the producer and the secondary consumer eats the primary consumer and so on and so forth, until the whole chain nests inside the predator at the top of the chain.

Resources required

• Sufficient recycled paper cups for pupils to have up to 5 each

• A range of secondary sources of food chain information

• Coloured pens/pencils.

Steps

1. Begin by discussing and demonstrating the energy transfer through simple food chains. Below are some rainforest examples to get you started: • Figs -> howler monkey -> harpy eagle • Bananas -> tapir -> jaguar • Fungus -> leaf cutter ant -> tree frog -> squirrel monkey -> harpy eagle • Leaves -> giant stick insect -> praying mantis -> ocelot -> caiman -> anaconda

2. Allow pupils time in pairs or small groups to research food chains that start with various rainforest or UK flora and fauna. N.B. It is important that pupils select producers and consumers which live in the same region e.g. sharks although predators at the top of their food chain do not live in the Amazon and therefore cannot be used for this activity.

The Amazon biome is two times the size of India and is home to about 10% of the world’s mammal species.

We’d love to see your matryoshka

food chains! Send your photos

or video clips to

iloveamazon

schools@

wwf.org.uk

3. Once pupils have researched a suitable food chain containing a producer, primary consumer and at least one secondary consumer, they can use the available art materials to illustrate each stage of their chosen food chain onto an inverted paper cup to create a Matryoshka food chain.

4. Pupils share their Matryoshka with the group or class, by using them to tell a story about the animals and plants selected. As each one eats the next one the pupil places the next cup over the previous link in the chain until the predator at the top of the chain is the only animal visible.

5. Were any of your pupils surprised by particular animals’ place in their food chain? What do they think will happen if an ecosystem is impacted e.g. by deforestation and the number of tree frogs is reduced. Discuss possible impacts/outcomes.

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THE CIRCLE OF LIFE

Age 5-11

Animals and plants can be linked together in a food chain which shows the flow of energy needed for each link in the chain to survive.

Steps

1. Explain that every food chain starts with a producer which is eaten by a herbivore; these plant eaters are then eaten by the meat eaters, known as carnivores. When animals die, decomposers like worms, maggots and fungi take over returning valuable nutrients to the soil to help the producers grow. This creates a circle of interdependence of which all living things are a part.

2. Play the food chain song at youtube.com/watch?v=BdsFu-vl594

3. Using the ‘Eating habits’ PowerPoint deck (see activity on page 7 or download a copy at sky.com/amazonschoolresources) together with other secondary sources of information, work together to research information on each of the food chain groups.

4. Use this information to create a circle of life display, showing the animals found in each category. Your display could be organised around the energy flow between groups:

5. Consider expanding your display to add plants and animals from the UK.

6. Discuss the similarities and differences between the animals and plants in each group.

Remember to share photos of your display with us too – email your photos to iloveamazon schools@ wwf.org.uk

TOP OF THE FOOD CHAIN

Age 5-11

Jaguars and caiman are at the top of the rainforest food chain. This means that apart from man and possibly a very hungry anaconda, they have no predators and most other animals which live in the rainforest are therefore prey. Below are two rainforest themed variations of popular group games to get pupils on their feet and having fun!

Resources required

• Suitable space for your group to run around in

Watch out jaguar!1. Played as ‘Duck, Duck, Goose’, pupils sit in a circle in

a large space facing each other. One pupil is chosen to be ‘it’ and walks around the circle. As they walk around, they tap people’s heads and say the name of an Amazon creature. As soon as they run out of ideas they say ‘jaguar’ and the last pupil to be tapped must get up and chase them round the circle and back to the place the ‘jaguar’ got up from. N.B. For very young pupils repeat ‘peccary’ or ‘tapir’ as in the original game.

2. The goal is for the ‘jaguar’ to catch the pupil that tapped them before they are able sit down in the ‘jaguar’s’ spot. If the ‘jaguar’ is not able to do this, they become ‘it’ for the next round and play continues.

