THE RAINFOREST 

DIVERSITY OF SPECIES   Chewonki’s The Rainforest--Diversity of Species program brings the               tropical rainforest into your classroom using slides, activities, and live rainforest animals. We explore the                             incredible array of interactions occurring in a rainforest, make connections between this important ecosystem                           and our own Maine woods, and discuss ways in which student decision making skills can be of value to                                     threatened rainforests.   Using hands-on activities, we take a look at products used in our daily lives that are made with rainforest                                     materials and discuss the sustainability of such usage. The program comes alive with lessons highlighting our                               Common Green Iguana, and Giant African Millipedes. Students will leave the program with a heightened                             understanding of the interdependence, biodiversity, and global importance of these amazing biomes.  

  

Equipment and Room Requirements   

● Classroom or multi-purpose room space is �ne. The room must be adequately darkened for slides.    ● The school must provide a screen for the slide show.  ● Chairs (or desks & chairs) for students, or comfortable �oor space.  ● Presentations may be done at a single location or in individual classrooms, if 15 minutes is allowed 

between presentations to move equipment.  ● Group size maximum- 30  ● Teachers must be present in the room during the program.  ● Please have students wear the name tags provided in this packet.  

Note: Permits are required for most of the specimens (living and stuffed) that are used in Chewonki Traveling Natural History Programs and students are reminded of the legal limitations of private collections. All of our living animals are non-releasable because of injuries or were captive raised before arriving at Chewonki. No animals have been harmed or taken specifically for use in Chewonki programs.

Chewonki Wiscasset, Maine Traveling Natural History Programs 

(207) 882-7323 

Class Outline  

Each presentation takes one hour. The program is designed for grades four – adult. Adjustments are made for each grade and ability level.   This is an outline of what may be expected during a typical Outreach Rainforest presentation:   A. Introduction:  

1. What is a rainforest?  2. Why should we study them?  3. What is happening to the rainforests today?   

B. Slide Show:  1. Interdependence within the rainforest is explained, highlighting lock and key 

relationships between several unique species found in these areas. Students will also learn about the important interdependent relationship between the rainforests and our Maine forests.  

2. The biodiversity within the rainforest is explored. Students will learn the four levels of the rainforest, and some of the roles and species speci�c to those areas. The Outreach “rainforest stretch” will help students to learn the forest levels.   

3. Activity: Using simple props as a model, students will “build” a food-chain, and learn how the loss of even one species within the rainforest can cause large scale damage. This same model can also be used to demonstrate the relationships between each of the four forest levels.   

 C. Live Animals 

Students will take a close look at a live animals found in rainforests, whether that be a Vietnamese Walking Stick or an Australian Water Dragon.  

D. Weather Patterns (Slide Show continuation) 1. Students learn how and why rainforests contribute to weather patterns.   2. Deforestation, and its aftermath is examined. Endangered species, and global 

climate change are two important issues stemming from rainforest loss.    

E. Rainforest Use Activity:  Students will select products that originate in the rainforest from a grab bag. The concept of sustainability is introduced and students will brainstorm ways in which they can make responsible choices, while still enjoying the incredible array of resources found in tropical rainforests.   

    

Chewonki Traveling Natural History Programs www.chewonki.org 

  

    

   

Chewonki Traveling Natural History Programs www.chewonki.org 

 PRESS RELEASE 

 Date: Contact: 

  

 

The Rainforest: “A Diversity of Species”  What: A one-hour program for those interested in the Rainforest When :  Time :  Where :  Cost : Presenter :   Why are South American rainforests important for residents of Maine and New England? Our Rainforest program discusses the links between the �ora, fauna, and weather patterns of the Northeastern United States and these tropical woodlands. The incredible biodiversity, and detailed interdependent relationships within tropical rainforests is explored through a slide presentation, as well as several hands-on activities. The presentation will provide a basis for discussion of the rainforest cycles and ecosystems. The activities and slide show highlight neo-tropical migratory birds and the fundamental importance of the biodiversity found in the rainforests.  We will examine the current state of these ecosystems, and some of the major problems they are facing. The Chewonki presenter will show native tropical plants, a live green iguana and giant millipedes. These serve as just a few examples of the millions of life forms that support and balance these complex ecosystems. By reaching into our “Rainforest Grab Bag,” participants will learn to identify products, which may or may not be sustainably harvested. Students of all ages will learn what their connection is to the rainforest, fostering the desire to seek out conservation strategies that they can implement in their very own homes. While a Three Toed Sloth 8,000 miles away from us is not able to make a decision that will a�ect our lives, all people, as consumers, can make conscious decisions that can positively or negatively a�ect the existence of the rainforest.   

Chewonki Traveling Natural History Programs www.chewonki.org 

Vocabulary Adaptation A behavior, physical feature, or other characteristic that helps an animal survive and make the most

of its habitat.

Biological Diversity The full array of all species on earth, the genetic variation in their respective populations,and                                   the varied ecosystems in which they interact. 

Bromeliad A type of tropical plant in the pineapple family that often grows on the trunks and branches of trees. 