3. If they catch the other pupil, then that pupil has to sit in the centre of the circle. The ‘jaguar’ then becomes ‘it’ for the next round and play continues. The pupil in the middle can’t leave until another pupil is caught and then they are replaced.

Tapir cross the Amazon1. Played as ‘Tag’, ‘tapirs’ have to run around the play

space without being ‘tagged’ by the ‘caiman’.

2. Choose at least two pupils to be caiman to start with. As they ‘tag’ the tapirs running around the rainforest, they can re-join as caiman too. N.B. If using an indoor hall, to slow things down, tapirs could crawl on all fours and caimans could wriggle/slide on hands and stomachs.

3. At the end of the game, ask pupils to consider the impact of the predators outnumbering the prey.

Can your pupils write

down their favourite

meal time menu before

working out the food

chain of their

favourite

foods?

Dec

om

posers Producers

Primary consumer

s

Secondary consumers

Sun

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INTERDEPENDENCE gAmE

Age 5-7

This active game helps pupils to consider the interdependence of forest species and the possible impact of human intervention on their survival.

Resources required

• Beanbags or other small items to use as leaves and fruit

• Four cones or rounder’s poles to indicate species’ bases

• Sufficient space for the group to run around in

• Coloured bands or vests to distinguish between species

Steps

1. Spread leaves and fruits in the central area (also known as beanbags!).

2. Split pupils into groups as follows, using bands/vests to identify the different species: • 1 harpy eagle • 6 squirrel monkeys • 10 tree frogs • 13 insects.

3. Allocate each species a base.

4. Ask pupils to run round for a given time e.g. 2 minutes and tell them they need to collect their species food (by either picking it up or taping on shoulders): • The insects need to collect the fruit and leaves (beanbags) • The frogs need to catch the insects • The monkeys can catch the insects and/or the frogs • The harpy eagle catches the monkeys.

5. Anyone who is caught must return with their captor to the predators’ base and remain there until the game ends. These bases are also safety zones for each of the groups i.e. a species cannot be caught while in its base returning food.

6. The winner is the species which survives!

7. If time allows, replay the game several times varying the number of predators to prey to simulate an imbalance in the ecosystem e.g. reduced number of tree frogs due to habitat loss, no harpy eagles due to poachers etc. Discuss the impact of your decisions on the game.

An equivalent British forest ecosystem version could be played starting with 16 slugs, 8 toads, 5 hedgehogs and 1 badger, where the slugs collect the leaves (beanbags), the toads catch the slugs, the hedgehogs catch the slugs and the toads and the badger can catch anyone! Again discuss the impact of varying the number of predators to prey.

HUmAN ImPACT

Age 7-11

Investigate the story of soya production in Brazil using the video introduction, fact sheets and information provided at wwf.panda.org/what_we_do/footprint/agriculture/soy/consumers

Steps

1. Discuss the impacts, ecosystems under threat and WWF’s solutions. Where appropriate introduce older pupils to the Living Planet Report which contains statistics about biodiversity loss and the Earth’s growing ecological footprint (download a copy at wwf.org.uk/livingplanetreport)

2. Ask pupils to investigate the ways in which our actions affect the environment around us e.g. building houses or roads, farming, pollution (including littering), leisure activities in woodlands, fields, beaches and water ways.

3. Working in small groups, get pupils to write a report outlining ‘Our Local Impact’. Can they think of ways to reduce any negative impacts?

Check out our latest projects in the Amazon to see how WWF is

helping preserve the rainforest by promoting sustainable livingwwf.panda.org/what_we_do/

where_we_work/amazon/vision_amazon/wwf_ projects_amazon_ basin_ rainforests

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What’s a habitat?

At home with habitats

ALL KINDS OF HABITATS

Habitats can be as big as woodlands or forests, or as small as a leaf or a piece of dead tree bark. They are important to the creatures that live there, who will have adapted to the temperature, landscape, food sources, shelter and level of moisture provided by their surroundings.