Buttresses Woody �anges that radiate from the bases of some tall tropical forest trees. Many scientists think                               buttresses help support shallow-rooted trees, which might otherwise blow down easily. 

Canopy The layer of a forest formed by the crowns of tall trees. In a tropical rain forest, the canopy is made                                         up of �at-crowned trees that are often about 65-100 feet tall. 

Clear Cut To remove all the trees from a forest site at the same time leaving an open patch. 

Deforestation The destruction of a forest. In the tropics, deforestationis caused by a number of activities, such as                                   slash-and-burn agriculture, cattle ranching, and timber harvesting. 

Ecosystem All the living and nonliving things that interact in a particular place in the environment. 

Emergent A tree that grows taller than the canopy trees around it. Emergents have umbrella-shaped crowns                             and slender trunks, and they may grow to be more than 200 feet tall. 

Epiphyte A plant that grows on other plants. The roots of many epiphytes can absorb moisture directly from                                 the air. 

Erosion To be worn away by chemical or physical means such as rain, heavy use, or compaction. 

Indigenous To occur naturally in a certain area. "Indigenous peoples" is most often used to mean the tribal                                 peoples, such as American Indians, who lived in an area before Europeans arrived. 

Seed Dispersal The way that seeds travel from the parent plant to the ground by wind, gravity, or animals. 

Slash-and-burn Agriculture The method of agriculture in which people clear land by cutting down patches of forest                                 and burning the debris. When too many people practice slash-and-burnagriculture in an area and                             don't allow enough time for the cleared land to lie fallow before cultivating it again, the area can                                   become permanently damaged. 

Sustainable Development Development that uses natural resources in an ef�cient way and without destroying the                             basis of their productivity. Sustainable developmentallows natural resources to regenerate. Many                       indigenous people have practiced sustainable slash-and-burn agriculture in tropical forests for                     hundreds of years. 

Transpiration Evaporation of water from the surfaces of living plants into the atmosphere. 

Tropical Rainforest A lush, green forest located at low elevations in regions between the Tropics of Cancer and                                   Capricorn. Tropical rainforests are characterized by abundant rainfall and a very warm, humid                         climate year-round. Other types of tropical forests include cloud forests , which occur at high                           elevations, and seasonal forests , which have wet and dry seasons. 

Understory The forest layer beneath the canopy that includes small trees, young canopy trees, shrubs, and herbs.

Chewonki Traveling Natural History Programs www.chewonki.org 

Classroom Activities  Here are a few activities to enhance your lesson on rainforests and environmental awareness. Activities are designed to be interdisciplinary and easily adapted for almost any age group.  

Social Studies Activities • Conduct an informal survey of land use in your community (this can involve the students or not depending on their age) and �nd out what percent of the land is used for residential, business, recreational and industrial purposes. Use this information to initiate a discussion about why land is apportioned this way. What purposes are served? Is this the only way to divide the land? What happens to wildlife when land is used in di�erent ways. Then move the discussion to land use decisions in rainforest nations-- how does land use di�er and what are the probable reasons for these di�erences? Could the land be used in di�erent ways?  •Set up a role-playing simulation involving a land issue like the dispute over Yanomano lands in Brazil. Roles could include tribal leaders, government o�cials, gold prospectors, anthropologists, conservationists. Students must clearly state the legitimacy of their position. Can a solution be reached? What important issues arise from these negotiations? After the role-playing, discuss di�culties in negotiating and given these di�culties, what might be the best possible solution(s).  •Prepare a chart about how life might be di�erent in the rainforest. Include such chart headings as Home, Foods, Clothing, and Pets.  •Have the students research and prepare a presentation about businesses selling products that do not harm the environment. They may want to look both locally and nationally.  

Math Activities  • Some trees in tropical rainforests grow to heights of 200 feet, or 60 meters, above the forest �oor. Create a bar graph comparing the average heights of rainforest trees (at each layer) with the average heights of trees in your own neighborhood.   •Create a chart or graph comparing the average temperature and average rainfall amount in your city with both tropical and temperate rainforests.   • Look at current projections for environmental statistics about soil erosion, gas emissions, species loss, deforestation and any other issues that might capture students’ interests. Based on the current �gures, try to project 10, 20, and 30 years ahead. Hold a discussion, give a writing assignment, or ask the students to create charts or draw maps that highlight the scale of these projections and their e�ects on the planet and our lifestyle.  •Have the class design and do an environmental survey that would examine local knowledge (meaning the awareness of people who live in or near rainforests) and awareness of rainforest issues. The class would have to think about what questions to ask, how to ask them, and the signi�cance of the results.  

Science Activities  •Look at readings about successful campaigns by environmental non-governmental organizations (NGOs) to give students a sense of the potential impacts of intelligent citizen action and lobbying. Possible topics might include the drift-net ban, dolphin-safe tuna, or the Rainforest Alliance’s ECO-O.K. certi�cation program [web site] or Smart Wood [web site]. Analyze why certain techniques are e�ective in prompting governments or corporations to modify their behavior. Brainstorm other conservation ideas.  •Compile an illustrated booklet with information about medicinal plants from the rain forest.  