Resources required per group

• A magnifying glass

• A digital camera (to be shared with class)

• Clipboards and paper

Steps

1. Before taking your pupils on a habitat hunt, ask them to think about areas within the school grounds that they might want to investigate. Remind them that many habitats often go unnoticed and will likely be home to something. Decide what you’ll explore e.g. long grass, logs and rocks, local trees and other plants etc.

2. Talk to pupils about using their eyes to look rather than fingers to disturb, and the importance of putting things back exactly where they found them.

3. Once you’ve investigated the chosen habitat can you go on a hunt locally or within the wider school grounds?

4. Use the digital camera to take pictures of the different habitats. Ask pupils to sketch and record what they find in each area.

5. When back in the classroom, show the digital pictures of the habitats and discuss what pupils found in each area. They can refer to the notes and sketches they made.

6. As a group talk about a couple of the mini beasts found. Why do they think a particular mini beast may prefer one area to another?

Learn more about Sky Rainforest Rescue at rainforestrescue. sky.com

Protecting natural habitats

is one of WWF’s main aims.

Find out more at

wwf.panda.org/about_

our_earth/species/

problems/habitat_

loss_

degradation

Age 5-7

Log on to

www.bbc.co.uk/

nature/habitats

to find out more about the huge

range of habitats on Earth and

the wildlife populations

who call these

biomes home.

The word habitat describes the particular place where animals and plants live. The characteristics and features of a habitat provide everything that the animals and plants that live there need to survive and thrive including sources of food, water and shelter.

Many animals are so adapted to their particular habitat that if it is damaged or destroyed they’ll die, and if a whole species dies then that animal or plant becomes extinct.

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Use your ‘Habitat comparison’ display to inspire your competition entries! See page 15 for details.

HABITAT COmPARISON

Age 7-11

Habitats can be as big as a woodland or forest, or as small as a leaf or a piece of a dead tree bark. They are important to the creatures that live there, who will have adapted to the temperature, landscape, food sources, shelter and level of moisture provided by their surroundings.

Steps

1. Using the questions below, help your pupils investigate and compare a local habitat with an Amazon rainforest habitat.

2. Start by identifying suitable habitats for exploration and/or conservation in your local area. • What habitats do we have locally? • How are these/could these be protected? • How can we find out more about the animals which live in our local environment?

3. Support pupils to devise a method of observation and field research to investigate a habitat within your local environment and record their findings. • What sort of habitat is this? • What animals live here? • What are the key features of the habitat? • How can this habitat be protected?

4. Ask pupils to conduct their planned enquiry, record and share their findings appropriately.

5. Using what they have learned about their local environment, pupils could then select a comparable habitat in the Amazon and conduct a second enquiry using the internet and other secondary sources before comparing and contrasting the habitat and its inhabitants. • What is different about this habitat? • What is the same? • How have the animals here adapted to their surroundings? • As a class create a ‘Habitat comparison’ wall display to highlight key learnings.

got a wonderful wall display?

We’d love to see it!

Please email a photo to

iloveamazon

schools@

wwf.org.uk

HABITAT INvESTIgATION

Where do woodlice like to live? And if we don’t know, how can we design an investigation to find out?

Resources required per group

• A range of natural and manmade materials to create four zones

• A shoe box/container

• A water spray

• Some woodlice

• Sufficient copies of the ‘Habitat investigation worksheet’ (download a copy from www.sky.com/amazonschoolresources). For 7-11 = one copy per pupil and 5-7 = one copy per pupil group.

Steps

1. Explain that you’re going to investigate what habitat woodlice prefer. To do this, you need to devise an experiment.

2. Depending on the age and stage of pupils, use the questions below to either discuss or elicit the need to create up to four zones: light and dry, light and damp, dark and dry, dark and damp. • How can we investigate what habitat woodlice prefer? • What equipment will we need? • What will we need to collect? • How can we make the test fair? • Which habitat do you predict the woodlice will prefer?

3. Dividing the class into small groups, introduce the worksheet and give each group a box and a set of materials OR send the groups out into the school grounds to collect materials for their four zones.