Chewonki Traveling Natural History Programs www.chewonki.org 

•Use a variety of weather maps to answer the question: “why did rainforests form?” Look at ocean, wind and weather patterns. Note the sorts of conditions along the equator that create this ecosystem. This could be coupled with a visual “tour” of the major rainforests, noting their similarities and di�erences and what might be the climatic or other underlying reasons for these.  

Language Arts  •Some possibilities for student essays based on discussions centered around rainforests: 

-describe a world with no rainforest, what is lost? -why do we value the environment? In other words, what are the spiritual or    philosophical roots of 

environmentalism?  •Create a poster or pamphlet to tell about the state of rainforests today. Include information from a pen pal who lives in an area with tropical or temperate rainforests.   •Compare the writings of a variety of cultures about the origin of earth and nature. Look at myths, legends, the role of gods, etc. Look at themes they have in common involving stewardship of the earth, human’s role towards nature, and so on. These myths could be illustrated or added to by the class.  •Have an older class design and teach a lesson or lessons on rainforest issues to a younger group. They would have to create visual hand-outs and could prepare photographs or illustrations of a rainforest plant and animal life. They would have to agree in advance on the objectives of their lesson, based on research.  •Students could do a report on an animal from the rainforest, with facts about its habitat, food, babies, etc. They could include pictures that they �nd or draw.  •Create word search and crossword puzzles using newly learned rainforest vocabulary.  

Art, Recreation and ideas for younger students  •Make paper mache masks such as those some indigenous tribes use for dances and dramatic productions.  •Create a dioramas or mural showing each layer of the rainforest and the plants and animals living in the rich ecosystem.  •Make blocks for a class rainforest theme quilt by illustrating a scene, using natural dyes, on a 12-by 12-inch piece of unbleached fabric. Consider showing plant and animal species that are already extinct or endangered due to human interference. Work as a team to assemble the quilt.  •Younger children will enjoy a smell identi�cation game made with �lm canisters, rubber bands and some cloth squares, and various fragrant tropical products like cloves, lemon peel, pineapple or chocolate. Put a little of the fragrant item into the canister and convert it with a cloth and rubber band. After the children guess what the smells are, they will probably want to see what’s in the canisters so rubber bands work better than tape.  •Make a rainforest fruit salad using all of the fruits that we get from the rainforest. 

   

Chewonki Traveling Natural History Programs www.chewonki.org 

TROPICAL FOREST PRODUCTS   WOOD: Although one has to be careful when buying tropical woods, it is not necessarily something to be completely avoided.                                     There is now a certi�cation process, where wood is labeled as being grown in an ecological way. Look for this labeling                                         when buying tropical woods such as: 

teak balsa mahogany sandalwood rosewood 

 These tropical woods are found commonly in our homes and surroundings. They are used for: 

doors garden furniture toys packing cases and boxes windowsills insulation �ooring general construction sub�ooring railroad ties paneling warf pilings veneer boat building cabinetry chemical vats jointry buoyancy materials dresser drawers drawing boards salad bowls 

 HOUSE PLANTS:  Many of the plants in our homes come from rainforests. They do well inside because they are adapted to live with the low levels of sunlight found on the forest �oor. Some of the most common houseplants are: 

Crotons Philodendron  Fiddle-leaf �g Rubber tree plant Mother-in-law's tongue Sche�era Parlor ivy Bromeliads Swiss cheese plant Zebra plant 

 FIBERS:  Plants in the rainforest often are �brous and commercially useful for things like: 

bamboo- furniture, baskets jute/kenaf- rope, burlap kapok- insulation, soundproo�ng, life jackets ra�a- rope, cord, baskets ramie- furniture, wickerwork, baskets, chair seats 

 ESSENTIAL OILS: Often fragrance and �avorings we use daily contain essential oils found in the leaves or bark of tropical plants such as: 

camphor oil- perfume, soap, disinfectant, detergent coconut oil- suntan lotion, candles eucalyptus oil- perfume oil of star anise- scenting, confections, beverages, cough drops palm oil- shampoo, detergents patchouli oil- perfume rosewood oil- perfume, cosmetics, �avoring sandalwood oil- perfume ylang-ylang- perfume 

  GUMS AND RESINS:  Natural gums and resins we use are: 

Chicle latex- chiclets chewing gum copaiba- perfume, fuel 

Chewonki Traveling Natural History Programs www.chewonki.org 

copal- paints and varnishes gutta percha- golf ball covers rubber latex- rubber products tung oil- wood �nishing 

 FOODS AND SPICES:   SPICES: allspice lime cardamom cayenne tumeric 

chili cinnamon cloves ginger sesame seeds mace nutmeg paprika vanilla 

 FRUITS: avocado banana breadfruit coconut passion fruit 

guava lemon grapefruit jackfruit black pepper mango orange papaya durian pineapple plantain rambutan tangerine 

 VEGETABLES AND OTHER FOODS: 

brazil nuts cane sugar co�ee cashew nuts chocolate chayote cucumber hearts of palm okra peanuts peppers macadamia nuts cola tea vermouth mayonnaise(coconut oil) 

  

Chewonki Traveling Natural History Programs www.chewonki.org