Age 5-11

Keen to attract more wildlife to your school grounds?

Download a copy of our ‘Nature Trail Activity Pack’ at sky.com/ amazonschool resourcesfor a few top

tips

13

4. Ask pupils to carefully prepare the four different habitat zones in their shoe box, placing one in each corner of the box, leaving an open empty space in the middle. N.B. You may prefer to supervise the water spray to ensure zones are not over wet!

5. Either provide three to four woodlice to each group OR take pupils out to collect woodlice for themselves (if pupils are collecting, ask them to record the conditions in which they were found). Release them into the middle of each box.

6. Ask pupils to observe the woodlice and record their findings on their worksheet for comparison.

7. After a day, come together to review everyone’s findings. • Where have the woodlice gone? • Which habitat do they prefer? • Does everyone have the same result?

N.B. Make sure the woodlice are carefully released outside where they were found once pupils have completed their investigation.

Invertebrates, including

insects, represent a

disproportionately large

share of species found in the

Amazon. Some scientists

estimate that 30% of the

animal biomass of the

Amazon Basin is

made up of

ants!

HABITAT HAvEN

Age 5-11

Lots of garden insects look for shelter within and around our manmade structures rather than building a shelter for themselves. Having learned about the importance and requirements for habitats, why not enhance the insect appeal of your school grounds using the ideas below?

Beetle log pile

Collect up twigs, dead branches and old bark from wooded areas or parks and create a habitat haven for beetles and woodlice. Once your log pile is established, you may even find fungi will start to grow.

Dry leaf den

Fill an old ice cream tub with dry leaves, twigs and bark slivers then place it on its side in a hidden shady spot to make a cosy den for centipedes, millipedes and ladybirds.

Beneficial bee burrows

Solitary bees don’t live in hives, they nest in tiny crevices. Collect together some old bamboo canes or find house bricks with holes drilled in them to create tunnels for them to nest in. Make sure to place your burrows in a sunny spot as bees like warmth. Bumblebees prefer upturned flowerpots, they crawl inside the hole to create a new colony!

Frogs, toads and newts

Frogs, toads and newts love moist dark places to hide. Choose a shady spot and dig a shallow hole. Cover loosely with old roof tiles or rocks with lots of gaps for them to crawl inside.

Lacewing hotel

Cut the bottom off a 2 litre soft drinks bottle and roll up a piece of corrugated cardboard (about 30cm x 30cm) to place inside the bottle. Carefully push a wooden barbecue skewer through the bottom sides of the bottle to hold the cardboard in place. Finally tie a piece of string around the bottle neck and hang the bottle. Make sure to hang your bottle in a sheltered position as lacewings like shaded spots.

Keen to attract more wildlife to your school grounds?

Download a copy of our ‘Nature Trail Activity Pack’ at sky.com/ amazonschool resourcesfor a few top

tips

14

BIODIvERSITy DIORAmA

Age 5-11

A diorama is an artistic technique used to build an exciting, layered scene in a very small space. Through this creative task pupils can demonstrate their knowledge and understanding of the ecosystem, habitat and food chain themes developed through earlier ‘Life in the forest’ activities. Use the steps below to showcase what pupils have learned, and develop your discussions about biodiversity and its importance for our planet.

N.B. Planning, creating and presenting dioramas will take at least 2 sessions. This activity is ideal as an Art or Science week project.

Resources required

• Shoe boxes with lids

• A range of art materials

• Coloured pens/pencils

• Plastic animals (optional)

Steps

1. Begin by choosing a focus for the diorama i.e. rainforest biome or the local habitat pupils have already mapped. Brainstorm a list of all the plants/animals and environmental features (biodiversity).

2. Create a rough sketch to help plan what you need to include, before designing the characteristic diorama layers to create a good representation of the biodiversity in the chosen habitat.

3. Ask pupils to work in small groups and use the art materials available to create biodiversity dioramas. Check out wikihow.com/make-a-Diorama for a few hints and tips (please note this video contains adverts so may not be suitable for pupils).

4. As a class, each group should present/display and peer evaluate the dioramas.

5. Consider the impact of losing one or more species depicted - both on the appearance of the diorama and in real life.

Extension

Use the dioramas and the information at wwf.panda.org/about_our_earth/biodiversity as a starting point for developing pupils’ understanding of the importance of biodiversity. Draw out the link between what a thriving, green and sustainable planet looks like and how everything is interdependent, meaning ALL species matter, no matter how small:

• For younger pupils learn/share the song ‘All things bright and beautiful’

• For older pupils encourage them to debate the importance of different species to the chosen environment and/or to the wider world to help develop their understanding of biodiversity. You might want to play the ‘Biodiversity begins with a B’ film clip at youtube.com/watch?v=v_otglflQw4.

Don’t forget to send us a photo of

your diorama, we’d love to see it!

Please scan and email to

iloveamazon

schools@

wwf.org.uk

15

All of us can take action to help save the array of amazing ecosystems around the world. Can you and your class tick two or more actions off of the list below?

• Teach others about the importance of the environment and how they can help save forests.

• Establish an area to protect forests and wildlife.

• Restore damaged ecosystems by planting trees on land where forests have been cut down.

• Encourage people to live in a way that doesn’t hurt the environment.

• Support companies that operate in ways that minimise damage to the environment.

It’s competition time!

Take a look at some of the creatures that live in the world’s most inaccessible locations, caught on camera by our cleverly hidden, heat sensitive cameras at images.

panda.org

Don’t forget to send us a photo of

your diorama, we’d love to see it!

Please scan and email to

iloveamazon

schools@

wwf.org.uk

Keen to explore wildlife

that lives in the UK?

Visit wildlifekate.co.uk to

take a peak in nest boxes

and feeders in a

semi-rural

Staffordshire

garden.

Just by working through some of the activities in this pack pupils will have learnt about the importance of the Amazon rainforest, and habitats closer to home. They’ll have started to develop an understanding of the delicate balance provided by the forest ecosystem and the importance of protecting these natural habitats for all our futures.

We want to encourage your pupils to realise they can make a difference in their local area. We want to help them develop a wildlife haven – by entering this competition they’ll have the chance to win WWF’s support to turn their plans into reality! We’re inviting you to share your pupils’ creative designs that encourage wildlife to your school. Whether you’ve got room for a nature trail, or ideas for some insect friendly planters or window-boxes, we’re looking for designs that show how much pupils have learnt about what animals need to survive and thrive. Send us your photographs or drawings that pupils have annotated with descriptions, and the best entry will win help to turn a bit of their school into a wildlife heaven.

DESIgN A WILDLIFE AREA IN yOUR SCHOOL

Age 5-11

Using what they’ve learnt about the plants and animals in the rainforest and in your local area, can pupils design a wildlife area for your school that encourages wildlife visitors and supports them to survive and thrive?

Steps1. Working in groups, ask pupils to design a suitable

habitat for insects and wildlife in your school. This could be a nature trail, garden area or window box.

2. Ask the groups to create a photo montage, sketch or drawing of their design. Using labels and captions, ask them to annotate the key features that will encourage wildlife to your school. It will be great if they can tell us why they’ve chosen certain features. They can enter using the Spring competition entry form overleaf (also available as a download at sky.com/amazonschoolresources) or they can create their own on a sheet of paper. Just make sure they remember to include references to the wildlife they’re aiming to attract.

3. Send a scanned copy of completed entries (ensuring names, ages, school, class and class contact, are included) by email to iloveamazonschools@wwf.org.uk or by post to Wendy Hardy, Schools and Youth Officer, WWF-UK, The Living Planet Centre, Rufford House, Brewery Road, Woking, Surrey GU21 4LL to win some great prizes for you and your school.

4. Visit sky.com/amazonschoolresources to find out more, and to read the competition terms and conditions and entry requirements.

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Spring: Competition entry form

Teachers: Please scan and send completed entries to iloveamazonschools@wwf.org.uk or by post to Wendy Hardy, Schools and Youth Officer, WWF-UK, The Living Planet Centre, Rufford House, Brewery Road, Woking, Surrey GU21 4LL. We will accept entries both on the template (which you can enlarge) or on separate A4/A3 sheets of paper as long as the entry template is attached – see sky.com/amazonschoolresources for more details.

You’ve learnt so much about the plants and animals in the rainforest and in your local area and what they need to survive and thrive. Can you put this knowledge to use and design a wildlife area for your school?

my DESIgN: you can send annotated photographs or drawings with lots of notes about what you’d like to see where and why.

Apply by17th April

2015

NAmE: AgE: SCHOOL:

CLASS: CLASS CONTACT:

17

This pack has been designed to support all primary teachers deliver elements of the science curriculum. If you’re teaching the new National Curriculum for England 2014, we’ve given the specific strands below to help you with your planning.

SCIENCE: WORKINg SCIENTIFICALLy

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills:

• Asking simple questions and recognising that they can be answered in different ways

• Observing closely, using simple equipment

• Performing simple tests

• Identifying and classifying

• Using their observations and ideas to suggest answers to questions

• Gathering and recording data to help in answering questions.

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills:

• Asking relevant questions and using different types of scientific enquiries to answer them

• Setting up simple practical enquiries, comparative and fair tests

• Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Resource links

• Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes

• Using straightforward scientific evidence to answer questions or to support their findings.

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills:

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision

• Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

• Using test results to make predictions to set up further comparative and fair tests

• Using simple models to describe scientific ideas

• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results

• Identifying scientific evidence that has been used to support or refute ideas or arguments.

Links to other I Love Amazon Schools resources:

Guidance for Teachers Pack – ‘Adapted for life’ and ‘Recreating the Rainforest’

Nature Trail Activity Pack – ‘Investigating soil’ and ‘Weather watchers’

FSC & Paper Activity Pack – ‘Facts about the Forest’

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SCIENCE: ALL LIvINg THINgS AND THEIR HABITATS

• Construct and interpret a variety of food chains, identifying producers, predators and prey

• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

• Identify and name a variety of plants and animals in their habitats, including micro-habitats

• Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

• Identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups

• Recognise that environments can change and that this can sometimes pose dangers to living things.

Links to other I Love Amazon Schools resources:

Guidance for Teachers Pack – ‘Animal research’, ‘Animal descriptions’, ‘Adapted for life’, ‘School nature trail’, and ‘My Amazon’

Nature Trail Activity Pack – ‘Developing your nature trail’, ‘Ensuring biodiversity’ and ‘Exploring epiphytes’

FSC & Paper Activity Pack – ‘Facts about the forest’

Resource links

Around 13 million hectares of forest is lost each year, the

equivalent of 36 football fields per minute. That’s why WWF’s

forest conservation programme is geared toward halting

deforestation around the world, from rainforests to

temperate forests.

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I Love Amazon Amazon Schools is part of Sky Rainforest Rescue, a partnership between Sky and WWF which aims to help save one billion trees in the Amazon rainforest. Visit: sky.com/rainforestrescue

I Love Amazon Amazon Schools,c/o WWF-UK, The Living Planet Centre, Rufford House, Brewery Road, Woking, Surrey GU21 4LL. WWF-UK registered charity number 1081247 and registered in Scotland number SCO39593. A company limited by guarantee number 4016725. © panda symbol and ® “WWF” Registered Trademark of WWF-World Wide Fund for Nature (formerly World Wildlife Fund).

PHOTO CREDITS: PG 2: © BRENT STIRTON / GETTY IMAGES / WWF-UK, PG 10-11: ‘BUTTERFLIES’ © ZIG KOCH / WWF-UK, PG 18: ‘LEAVES’ © ZIG KOCH / WWF-UK

Please tell us what you think; you

can complete the feedback form at

sky.com/amazonschool

resources

or email

iloveamazonschools

@wwf.org.uk

You can download all of the activity packs mentioned here at sky.com/ amazonschool resources